• ...is an important factor/concept/idea/ to consider because... • … will be argued/outlined in this paper.
Introducing evidence for your argument
• Smith (2014) outlines that.... • This evidence demonstrates that... • According to Smith (2014)… • For example, evidence/research provided by Smith (2014) indicates that...
Giving the reason why your point/evidence is important
• Therefore this indicates... • This evidence clearly demonstrates.... • This is important/significant because... • This data highlights...
Concluding a point
• Overall, it is clear that... • Therefore, … are reasons which should be considered because... • Consequently, this leads to.... • The research presented therefore indicates...
Editing and proofreading (reviewing)
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.
Editing considers the overall focus or bigger picture of the assignment
Proofreading considers the finer details
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
Have I answered the question accurately?
Do I have enough credible, scholarly supporting evidence?
Is my writing tone objective and formal enough or have I used emotive and informal language?
Have I written in the third person not the first person?
Do I have appropriate in-text citations for all my information?
Have I included the full details for all my in-text citations in my reference list?
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
Is my spelling and grammar accurate?
Are they complete?
Do they all make sense?
Do they only contain only one idea?
Do the different elements (subject, verb, nouns, pronouns) within my sentences agree?
Are my sentences too long and complicated?
Do they contain only one idea per sentence?
Is my writing concise? Take out words that do not add meaning to your sentences.
Have I used appropriate discipline specific language but avoided words I don’t know or understand that could possibly be out of context?
Have I avoided discriminatory language and colloquial expressions (slang)?
Is my referencing formatted correctly according to my assignment guidelines? (for more information on referencing refer to the Managing Assessment feedback section).
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 writing requires clear and logical structure, critical thinking and the use of credible scholarly sources.
A thesis statement is important as it tells the reader the position or argument you have adopted in your assignment. Not all assignments will require a thesis statement.
Spending time analysing your task and planning your structure before you start to write your assignment is time well spent.
Information you use in your assignment should come from credible scholarly sources such as textbooks and peer reviewed journals. This information needs to be paraphrased and referenced appropriately.
Paraphrasing means putting something into your own words and synthesising means to bring together several ideas from sources.
Creating an argument is a four step process and can be applied to all types of academic writing.
Editing and proofreading are two separate processes.
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).
Understand the context of your writing, practice writing as a process, peer review: enhancing your writing through collaboration.
Resources for Writing Consultants and Peer Tutors
Faculty Toolkit: Embedding Peer Writing Tutorials in Undergraduate Course Assignments
Faculty Toolkit: Embedding Writing Consultations in Graduate and Online Course Assignments
Understanding Your Assignment: The Crucial First Step 🎓📝
Comprehending your assignment thoroughly is fundamental to academic writing success. This process involves careful reading, analysis, and often, clarification with your instructor. Here are some key steps to assignment understanding:
1. Read the Prompt Multiple Times 👀📚
First read : Gain an overall sense of the assignment
Second read : Identify key tasks and requirements
Third read : Note specific details, constraints, and formatting instructions
2. Identify Key Terms and Concepts 🔑📖
Highlight action words (e.g., analyze, compare, evaluate)
Circle content-specific terms you may need to research
Note unfamiliar terms to clarify with your professor
3. Break Down the Assignment ✂️📊
Identify the main task(s) you need to complete
List any subtasks or components
Note the required word count or page length
4. Understand the Purpose 🎯💡
Consider why this assignment was given
Reflect on how it relates to course learning objectives
Identify the skills or knowledge you're meant to demonstrate
5. Clarify Expectations 📏🔍
Review the grading rubric if provided
Note any specific sources or number of sources required
Understand the expected format and citation style
6. Ask Questions ❓🗨️
Don't hesitate to seek clarification from your professor:
Prepare specific questions about unclear aspects
Confirm your understanding of the main task(s)
Self-Assessment Checklist ✅
Use this checklist to ensure you've fully understood your assignment:
I can state the main task(s) of the assignment in my own words
I've identified all the key components I need to include
I understand the format and citation style required
I know how my work will be evaluated (grading criteria)
I'm clear on the deadline and submission method
I've clarified any uncertainties with my professor
Common Pitfalls to Avoid ⚠️
Overlooking important details in the prompt
Misinterpreting key terms or concepts
Failing to address all parts of a multi-part question
Not aligning your work with the stated purpose of the assignment
Remember: Taking the time to thoroughly understand your assignment at the outset can save you time and frustration later in the writing process.
Need additional guidance? Don't hesitate to schedule an appointment with a Peer Tutor or Writing Consultant for personalized support in decoding your assignment.
Understanding the Context of Your Writing 🖊️🎓
Understanding the context for your writing, or "rhetorical situation," is crucial for effective academic writing at all levels. It involves considering the purpose, audience, context, and medium of your writing. By mastering these elements, you can make strategic decisions about how to present your arguments and structure your writing to communicate most effectively in your academic and professional contexts.
The video above provides a clear explanation of the rhetorical situation and its importance in effective communication. While it uses everyday examples, the concepts are directly applicable to academic writing. Understanding these elements will help you craft more persuasive and effective scholarly works.
What is Rhetorical Situation? 🤔
A rhetorical situation refers to any set of circumstances involving at least one person using communication to modify the perspective of at least one other person. Here are five key elements of rhetorical situations:
In academic writing, this could be your essay, thesis, dissertation, or journal article
Consider how the format and structure of your text align with your field's conventions
As a student, consider your developing expertise and authority in your field
Reflect on how to establish credibility through your writing and research
Consider their background knowledge, expectations, and potential biases
Clarify your goals (e.g., to inform, persuade, contribute new knowledge)
Align your writing strategies with your academic and professional objectives
Consider the current state of research in your field
Reflect on how your work fits into ongoing scholarly conversations
Checklist for Understanding the Context of Your Writing Assignment or Task ✅
Use this checklist as you plan, draft, and revise your academic writing to ensure you're considering all aspects of the rhetorical situation:
Text (Logos) 📄
What type of document am I creating?
What are the conventions of this genre?
How should I structure my arguments?
Author (Ethos) ✍️
What are my credentials relevant to this topic?
How can I establish my credibility?
What potential biases should I be aware of?
Audience (Pathos) 👥
Who is my primary audience?
What do they already know about my topic?
What are their values and expectations?
How can I appeal to their emotions or interests?
Purpose (Telos) 🎯
What is my main goal in writing this?
Am I trying to inform, persuade, or entertain?
What do I want my audience to do or think after reading?
Setting (Kairos) 🌍
When and where will this be read?
What current events or trends are relevant?
How does the medium (e.g., journal article, blog post) affect my approach?
Community/Conversation 💬
What ongoing discussions is my writing contributing to?
Who are the key voices in this conversation?
How does my work fit into the broader academic or professional discourse?
Using the Checklist 📝
Planning Stage : Use this checklist when you're first conceptualizing your writing project. It can help you identify key considerations and shape your approach.
Drafting Stage : Refer back to the checklist as you write to ensure you're addressing all aspects of the rhetorical situation.
Revision Stage : Use the checklist as a tool for critical review. Have you effectively addressed each element in your writing?
Peer Review : Share this checklist with peers when reviewing each other's work. It can provide a structured framework for giving feedback.
Remember, understanding your rhetorical situation is key to producing effective, persuasive academic writing. Use these tools to enhance your writing process and outcomes! 🚀📚
Writing is a cornerstone of academic and professional development. Whether you're working on a dsicussion post, essay, thesis, dissertation, or scholarly article, understanding writing as a complex, iterative process is crucial for producing high-quality academic work. The video below provides a foundational overview of the writing process.
Academic Writing Process Checklist for Major Assignments
Planning and conceptualization.
Analyze the assignment prompt and requirements
Brainstorm initial ideas and potential topics
Identify key research questions or thesis statement
Consider theoretical frameworks relevant to your topic
Discuss ideas with instructors, advisors, or peers
Research/Literature Review
Conduct a comprehensive literature search
Organize sources using citation management software (e.g., Zotero, Mendeley)
Read and take notes on relevant sources
Identify gaps in existing research
Create a concept map or outline of key ideas and their relationships
Research Design (if applicable)
Determine appropriate research methodology
Design data collection instruments (e.g., surveys, interview questions)
Consider ethical implications and obtain necessary approvals
Plan data analysis methods
Outlining and Argument Development
Create a detailed outline of your paper or project
Develop your main argument or thesis
Organize supporting points and evidence
Ensure logical flow between sections
Set realistic writing goals (e.g., daily word count)
Write the first draft, focusing on content over style
Integrate sources and citations as you write
Develop your scholarly voice while adhering to disciplinary conventions
Revision and Feedback
Review your draft for overall structure and argument coherence
Seek feedback from peers, writing tutors, or instructors
Attend writing workshops or group sessions for additional input
Revise based on feedback received
Editing and Refinement
Check for clarity and precision in language
Ensure consistency in terminology and style
Verify proper citation format and completeness
Review for grammar, spelling, and punctuation
Finalization and Submission
Format document according to assignment or publication guidelines
Prepare any required supplementary materials (e.g., abstract, appendices)
Conduct a final proofread
Submit the assignment through the designated channel
Additional Considerations for Graduate Students
Engage with current theoretical debates in your field
Consider potential contributions to your discipline
Prepare for scholarly presentation or defense, if applicable
Plan for potential publication or further development of the work
Remember : Adapt this checklist to your specific assignment requirements and writing process. Regularly consult with your instructor or advisor for guidance.
Peer review is a crucial component of the academic writing process. While in-class peer review is valuable, the Academic Commons offers professional support to enhance your peer review skills and writing confidence.
Assessing the effectiveness of your arguments and evidence
Academic Commons Advantage: Our Peer Writing Tutors and Writing Consultants are trained in the peer review process. They can provide expert feedback and model effective peer review techniques.
Common Misconceptions
❌ Peer review is just about correcting grammar
✅ Our tutors focus on higher-order concerns like ideas and organization
✅ We provide constructive feedback to improve your writing
Becoming an Effective Peer Reviewer
Read the entire paper before commenting
Focus on higher-order concerns first
Provide specific, constructive feedback
Balance criticism with praise
Ask questions to clarify the writer's intentions
Academic Commons Tip: Schedule a session with a Peer Writing Tutor to practice giving feedback. This will boost your confidence in class peer review sessions.
Receiving and Using Feedback Effectively
Approach feedback with an open mind
Ask for clarification if needed
Prioritize feedback based on assignment criteria
Use feedback to guide revisions
Academic Commons Support: Book a follow-up appointment with a Writing Consultant to discuss how to implement feedback effectively.
Advanced Feedback Strategies for Graduate Students
For handling manuscript feedback:
Rewrite feedback in your own words
Create a checklist of action items
Prioritize revisions based on importance
Graduate Student Tip: Our Writing Consultants are essentially professional peer reviewers. They can help you navigate complex feedback from multiple reviewers.
Why Use Academic Commons for Peer Review?
Expert Guidance: Our staff are trained in effective peer review techniques
Confidence Building: Regular sessions help you feel more comfortable discussing your writing
Time and Focus: One-to-one sessions provide dedicated time for in-depth review
Skill Development: Learn to give and receive feedback, enhancing your in-class peer review skills
Personalized Support: Get feedback tailored to your specific writing goals and challenges
Don't let lack of confidence hold you back from valuable peer review experiences. The Academic Commons is here to support your growth as both a writer and a reviewer.
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Last Updated: Sep 13, 2024 4:02 PM
URL: https://libguides.marian.edu/academicwriting
Schools & departments
Academic writing
Advice and resources to support you with effective academic writing.
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, as conventions vary between subject areas.
One of the hardest things can be to get started writing an assignment. Sometimes this is a question of taking the time to reflect on what you are being asked to do in the assignment brief.
Getting started with an assignment
The handout Getting started suggests a way in which you can break down your task, think about aspects of it and commit some of your initial ideas to paper. It also suggests ways you can start to adapt this method to suit you. Alternatively you may prefer to use a prompt list to start to analyse your title.
Getting started (pdf) Getting started (Word rtf)
Essay title prompts (pdf) Essay title prompts (Word rtf)
You will want to respond to the assignments you have been set as well as you can. This means paying attention to key words in the question or assignment brief. These are sometimes known as command or directive words because they tell you what to do. The document Directive words provides definitions of some of the commonly used words.
Directive words (pdf) Directive words (Word rtf) Directive words – British Sign Language translation (Media Hopper video)
Getting your ideas in order
In any written assignment you will be expected to organise and structure information which is synthesised from a range of sources. You will need to make notes from your readings to help you consolidate and connect your research to your question. The Reading at university page has strategies to help you develop effective skills for making notes from reading.
Reading at university
Making notes means you end up with lots of bits of writing which you need to link together for your reader. Sometimes it can be hard to know what to select and how to identify relationships between ideas and concepts.
There are suggestions in the Getting your ideas in order handout of practical ways in which you might reorganise your material in response to the task set. Playing around with the order can help you arrive at a line of reasoning that will convince the reader. Aim to experiment and find out what works for you.
Getting your ideas in order (pdf) Getting your ideas in order (Word rtf)
Essay parts and paragraphs
If you have been asked to write an academic essay, and you haven't done this before, you may be unsure of what is expected. The Parts of an essay handout gives a brief introductory overview of the component parts of an essay.
Parts of an essay (pdf) Parts of an essay (Word rtf)
Paragraphs are the building blocks of an essay and are a way of organising your thinking and making your meaning clear in your writing for your reader. The handout Developing writing in paragraphs encourages you to think about the way you shape your paragraphs and when to move on to a new one.
Developing writing in paragraphs (pdf) Developing writing in paragraphs (Word rtf)
Build an argument as you go
Identifying and writing about good evidence is not enough. You need to build an argument. An argument is:
Using reasons to support a point of view, so that known or unknown audiences may be persuaded to agree. Cottrell, S. (2011)Critical thinking skills: developing effective analysis and argument. 2nd edn. Basingstoke: Palgrave Macmillan, p52.
You can develop your argument as you read and write by creating a working hypothesis or basic answer in response to the assignment brief.
Building an argument as you go (pdf) Building an argument as you go (Word rtf)
As you move through your studies lecturers will expect more from your written work. They will expect the accurate attribution of ideas from others (including academic and other authors, and the ideas of those who teach you). There is general advice and resources for referencing and citations (and avoiding plagiarism) on the Referencing and citations page.
Referencing and citations
Your marker(s) will expect written pieces to be logically structured with fluid expression of thought, and with deeper and more critical engagement with the subjects and ideas you are reading and learning about.
Aim to become familiar with the level of writing required by reading good quality examples. At an advanced level you are aiming to write to the style you read in academic journals.
As your written tasks become longer and more complex it can be helpful to reflect on your own writing process.
Reflect on your writing process (pdf) Reflect on your writing process (Word rtf)
Different types of academic writing
Academic writing is much more than just an essay. You might be asked to write a lab or business report, a policy brief, a blog post, a journal article or a reflection piece for example. These tend to be subject and task specific so you need to check the assignment brief and any criteria for details of their purpose, formatting, structure, things to include etc.
Reflective academic writing
In some subjects, assessment may be based on critical reflection. This can be a challenge as it is a very particular style and form of writing which you may not have come across before. As well as check your assignment brief for specifics, the University’s Employability Consultancy have created a Reflection Toolkit of resources, models and questions to help you develop your reflective writing skills.
The Reflection Toolkit
School-level support
Take advantage of any writing development sessions organised through or learning materials offered by your School, Deanery or course. These will help you develop the specific writing skills you need for your discipline or subject area.
Writing your own title
If you have to write your own title in response to the brief you have been set, you need to think about how to frame this. The Formulating your own title handout suggests some aspects to consider.
Formulating your own title (pdf) Formulating your own title (Word rtf)
Differences from non-academic writing
If you are studying during a career break, or part-time while still working, you need to be aware that academic writing is a very different skill from other forms of writing you may have done in the workplace. Academic writing tends to be more formal, requiring succinct prose rather than bullet points, and it is more about the argument than simply conveying, or describing, information. Writing for assessment requires you to think carefully about your assignment and criteria, your argument and content, use of your subject specific conventions (e.g. language, style etc.), and your audience.
Your written work needs to be grounded in and backed up by appropriate and informed opinion and sources, rather than solely by personal opinion and experience. Academic written work will also make fewer absolute statements. Language is often more tentative or cautious.
Academic Phrasebank is a collection of general phrases taken from academic sources created by John Morley at the University of Manchester. The phrases are sorted into writing and assignment themes such as being critical and writing conclusions.
This article was published on 2024-02-26
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Knowledge Base
The Beginner's Guide to Writing an Essay | Steps & Examples
An academic essay is a focused piece of writing that develops an idea or argument using evidence, analysis, and interpretation.
There are many types of essays you might write as a student. The content and length of an essay depends on your level, subject of study, and course requirements. However, most essays at university level are argumentative — they aim to persuade the reader of a particular position or perspective on a topic.
The essay writing process consists of three main stages:
Preparation: Decide on your topic, do your research, and create an essay outline.
Writing : Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion.
Revision: Check your essay on the content, organization, grammar, spelling, and formatting of your essay.
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Table of contents
Essay writing process, preparation for writing an essay, writing the introduction, writing the main body, writing the conclusion, essay checklist, lecture slides, frequently asked questions about writing an essay.
The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay .
For example, if you’ve been assigned a five-paragraph expository essay for a high school class, you’ll probably spend the most time on the writing stage; for a college-level argumentative essay , on the other hand, you’ll need to spend more time researching your topic and developing an original argument before you start writing.
1. Preparation
2. Writing
3. Revision
, organized into Write the
or use a for language errors
Prevent plagiarism. Run a free check.
Before you start writing, you should make sure you have a clear idea of what you want to say and how you’re going to say it. There are a few key steps you can follow to make sure you’re prepared:
Understand your assignment: What is the goal of this essay? What is the length and deadline of the assignment? Is there anything you need to clarify with your teacher or professor?
Define a topic: If you’re allowed to choose your own topic , try to pick something that you already know a bit about and that will hold your interest.
Do your research: Read primary and secondary sources and take notes to help you work out your position and angle on the topic. You’ll use these as evidence for your points.
Come up with a thesis: The thesis is the central point or argument that you want to make. A clear thesis is essential for a focused essay—you should keep referring back to it as you write.
Create an outline: Map out the rough structure of your essay in an outline . This makes it easier to start writing and keeps you on track as you go.
Once you’ve got a clear idea of what you want to discuss, in what order, and what evidence you’ll use, you’re ready to start writing.
The introduction sets the tone for your essay. It should grab the reader’s interest and inform them of what to expect. The introduction generally comprises 10–20% of the text.
1. Hook your reader
The first sentence of the introduction should pique your reader’s interest and curiosity. This sentence is sometimes called the hook. It might be an intriguing question, a surprising fact, or a bold statement emphasizing the relevance of the topic.
Let’s say we’re writing an essay about the development of Braille (the raised-dot reading and writing system used by visually impaired people). Our hook can make a strong statement about the topic:
The invention of Braille was a major turning point in the history of disability.
2. Provide background on your topic
Next, it’s important to give context that will help your reader understand your argument. This might involve providing background information, giving an overview of important academic work or debates on the topic, and explaining difficult terms. Don’t provide too much detail in the introduction—you can elaborate in the body of your essay.
3. Present the thesis statement
Next, you should formulate your thesis statement— the central argument you’re going to make. The thesis statement provides focus and signals your position on the topic. It is usually one or two sentences long. The thesis statement for our essay on Braille could look like this:
As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness.
4. Map the structure
In longer essays, you can end the introduction by briefly describing what will be covered in each part of the essay. This guides the reader through your structure and gives a preview of how your argument will develop.
The invention of Braille marked a major turning point in the history of disability. The writing system of raised dots used by blind and visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.
Write your essay introduction
The body of your essay is where you make arguments supporting your thesis, provide evidence, and develop your ideas. Its purpose is to present, interpret, and analyze the information and sources you have gathered to support your argument.
Length of the body text
The length of the body depends on the type of essay. On average, the body comprises 60–80% of your essay. For a high school essay, this could be just three paragraphs, but for a graduate school essay of 6,000 words, the body could take up 8–10 pages.
Paragraph structure
To give your essay a clear structure , it is important to organize it into paragraphs . Each paragraph should be centered around one main point or idea.
That idea is introduced in a topic sentence . The topic sentence should generally lead on from the previous paragraph and introduce the point to be made in this paragraph. Transition words can be used to create clear connections between sentences.
After the topic sentence, present evidence such as data, examples, or quotes from relevant sources. Be sure to interpret and explain the evidence, and show how it helps develop your overall argument.
Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.
See the full essay example
The conclusion is the final paragraph of an essay. It should generally take up no more than 10–15% of the text . A strong essay conclusion :
Returns to your thesis
Ties together your main points
Shows why your argument matters
A great conclusion should finish with a memorable or impactful sentence that leaves the reader with a strong final impression.
What not to include in a conclusion
To make your essay’s conclusion as strong as possible, there are a few things you should avoid. The most common mistakes are:
Including new arguments or evidence
Undermining your arguments (e.g. “This is just one approach of many”)
Using concluding phrases like “To sum up…” or “In conclusion…”
Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.
Write your essay conclusion
Checklist: Essay
My essay follows the requirements of the assignment (topic and length ).
My introduction sparks the reader’s interest and provides any necessary background information on the topic.
My introduction contains a thesis statement that states the focus and position of the essay.
I use paragraphs to structure the essay.
I use topic sentences to introduce each paragraph.
Each paragraph has a single focus and a clear connection to the thesis statement.
I make clear transitions between paragraphs and ideas.
My conclusion doesn’t just repeat my points, but draws connections between arguments.
I don’t introduce new arguments or evidence in the conclusion.
I have given an in-text citation for every quote or piece of information I got from another source.
I have included a reference page at the end of my essay, listing full details of all my sources.
My citations and references are correctly formatted according to the required citation style .
My essay has an interesting and informative title.
I have followed all formatting guidelines (e.g. font, page numbers, line spacing).
Your essay meets all the most important requirements. Our editors can give it a final check to help you submit with confidence.
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An essay is a focused piece of writing that explains, argues, describes, or narrates.
In high school, you may have to write many different types of essays to develop your writing skills.
Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.
The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.
The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.
Your essay introduction should include three main things, in this order:
An opening hook to catch the reader’s attention.
Relevant background information that the reader needs to know.
A thesis statement that presents your main point or argument.
The length of each part depends on the length and complexity of your essay .
A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.
The thesis statement is essential in any academic essay or research paper for two main reasons:
It gives your writing direction and focus.
It gives the reader a concise summary of your main point.
Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.
A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.
At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).
Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.
The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .
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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts
Understanding Writing Assignments
Welcome to the Purdue OWL
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Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing.
Read the prompt the entire way through once. This gives you an overall view of what is going on.
Underline or circle the portions that you absolutely must know. This information may include due date, research (source) requirements, page length, and format (MLA, APA, CMS).
Underline or circle important phrases. You should know your instructor at least a little by now - what phrases do they use in class? Does he repeatedly say a specific word? If these are in the prompt, you know the instructor wants you to use them in the assignment.
Think about how you will address the prompt. The prompt contains clues on how to write the assignment. Your instructor will often describe the ideas they want discussed either in questions, in bullet points, or in the text of the prompt. Think about each of these sentences and number them so that you can write a paragraph or section of your essay on that portion if necessary.
Rank ideas in descending order, from most important to least important. Instructors may include more questions or talking points than you can cover in your assignment, so rank them in the order you think is more important. One area of the prompt may be more interesting to you than another.
Ask your instructor questions if you have any.
After you are finished with these steps, ask yourself the following:
What is the purpose of this assignment? Is my purpose to provide information without forming an argument, to construct an argument based on research, or analyze a poem and discuss its imagery?
Who is my audience? Is my instructor my only audience? Who else might read this? Will it be posted online? What are my readers' needs and expectations?
What resources do I need to begin work? Do I need to conduct literature (hermeneutic or historical) research, or do I need to review important literature on the topic and then conduct empirical research, such as a survey or an observation? How many sources are required?
Who - beyond my instructor - can I contact to help me if I have questions? Do you have a writing lab or student service center that offers tutorials in writing?
(Notes on prompts made in blue )
Poster or Song Analysis: Poster or Song? Poster!
Goals : To systematically consider the rhetorical choices made in either a poster or a song. She says that all the time.
Things to Consider: ah- talking points
how the poster addresses its audience and is affected by context I'll do this first - 1.
general layout, use of color, contours of light and shade, etc.
use of contrast, alignment, repetition, and proximity C.A.R.P. They say that, too. I'll do this third - 3.
the point of view the viewer is invited to take, poses of figures in the poster, etc. any text that may be present
possible cultural ramifications or social issues that have bearing I'll cover this second - 2.
ethical implications
how the poster affects us emotionally, or what mood it evokes
the poster's implicit argument and its effectiveness said that was important in class, so I'll discuss this last - 4.
how the song addresses its audience
lyrics: how they rhyme, repeat, what they say
use of music, tempo, different instruments
possible cultural ramifications or social issues that have bearing
emotional effects
the implicit argument and its effectiveness
These thinking points are not a step-by-step guideline on how to write your paper; instead, they are various means through which you can approach the subject. I do expect to see at least a few of them addressed, and there are other aspects that may be pertinent to your choice that have not been included in these lists. You will want to find a central idea and base your argument around that. Additionally, you must include a copy of the poster or song that you are working with. Really important!
I will be your audience. This is a formal paper, and you should use academic conventions throughout.
Length: 4 pages Format: Typed, double-spaced, 10-12 point Times New Roman, 1 inch margins I need to remember the format stuff. I messed this up last time =(
Academic Argument Essay
5-7 pages, Times New Roman 12 pt. font, 1 inch margins.
Minimum of five cited sources: 3 must be from academic journals or books
Design Plan due: Thurs. 10/19
Rough Draft due: Monday 10/30
Final Draft due: Thurs. 11/9
Remember this! I missed the deadline last time
The design plan is simply a statement of purpose, as described on pages 40-41 of the book, and an outline. The outline may be formal, as we discussed in class, or a printout of an Open Mind project. It must be a minimum of 1 page typed information, plus 1 page outline.
This project is an expansion of your opinion editorial. While you should avoid repeating any of your exact phrases from Project 2, you may reuse some of the same ideas. Your topic should be similar. You must use research to support your position, and you must also demonstrate a fairly thorough knowledge of any opposing position(s). 2 things to do - my position and the opposite.
Your essay should begin with an introduction that encapsulates your topic and indicates 1 the general trajectory of your argument. You need to have a discernable thesis that appears early in your paper. Your conclusion should restate the thesis in different words, 2 and then draw some additional meaningful analysis out of the developments of your argument. Think of this as a "so what" factor. What are some implications for the future, relating to your topic? What does all this (what you have argued) mean for society, or for the section of it to which your argument pertains? A good conclusion moves outside the topic in the paper and deals with a larger issue.
You should spend at least one paragraph acknowledging and describing the opposing position in a manner that is respectful and honestly representative of the opposition’s 3 views. The counterargument does not need to occur in a certain area, but generally begins or ends your argument. Asserting and attempting to prove each aspect of your argument’s structure should comprise the majority of your paper. Ask yourself what your argument assumes and what must be proven in order to validate your claims. Then go step-by-step, paragraph-by-paragraph, addressing each facet of your position. Most important part!
Finally, pay attention to readability . Just because this is a research paper does not mean that it has to be boring. Use examples and allow your opinion to show through word choice and tone. Proofread before you turn in the paper. Your audience is generally the academic community and specifically me, as a representative of that community. Ok, They want this to be easy to read, to contain examples I find, and they want it to be grammatically correct. I can visit the tutoring center if I get stuck, or I can email the OWL Email Tutors short questions if I have any more problems.
Understanding Assignments
What this handout is about.
The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.
Basic beginnings
Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :
Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.
Assignment formats
Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.
An Overview of Some Kind
The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:
“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”
The Task of the Assignment
Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)
“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”
Additional Material to Think about
Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.
“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”
These are the instructor’s comments about writing expectations:
“Be concise”, “Write effectively”, or “Argue furiously.”
Technical Details
These instructions usually indicate format rules or guidelines.
“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”
The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.
Interpreting the assignment
Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:
Why did your instructor ask you to do this particular task?
Who is your audience.
What kind of evidence do you need to support your ideas?
What kind of writing style is acceptable?
What are the absolute rules of the paper?
Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.
Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .
Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.
Key Terms: Finding Those Active Verbs
Here are some common key words and definitions to help you think about assignment terms:
Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.
define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
explain —give reasons why or examples of how something happened
illustrate —give descriptive examples of the subject and show how each is connected with the subject
summarize —briefly list the important ideas you learned about the subject
trace —outline how something has changed or developed from an earlier time to its current form
research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found
Relation words Ask you to demonstrate how things are connected.
compare —show how two or more things are similar (and, sometimes, different)
contrast —show how two or more things are dissimilar
apply —use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
cause —show how one event or series of events made something else happen
relate —show or describe the connections between things
Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.
assess —summarize your opinion of the subject and measure it against something
prove, justify —give reasons or examples to demonstrate how or why something is the truth
evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
argue —take a side and defend it with evidence against the other side
More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:
What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.
Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.
Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.
Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.
You’ll find a much more detailed discussion of these concepts in our handout on audience .
The Grim Truth
With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”
So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”
Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .
What kind of evidence do you need?
There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.
Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .
You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.
Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.
No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .
Technical details about the assignment
The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.
Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.
Tricks that don’t work
Your instructors are not fooled when you:
spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.
Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.
You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill
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10 Tips for Writing Assignments
Writing assignments are a cornerstone of your academic journey, and honing your assignment writing skills is paramount for your success. Whether you're embarking on your first year or a seasoned academic, the art of effective assignment writing can wield significant influence over your grades and overall educational voyage. In this comprehensive guide, we'll offer you ten invaluable tips to elevate your assignment writing prowess. These strategies, along with expert guidance from our specialized assignment help website writemyessays.com/do-my-assignment.html , will empower you to enhance your writing skills and chart a course towards academic triumph.
Tip 1: Start Early
The first rule of successful assignment writing is to start early. Procrastination is the enemy of quality work. By initiating your assignments as soon as you receive them, you'll have ample time for essential steps such as research, planning, drafting, and revisions. Starting early allows you to manage your time effectively and produce well-crafted assignments.
Tip 2: Understand the Assignment
Before you begin writing, it's essential to thoroughly understand the assignment instructions. Take the time to read and analyze what is expected of you. If any aspects are unclear, don't hesitate to seek clarification from your instructor. Understanding the assignment's requirements is fundamental to meeting them successfully.
Tip 3: Plan Your Work
Effective planning is a cornerstone of assignment writing. Develop a structured plan that includes creating a timeline for your assignment. Break down the work into smaller tasks, allocate sufficient time for research, outlining, drafting, and proofreading. A well-organized plan will keep you on track and reduce stress.
Tip 4: Utilize Campus Resources
Your university offers a wealth of resources to support your writing endeavors. Take advantage of writing centers, libraries, and academic advisors who can provide guidance and feedback on your assignments. These resources are valuable assets that can significantly improve the quality of your work.
Tip 5: Research Thoroughly
High-quality assignments require thorough research. Dive deeply into your chosen topic, utilizing a variety of credible sources such as academic journals, books, and reputable websites. Ensure that you cite your sources correctly to provide evidence for your arguments and maintain academic integrity.
Tip 6: Maintain a Good Writing Style
Developing and maintaining a clear and concise writing style is essential for effective communication in your assignments. Avoid overly complex language and prioritize clarity. Ensure that your assignments have a logical structure with a clear flow of ideas. Your goal is to make your writing accessible and easy for your reader to understand.
Tip 7: Seek Writing Assistance
If you ever find yourself struggling with assignment writing, don't hesitate to seek writing assistance. Many universities offer writing assistance programs staffed by experienced tutors who can provide guidance and feedback on your work. These services are designed to help you refine your writing skills and produce higher-quality assignments.
Tip 8: Proofread and Edit
The importance of proofreading and editing cannot be overstated. After completing your initial draft, take the time to review and edit your work. Check for grammar and punctuation errors, ensure proper formatting, and verify that your assignment aligns with the assignment guidelines. Effective editing will polish your work and enhance its overall quality.
Tip 9: Stay Safe Online
When conducting online research for your assignments, it's essential to prioritize online safety. Use reliable sources and be cautious of plagiarism. Properly cite all your references to maintain academic integrity and avoid unintentional academic misconduct.
Tip 10: Celebrate Your Achievements
Lastly, don't forget to celebrate your achievements in assignment writing. Completing assignments is a significant accomplishment on your academic journey. Reward yourself for your hard work and dedication, and acknowledge your successes. Recognizing your achievements can motivate you to excel in future assignments.
Dos and Don'ts
To summarize, here are some dos and don'ts for successful assignment writing:
Start early and plan your work effectively.
Thoroughly understand the assignment instructions.
Utilize available campus resources for support and guidance.
Conduct in-depth research using credible sources.
Maintain a clear and concise writing style for accessibility.
Seek writing assistance when facing challenges.
Commit to thorough proofreading and editing.
Stay safe and ethical when conducting online research.
Celebrate your achievements and milestones.
Procrastinate on your assignments; start early instead.
Overlook or misinterpret assignment instructions.
Miss out on utilizing valuable campus resources.
Skimp on research quality or rely on unreliable sources.
Engage in overly complex writing that hinders clarity.
Hesitate to seek assistance when facing challenges.
Neglect the critical steps of proofreading and editing.
Plagiarize or compromise on academic integrity.
Forget to acknowledge and celebrate your accomplishments.
Frequently Asked Questions
Here are some common questions related to assignment writing:
1. How can I improve my writing style?
Improving your writing style is a gradual process. Consider taking writing courses, seeking feedback from professors or writing tutors, and practicing regularly to refine your skills.
2. Is it okay to use online sources for research?
Yes, it's acceptable to use online sources for research, but ensure that they are reliable and properly cited in your assignments to maintain academic credibility.
Final Thoughts
Writing assignments may seem challenging at times, but with the right approach and these ten tips, you can excel in your academic journey. Remember that assignment writing is a skill that improves with practice and dedication. By following these guidelines and continuously honing your writing skills, you'll be well-equipped to tackle assignments successfully and achieve academic excellence. Go to website
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5 tips on writing better university assignments
Lecturer in Student Learning and Communication Development, University of Sydney
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Alexandra Garcia does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.
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University life comes with its share of challenges. One of these is writing longer assignments that require higher information, communication and critical thinking skills than what you might have been used to in high school. Here are five tips to help you get ahead.
1. Use all available sources of information
Beyond instructions and deadlines, lecturers make available an increasing number of resources. But students often overlook these.
For example, to understand how your assignment will be graded, you can examine the rubric . This is a chart indicating what you need to do to obtain a high distinction, a credit or a pass, as well as the course objectives – also known as “learning outcomes”.
Other resources include lecture recordings, reading lists, sample assignments and discussion boards. All this information is usually put together in an online platform called a learning management system (LMS). Examples include Blackboard , Moodle , Canvas and iLearn . Research shows students who use their LMS more frequently tend to obtain higher final grades.
If after scrolling through your LMS you still have questions about your assignment, you can check your lecturer’s consultation hours.
2. Take referencing seriously
Plagiarism – using somebody else’s words or ideas without attribution – is a serious offence at university. It is a form of cheating.
In many cases, though, students are unaware they have cheated. They are simply not familiar with referencing styles – such as APA , Harvard , Vancouver , Chicago , etc – or lack the skills to put the information from their sources into their own words.
To avoid making this mistake, you may approach your university’s library, which is likely to offer face-to-face workshops or online resources on referencing. Academic support units may also help with paraphrasing.
You can also use referencing management software, such as EndNote or Mendeley . You can then store your sources, retrieve citations and create reference lists with only a few clicks. For undergraduate students, Zotero has been recommended as it seems to be more user-friendly.
Using this kind of software will certainly save you time searching for and formatting references. However, you still need to become familiar with the citation style in your discipline and revise the formatting accordingly.
3. Plan before you write
If you were to build a house, you wouldn’t start by laying bricks at random. You’d start with a blueprint. Likewise, writing an academic paper requires careful planning: you need to decide the number of sections, their organisation, and the information and sources you will include in each.
Research shows students who prepare detailed outlines produce higher-quality texts. Planning will not only help you get better grades, but will also reduce the time you spend staring blankly at the screen thinking about what to write next.
During the planning stage, using programs like OneNote from Microsoft Office or Outline for Mac can make the task easier as they allow you to organise information in tabs. These bits of information can be easily rearranged for later drafting. Navigating through the tabs is also easier than scrolling through a long Word file.
4. Choose the right words
Which of these sentences is more appropriate for an assignment?
a. “This paper talks about why the planet is getting hotter”, or b. “This paper examines the causes of climate change”.
The written language used at university is more formal and technical than the language you normally use in social media or while chatting with your friends. Academic words tend to be longer and their meaning is also more precise. “Climate change” implies more than just the planet “getting hotter”.
To find the right words, you can use SkELL , which shows you the words that appear more frequently, with your search entry categorised grammatically. For example, if you enter “paper”, it will tell you it is often the subject of verbs such as “present”, “describe”, “examine” and “discuss”.
Another option is the Writefull app, which does a similar job without having to use an online browser.
5. Edit and proofread
If you’re typing the last paragraph of the assignment ten minutes before the deadline, you will be missing a very important step in the writing process: editing and proofreading your text. A 2018 study found a group of university students did significantly better in a test after incorporating the process of planning, drafting and editing in their writing.
You probably already know to check the spelling of a word if it appears underlined in red. You may even use a grammar checker such as Grammarly . However, no software to date can detect every error and it is not uncommon to be given inaccurate suggestions.
So, in addition to your choice of proofreader, you need to improve and expand your grammar knowledge. Check with the academic support services at your university if they offer any relevant courses.
Written communication is a skill that requires effort and dedication. That’s why universities are investing in support services – face-to-face workshops, individual consultations, and online courses – to help students in this process. You can also take advantage of a wide range of web-based resources such as spell checkers, vocabulary tools and referencing software – many of them free.
Improving your written communication will help you succeed at university and beyond.
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Undergraduate Writing: Understanding the Assignment
Introduction, common writing terms.
Analyze = explain a multifaceted text or idea by breaking it into its parts.
Example: Analyze the relationship between hand sanitizer and disease transmission in hospitals.
Tips: Remember to state what the relationship is, but also why . The why involves critical thinking to determine all the factors in the scenario.
Assess or evaluate = determine the significance or value of something by examining it closely.
Example: Evaluate whether hand sanitizer decreases disease transmission.
Tips: Come to an overall, educated opinion on the issue based on course readings, other research, and reasoning. Write a thesis statement at the beginning of your paper to tell the reader what that opinion is.
Compare and contrast = to examine two items to discover similarities and differences.
Example : Compare and contrast three brands of hand sanitizer for effectiveness and cost.
Tips : To provide a well-rounded comparison, give equal attention to the similarities and the differences. Follow our compare/contrast guidelines before submission.
Paraphrase = restate a passage in your own words.
Example : Paraphrase the CDC's recent announcement on the use of hand sanitizer.
Tips : It can be tempting to directly quote the statement, but paraphrasing builds your academic skills. Read the announcement carefully and then open a new document on your computer. Without looking back, reword the announcement using your own vocabulary. Finally, compare yours to the original.
Reflect = think about an idea deeply and consider its impact.
Example : Reflect on your own use of hand sanitizer in the medical profession.
Tips : You might find that sitting in a quiet place, away from the computer, allows you to think easier. Even if you are reflecting on a bad situation in your workplace, remain neutral and objective when writing about the incident.
Summarize = express the main points of a reading in a shorter form.
Example : Summarize Chapter 3 of your course text on disease transmission.
Tips : While reading, pay attention to the who, what, why, where, and how in the text. It could be helpful to take notes or highlight the important information that jumps out at you.
Support your work/ideas = justify your point of view by providing evidence.
Tips : Evidence can come in the form of statistics, examples, or other research. Such evidence is usually accompanied by a citation crediting the original source.
Once you understand the assignment instructions, jot down each component or outline the paper. Keep these tools handy as you write.
Still unsure what a word or concept means? Look it up in Merriam-Webster's Online Dictionary .
The Write Way: Strategies to Enhance Clarity and Coherence in Assignments
According to experts, students who write their academic assignments regularly have a better chance of getting higher academic marks due to an enhanced knowledge base. There is no doubt that writing academic assignments can be challenging, especially for college students who often juggle multiple courses and deadlines. However, adhering to a set of expert guidelines can significantly elevate the quality and effectiveness of your work. Twelve key tips stand out as essential to succeed in your academic endeavors. Our experts have mentioned the top 12 tips for writing college-level assignments efficiently.
Types of Academic Assignments
Academic assignments encompass a diverse range of formats, each designed to foster specific skills and objectives. Students work on different academic writings during their college years. Whether it's technical assignments or creative writing, every task has a significance that enhances subject knowledge and skill in students. Our experts have developed visual content where you can see different types of homework that professors often assign you.
Expert Tips For Writing Academic Assignments
Writing academic assignments effectively requires a strategic approach. First, thoroughly understand the assignment prompt and guidelines. Conduct comprehensive research to gather relevant information and resources. Create a clear outline to organize your thoughts and structure your work. Focus on developing a strong thesis statement and supporting arguments with credible evidence. Maintain clarity and coherence throughout your writing, and ensure each section transitions smoothly. Properly cite all sources to avoid plagiarism. Proofread and revise your work to correct any errors and improve overall quality. Seeking feedback from peers or mentors can provide valuable insights for further refinement.
1. Understand the Assignment Prompt:
- Carefully read and dissect the assignment prompt. Ensure you understand the topic, word count, formatting style, and any specific requirements outlined by your professor.
2. Plan Your Time Wisely:
- Create a realistic schedule that allocates sufficient research, writing, revising, and proofreading time. Avoid last-minute rushes, as they can lead to subpar work.
3. Select a Strong Thesis Statement:
- Your thesis statement should clearly express your main argument or point of your assignment. It serves as the guiding principle for your entire paper.
4. Research Effectively:
- Use credible sources such as academic journals, books, and reputable websites. Take thorough notes and organize your research material to streamline the writing process.
5. Create an Outline:
- Develop a content structure that outlines the main sections and subtopics of your assignment. It helps you maintain a logical flow and cover all essential points.
6. Write a Strong Introduction:
- Craft an engaging introduction that provides context for your assignment, states your thesis, and previews the main points you will discuss.
7. Support Your Arguments with Evidence:
- Support your claims and arguments using relevant evidence, examples, and data. Properly cite your sources to avoid plagiarism. You can also seek Assignment Help in USA if you need professional guidance to strengthen the content of your assignment.
8. Maintain Clarity and Conciseness:
- Write clearly and concisely. Avoid overly complex sentences and jargon. Make your ideas accessible to your readers.
9. Proofread and Edit Diligently:
- Carefully proofread your assignment for grammar, punctuation, and spelling errors. Editing is crucial to ensure your work is polished and error-free.
10. Follow the Formatting Guidelines:
- Adhere to the formatting style specified by your professor (e.g., APA, MLA, Chicago). Pay attention to formatting details such as citations, headings, and reference pages.
11. Seek Feedback:
- Don't hesitate to seek feedback from professors, peers, or academic writing centers. Constructive feedback can help you improve the quality of your assignments.
12. Submit On Time:
- Always meet assignment deadlines. Late submissions may result in penalties or a lower grade. Use time management techniques to ensure timely completion.
Remember that writing is a skill that improves with practice. Be patient, and don't be afraid to make revisions and learn from your mistakes. By following these tips and dedicating time and effort to your assignments, you'll be better equipped to excel in your college coursework.
Impacts of Academic Assignment Writing
The impacts of writing academic assignments, also known as academic assignment writing, extend far beyond the confines of a classroom, profoundly influencing a student's intellectual and professional development. With the help of these factors mentioned in the infographic below, students acquire new skills and enhance their subject proficiency. Moreover, students get a better learning experience. Writing assignments not only helps in studying but also makes students highly competent in various academic and professional settings. Overall, the impact of academic assignment writing extends beyond academic achievement, playing a pivotal role in shaping a bright future for students.
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You will have many kinds of writing assignments to complete while at the GSD. The file below provides insight into GSD-specific expectations, and the links provide more general support in understanding the skills and strategies needed for academic writing.
Forms of Writing at the GSD This resource, created by fellow GSD students, can help you identify key features and expectations of the most common forms of writing that you will encounter here. Remember to ask your instructor if you have questions and come to Writing Services for writing support.
What is "Academic" Writing? This essay is useful for understanding style and method in academic writing.
Harvard Faculty Explain Analytical Writing Faculty from Harvard College explain analytical writing in this project from the Harvard College Writing Center.
Advice on Academic Writing This catalog of advice from the University of Toronto was created by writing instructors.
Scholarly Pursuits (GSAS) This searchable booklet from Harvard GSAS is a comprehensive guide to writing dissertations, dissertation-fellowship applications, academic journal articles, and academic job documents.
Strategies for Essay Writing This resource from Harvard College Writing Center offers strategies to begin a writing project.
Anatomy of a Journal Article An infographic of all the main sections of a scientific journal article and what should be in them (from APA but applicable beyond APA).
Successful academic writing starts with identifying the explicit and implicit expectations of the assignment. If you don't understand the assignment, you may not only have trouble starting to write but might put effort into the wrong things. If you are still unsure how to proceed after following these steps, ask your instructor. And if you want support at any point in the writing process, including reading through the assignment, make an appointment with GSD's Writing Services at Frances Loeb Library.
Stated Expectations
Look for these elements in the assignment prompt:
- Is it asking for outside research?
- Are there course texts or materials you will need to include?
- Is there an approximate length requirement?
- Which skills does it want you to demonstrate? Look for the verbs
Compare or contrast
Unstated Expectations
Some expectations of the assignment may not be mentioned in the prompt, so give some thought to the context of the assignment to figure these out.
- What kind of theoretical, practical, or disciplinary frameworks or procedures has the professor been modeling in class and assigning for homework? This writing assignment is probably in some way asking you to demonstrate understanding and proficiency in applying them.
- Who is your audience and what is the situation? You will adjust your use of industry terminology and the density of your writing depending on whether you are writing for your instructors or for a broader community. The assignment might not tell you that your writing will be persuasive or evaluative, but if you know your relationship to your audience, you can determine if you need to persuade them with evidence and analysis, help them make their own decision by providing pros and cons for a project, or energize them by helping them imagine the benefits and practicality of a design.
Understanding Assignments UNC's Writing Center provides a detailed process for decoding assignments, including definitions of many key terms to watch for.
Tips for Reading Assignment Prompts Harvard College Writing Center's brief overview of steps to take in understanding an assignment.
How to Read an Assignment Harvard College Writing Center's brief advice on what to do and avoid with examples.
Database search tip : Add the phrase "literature review" to your search to find published literature reviews.
While at the GSD, you may be asked to conduct a literature review for research courses or if you are writing a thesis or dissertation.
What is a literature review? A literature review (or lit review, for short) is a critical analysis of published scholarly research (the "literature") related to a specific topic, which may include journal articles, books, book chapters, dissertations and thesis, or conference proceedings. A literature review may stand on its own or may be inside an introduction to a larger work. It is thorough but not exhaustive--there will always be more information than you can reasonably locate and include, especially as a graduate student. A literature review
summarizes relevant themes and findings of literature on a topic.
critically assesses the quality of the scholarly sources (what they do well and what they do not address fully or convincingly).
draws out the implications of those findings for one's own research question.
identifies gaps or areas for future work.
What is a literature review's purpose? A literature review establishes a set of themes and contexts drawn from foundational texts and other influences on your project, the "scholarly conversation." With the literature review, you are acknowledging that your scholarship doesn’t exist in a vacuum. What you have to say exists in conversation with what others have said before you, and that while you are going to do something new, you can identify patterns and trends in the literature and know where your contribution belongs in relation to what exists.
What does a literature review look like? Each discipline has its own style for writing a literature review; urban planning and design lit reviews may look different than those from architecture, and design lit reviews will look significantly different than reviews from the biological sciences or engineering. Look at published journal articles within your field and note how they present the information.
Introduction: most scholarly articles and books will have a literature review of some sort with the introduction. Its precise location may vary, but it is most often in the first few paragraphs or pages.
Dedicated literature review: sometimes people will write a stand-alone literature review as a resource unto itself. You can search for "literature review" and a topic, and you may find that one already exists. However, be mindful not to plagiarize and that this kind of literature review will not be directly aligned to highlight the sources' relation to your project in the way that your lit review should. Still, these literature reviews are useful as models within your field, for finding additional sources to explore, and for beginning to map the general relationships within the scholarly conversation.
Writing a Literature Review (University of Toronto at Scarborough) Concise information from the Writing Centre, University of Toronto at Scarborough.
Literature Review Research Matrix Template (Walden University) This Excel template provides pre-generated headings to help organize information in your notes.
Conduct a Literature Review (University of Arizona) This guide offers a clear explanation of the process of writing a literature review.
The Literature Review: A Research Journey (Harvard Graduate School of Education) Created by Gutman Library at the Harvard Graduate School of Education, this guide offers a great introduction to the basics of conducting a literature review in the social sciences.
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NCI LIBRARY
Academic writing skills guide: planning your assignments.
Key Features of Academic Writing
The Writing Process
Understanding Assignments
Brainstorming Techniques
Planning Your Assignments
Thesis Statements
Writing Drafts
Structuring Your Assignment
How to Deal With Writer's Block
Using Paragraphs
Conclusions
Introductions
Revising & Editing
Proofreading
Grammar & Punctuation
Reporting Verbs
Signposting, Transitions & Linking Words/Phrases
Using Lecturers' Feedback
A well-planned assignment is going to be better organised than an assignment that is not planned at all - at least some planning is always a good idea and can only add to the quality of your final submission. While it is important not to overdo it, the longer you spend planning and thinking about your written assignment, the better your final draft will be.
The writing element is just one part of academic writing, planning should be a crucial part of your overall approach to doing an assignment. It is one of the most important parts of assignment writing which is ultimately led by your reading of relevant academic sources and an assignment will often look for you to present your point of view on a topic through the analysis and discussion of these sources.
Creating a good plan also makes the process of assignment writing easier - it can be difficult and confusing if you are trying to structure and write your assignment at the same time. By planning your assignments thoroughly, you ensure that your work has a consistent, balanced structure and your arguments follow a logical flow with respect to the assignment question – this can help you develop your argument even before you begin writing up the assignment.
There may be a temptation to skip the planning stage, especially when deadlines are approaching and you are keen to get on with researching but planning has multiple benefits.
Once you have a clear idea of what is required for your assignment, you can start planning your research and gathering evidence. Before you start reading or writing, try to come up with an outline or plan based on your existing knowledge of the topic and understanding of the question. Your aim is to develop an argument through your assignment; this means planning in some detail how the assignment will flow from one idea to the next.
For your initial plan and outline, use material and slides posted by your lecturer on your Moodle page and match that with any brainstorming you have already done on the topic. While you might be able to make a rough plan at the beginning, this will change as you do more reading and research.
During the writing process, you may realise some ideas need to be further developed, or others removed so be prepared to update and change your plan as you write. But once you have an initial plan, it is much easier to adapt it and see where new things fit if your thinking does change. This is a back and forth process – the research will inform your plan, and your plan will inform your research.
Make a rough outline plan - the plan begins with your own interpretation of the question; this initial plan helps you order your ideas and focus your reading
If you really know nothing at all about the topic, some initial skimming and browsing through recommended readings or your lecturer’s course material can provide a few ideas.
Once you have an initial plan, further familiarise yourself with all relevant module content and sources posted on your Moodle page. These resources have been specifically chosen by your lecturer to help you with your coursework so using these will help you refine your plan and make writing your assignment easier.
In planning your writing, it is helpful for you to think where you are heading before you set out, so that everything you write can have that end-point in mind, the main message that your assignment is working towards. What is the main point you want to argue or put across in this assignment?
You need to work out what to include, and what can be left out. It is impossible to cover everything in an assignment, and your lecturers will be looking for evidence of your ability to choose material and put it in a logical order. It is better to discuss fewer things in more depth than try and cover too many things in brief.
Always keep in mind the original assignment task. Keep referring back to it and check that your arguments/examples are relevant to it.
Before you start searching the library for resources or information, you need to have some idea of what you are looking for - note down all the questions you can think of that might relate to your assignment title and criteria and list some keywords around the topic you need to research. By taking time to properly understand the assignment title or question and brainstorming for initial ideas, it can help you make informed decisions about what you need to read for a particular assignment.
In this way, you can decide what information you need and then start gathering it. If left unplanned, the reading stage can swallow up huge amounts of time. Making intelligent decisions, based on your initial planning, about which sources to target, can help you to avoid spending time reading less relevant, inappropriate, or even completely irrelevant material. You will be much more efficient in your reading and your research if you have some idea of where your argument is headed. You can then search for evidence for the points in your tentative plan while you are reading and researching
Download a copy or click on the image above.
This template is designed to assist you with the collection and organisation of information into your notes and to plan the structure of your work before you start writing your first draft. The Assignment Planning - Guidelines has four stages:
Use the collecting information sheets to insert paraphrases from your sources and information you find for your assignment.
Using the Theme/Subtheme labels from Stage #1, use the organising your research sheets to help you organise and connect the information you have paraphrased into separate sections that relate to the key aspects of your assignment.
Take the information gathered in Stage #2 and organise it into the assignment framework chart to finalise your structure.
Go through the assignment checklist to check that you have included everything that is required for each section.
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Scaffolding the Writing Process: An Approach to Assignment Design in the SOSC Core
By Sarah Johnson, Assistant Senior Instructional Professor & Director of Undergraduate Studies in Laws, Letters, and Society and CCTL Associate Pedagogy Fellow
Every time I design a new course, I return to the most significant piece of advice that I received when I was getting ready to teach for the first time: that it is my job to prepare my students to succeed on the assignments I give them. When I first heard this, it struck me as an obvious responsibility but also one that I had hardly considered. I was a graduate student at the time who was about to teach a section of Classics of Social and Political Thought in the Social Sciences (SOSC) Core along with a political theory seminar of my own design. These were courses in which students would read books, talk about them, and then write about them. I realized, on reflection, that I had assumed that my students would simply learn by doing, or that with the opportunity to read, discuss, and write that I was giving them—and with some feedback from me along the way—they would leave my classes more adept at these tasks than they were when the classes began. I had thus intended to rely upon my students’ other teachers to shape them into the kinds of readers, interlocutors, and writers that I both needed and wanted them to be and had no concrete strategy for taking on that responsibility myself. What would effective teaching moments look like in the kinds of courses that I wanted to offer? I’ve spent the last fifteen years trying to answer this question, largely through experimentation in the classroom and by learning from my own teachers and colleagues.
Below I share an approach to designing writing assignments that came together when I was teaching full time in the SOSC Core as a Harper-Schmidt Fellow. It prepares students to succeed on their SOSC essays by breaking down the writing process into the essential steps that college-level writing demands and giving students time to attend to each one. The aim of scaffolding the writing process in this way is to help students not only to practice but also to learn the necessity and value of tasks such as exploratory writing, refining their ideas in conversation with others, and being mindful of their own development as writers (and thinkers). Using this assignment for the first essay of the quarter or year also helps me to clarify what I expect from my students each time they write a paper, even when some of the steps aren’t formally assigned. The ultimate goal of the assignment is to cultivate in my students a way of thinking about and approaching the writing process that will provide a foundation for further growth in other contexts.
Two Preparatory Assignments: Exploration and Framework
I give students their essay assignment about two and a half weeks before the deadline and structure this time to help them use it effectively. There are various ways of doing this. One approach that I learned from Kristen Brookes, a former colleague who teaches at the Amherst College Writing Center, is to give students an opportunity to use informal, exploratory writing to generate ideas for a paper immediately after receiving the assignment. Following Kristen’s model, I first ask my students to revisit the material they will be writing about and to copy down about five passages that they think can help them to answer the essay question. They bring these passages to our next class, where I give them time to hand-write in short bursts of three to five minutes in response to a series of prompts. After initially writing about their tentative argument for the paper, the students engage with each of their chosen passages in whatever way is most useful to them—for example, by explaining its meaning or why they think it will be useful, or by writing about any questions the passage inspires. As I learned from Kristen, what matters most in this exercise is that the students write constantly during their brief time with each prompt and resist the urge to criticize or edit what they have written. The point of an exercise like this is to get all their ideas onto the page without judgment. Once that is done, they can spend time reviewing what they have written to determine which ideas are more and less useful and revisit their plans for their paper.
My students then take advantage of the momentum generated by this initial exercise as they complete a second preparatory assignment that is due roughly twelve days before the essay deadline. The students’ task here is to transform their initial ideas into a framework for their paper. This framework includes a draft thesis-statement followed by a point-based outline, in which they write out the point of each paragraph in a complete sentence. As a final component of the framework assignment, I ask the students to provide a few pieces of textual evidence that can be analyzed to substantiate each point along with a brief discussion of why each passage will be helpful.
I saw Kristen make great use of pairing exploratory writing and point-based outline assignments at Amherst, but it was while training to be a lector for the Academic and Professional Writing course here at Chicago in graduate school that I first learned the value of teaching students to think about paragraphs in terms of points as opposed to topics or topic sentences. Whereas a topic sentence need only announce in broad terms what each paragraph will discuss, a paragraph’s point announces to the reader the reason why that paragraph exists at all. It is the specific step in the paper’s overarching argument that a given paragraph will develop and defend in order to develop and defend that larger argument successfully. Within a paragraph, then, the point carries the authority of a thesis: it governs everything that is written in it and helps the writer to determine what they must accomplish before moving on to the next paragraph. The framework assignment thus allows students to begin considering the moves they will need to make in their paper, the order in which those moves must be made, and the kinds of evidence and analysis that they might provide to execute those moves effectively. The assignment requires much of the reading and thinking effort that a full draft would require, but by producing just its essential components a student can more easily see the relationships among their thesis and their paragraphs and where things may have gone wrong as they worked up their argument.
Required Meeting: Feedback and Refining Ideas
I use these two preparatory assignments as the basis for a twenty-minute conversation with each student one week to ten days before the essay is due. The purpose of requiring students to meet with me at this stage is not only to provide verbal feedback on their framework assignment and to address questions and concerns about their developing paper. Its purpose is also to help students make the most of their discoveries from the preparatory assignments and to demonstrate the role of conversation in the refinement and generation of ideas.
For instance, when reviewing the framework assignment, I might see that a student’s points develop a different and stronger argument than is found in the thesis statement at the top of the page. In this case, I would use our conversation to explain the misalignment between the existing thesis and points, to show the student the insight that they reached through the process of working on their paper, and to brainstorm with the student what a thesis statement might look like that would do justice to their insight. Another student might plan to discuss an important concept in their paper without doing so in sufficient detail. Here I would ask the student to explain their understanding of the concept in order to draw out the knowledge they have about it that does not yet appear in their framework. We could then discuss how to incorporate that information into their paper.
Reflection: Opening a Conversation about Writing
Just as the required meeting offers students a chance to step back from their ideas in the middle of the writing process to reflect on the shape their paper is taking, I give students a way to take stock of their entire experience of writing the paper after they finish it. I want them to keep in mind that the paper they have written for me is part of their larger process of development as writers, a process that began long before they entered my classroom and one that will continue long after they leave. This means that when they write for me, they are drawing upon habits and skills that they learned by writing in other contexts while also cultivating new habits and skills that they can rely upon in future papers. Before submitting their final drafts, my students therefore prepare a 300- to 500-word reflection that helps them to understand their own writing process and to become more self-conscious about their development as writers. These reflections discuss 1) what they found most challenging about writing the essay; 2) something that they learned while writing it; 3) something that their essay does well; and 4) something that they could do to improve the essay. When they write their final paper of the quarter, I also ask them to discuss 5) how they have improved as a writer during the quarter; and 6) in what ways they would like to improve as a writer in future quarters.
Final Paper Comments: A Focus on Writing Development
The students’ reflections on their papers open a conversation about writing that I enter through my feedback. I typically begin my comments at the end of a paper by engaging with one of their own observations about their writing process. For example, students often report that their argument underwent significant changes between the time they began outlining and drafting their paper and when they submitted it. Some will take from this experience the insight that they need to try to give themselves more time than they typically do to write their papers as these transformations, although frustrating, ultimately made their final draft much better than it would have otherwise been. In response to an observation like this, I might explain that this is indeed an indispensable part of the writing process and that building in more time for these discoveries and revisions will help them to write at an even higher level. But some students will draw a different conclusion from the same experience, namely that they did something wrong because they did not begin writing with the best possible argument in mind. Their goal in future essays is usually to develop a better plan for their papers in advance so that they can avoid friction and uncertainty in the drafting process. In these cases, I would caution them against this aspiration by explaining that we typically only find the best arguments we can make through the process of writing itself, and that the evolution of their own argument demonstrates that they did exactly what they were supposed to do during the writing process.
In the rest of my comments, I discuss two or three writing issues that I want the student to try to address in their next paper. I number these discussions and place corresponding numbers in the margins of the essay to show the student where each problem occurred. Over the years, these numbers have become the only margin notes I make on essays, an approach that I remember one of my own professors, Aryeh Kosman, using when I was in college. I have discovered that providing feedback in this way allows me to focus the student’s attention on making the improvements that I think will have the greatest impact on the next paper they write, whether that paper is written for me or another instructor. And by addressing these at the end of the paper, I give myself the space both to explain why the issues I identified are indeed problems and to provide concrete suggestions for how to avoid them in the future. In doing so, I often draw upon my training for Academic and Professional Writing, where I was taught to rewrite sentences for my students in order to show them how the feedback I was offering could be put to use and the difference that it would make to their writing.
Although this kind of feedback necessarily emphasizes problems at the level of writing over problems at the level of textual interpretation, this does not mean that I ignore the claims my students make about the texts we are studying. Rather, it means that what I say about a student’s interpretation will be in the service of helping them to do a better job on their next paper, which is unlikely to be on the same text and will often be in another course altogether. For example, students often attribute ideas to an author that I don’t think can be supported by the text at all, and certainly not by the parts of it that they quoted or cited as evidence. When this happens, I might explain why I don’t think they can use a particular passage as evidence for their claim, offer a few examples of claims that the passage could in fact support, and explain the difference between these claims and the student’s. My aim in doing this would be to help the student to become a more careful reader by giving them tools that can help them to scrutinize their textual evidence during the drafting process.
Final Thoughts
While this specific approach to scaffolding writing assignments can help students to succeed on their SOSC essays, the principle that underlies it—breaking down a writing process into its essential components—can also guide the design of writing assignments in upper-level undergraduate courses. It has helped me, for example, when designing research assignments for my courses in the Law, Letters, and Society program. I ask myself what students would have to accomplish throughout the quarter to succeed on their projects and turn these expected milestones into guided assignments that provide an opportunity for feedback. No matter the level of the course, then, I aim to avoid assuming that my students already know the motions that I expect them to go through to complete an assignment and instead build those into the course itself.
Sarah Johnson is Assistant Senior Instructional Professor and Director of Undergraduate Studies in the Law, Letters, and Society (LLSO) Program. Her current research focuses on the coevolution of Karl Marx’s ideas about history, critique, and political economy in the 1840s. In addition to teaching courses on political economy in LLSO, she regularly teaches in the Classics of Social and Political Thought Core sequence.
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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).
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
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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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A typical assignment has an introduction, a main body and a conclusion. The purpose of the introduction is to signpost everything that a reader can expect from the assignment. The main body is where this will be delivered, and the conclusion provides a summary of the main points, perhaps guiding us to further reading or investigation. It might be useful to visualise the final draft of your assignment using the diagram below.
The main body is framed by an introduction that sets out your argument and a conclusion that recaps your argument and restates your thesis. The paragraphs in the main body each take a step forward in order to progress the argument.
For more in-depth information on structuring each section, click on the tabs below.
Writing an introduction can be the most difficult part of your assignment because it is where you lay out everything you will cover in what follows. The purpose of an introduction is to clearly tell the reader about the main themes and concepts in your assignment, as well as how you are going to approach them. Key to academic writing are clarity and predictability so the introduction should act as a signpost, or an essay map; after reading the introduction, the reader should understand what your essay will be about, what you are going to say, and what conclusion you will reach. The structure we suggest below will help you include and organise the key information.
The 'funnel' introduction has three distinct sections, moving from general to specific information, and guides the reader through your main argument:
General or Contextual Information:
This is where you give the background information that relates to your assignment question. You can concentrate on the broad themes that you will establish, perhaps by giving some key facts (statistics, for example) that will act as a 'hook' to interest the reader. This section is about contextualising the information you are going to discuss in the next part of your introduction.
Definitions and Key Concepts:
This part of your introduction will orientate your reader. You will need to introduce the key concepts that form the basis of your argument and let the reader know how these are related to the themes you introduce in the first part of the introduction. It might be useful to think about this section of the introduction as signalling to the reader what steps you will take to discuss those themes.
Thesis Statement:
This section will form the end of your introduction and will provide the detailed 'essay map' for your reader. You will make the main claim of your essay in the thesis statement (that is, what is the main conclusion you will reach), and you will outline the steps you are going to take to reach that conclusion (that is, what is the development of your main argument).
A common question about introductions is 'how long should they be?'. There is not a simple answer; it will depend on the length of your assignment. As a guide, lots of departments suggest that you should aim for an introduction of around 10% of your overall word count. Similarly, although the funnel structure is comprised of three parts, this does not mean that your introduction will be split into three paragraphs. How you organise it will depend on the flow of your ideas and the length of your assignment.
The paragraphs in the main body of your assignment act as building blocks for your argument. This means that their structure is crucial for enabling your reader to follow that argument. Just as the overall structure of your assignment has a clear beginning, middle, and end, so does each paragraph. You will usually see this structure referred to as the 'topic sentence', the 'supporting sentences', and the 'summary sentence'.
Topic Sentences
The topic sentence (sometimes called the 'paragraph header') outlines what the reader can expect from the rest of the paragraph; that is, it introduces the argument you will be making and gives some indication of how you will make it. Another way to think about this is that the topic sentence tells the reader what the theme of the paragraph will be (the main idea that underpins the paragraph) and outlines the lens through which you are going to explore that theme (what you are going to say about your main idea).
It is useful for you to check that each of your topic sentences is linked in some way to the thesis statement contained in your introduction. Are you following the ideas you laid out in your thesis statement? By referring back to the thesis statement, you can make sure that your argument remains focused on answering the question (rather than drifting) and that you are covering the information you introduced at the beginning of the assignment. In some cases, the topic sentence may not introduce an argument. This occurs when the purpose of the paragraph is to provide background information or describe something. This is okay too, as long as the content of the paragraph is needed to support your thesis statement in some way.
Tip : The topic sentence may not be the first sentence in the paragraph if you include a linking sentence to your previous paragraph, but it should definitely be placed close to the start of the paragraph.
Supporting Sentences
The supporting sentences are where you put together your main argument. They develop the idea outlined in the topic sentence and contain your analysis of that idea. Your supporting sentences will usually contain your references to the literature in your discipline which you will use to build your own argument. You may also include facts and figures, counter arguments, and your judgements on how useful the literature is for your topic. The key to using supporting sentences to form a good paragraph lies in the 'Four Rs':
Are the supporting sentences relevant ? Each of them should explore and develop the idea you have introduced in your topic sentence.
Are they related ? Although you should not repeat the same idea throughout a paragraph, you do need to make sure that each of your supporting sentences is linked. This will help you provide multiple examples, counter arguments, and analysis of the theme of the paragraph. Think of each supporting sentence as a link in the chain of your argument.
Are the supporting sentences in the right order ? You will need to make an active decision about the way you present the argument in the paragraph; for example, you might present your research chronologically, or perhaps you prefer to discuss the argument and then the counter argument (so grouping together the relevant pieces of information).
And, of course, any ideas that are not your own need to be clearly referenced . Good referencing, according to the referencing style used by your department, is essential to academic integrity.
Summary Sentences
The summary sentence is important because it helps you tie together the arguments made in your supporting statements and comment on the point made in your topic sentence. This will be where you provide your reader with your judgement on the information contained in the paragraph. In that sense, the summary sentence is your conclusion for the particular point made in the paragraph – you will tell the reader why the point is important and perhaps give an indication of how it is linked to your overall thesis.
Tip : At the end of each paragraph, try asking yourself 'So What?': 'So what is the point of what I've said?'; 'so what is the conclusion I've reached based on the information included in the paragraph?'. This question will help you see whether you have been critical rather than simply descriptive.
The flow within and between paragraphs is important for a coherent structure. You can strengthen the flow by ensuring your argument proceeds logically and by using language that signals to the reader how your argument is progressing, and how you want them to interpret what you are saying:
Logical Order
Broadly following the structures outlined above will help you put together a logical paragraph structure. However, you also need to think about the flow of information in your assignment as a whole. Remember that each paragraph should make a point, discuss that point, and conclude the point before moving on to make a new point. This means that your assignment will be made up of chunks of information and it makes sense to organise those chunks in relation to each other.
Signalling Language
There are many words and phrases you can use to help your reader interpret information. If you focus on using effective transitions in your paragraphs, you will be able to better demonstrate your understanding of the relationship between the ideas you are discussing, and your writing will flow more easily. This is because your reader will be guided between points rather than having to make the links themselves. Below are some of the most common examples of transition words and phrases, though you can find many websites with further examples (university writing centres such as this one are usually reliable sources, though remember to use your judgement):
Tip : There are other techniques you can use to improve the flow of both your argument and style. Cohesive devices like pronouns, word families, and recap words help the reader. In addition, structured reasoning can support your argument. You can find a range of courses which explore these devices in detail by going to the website for the Centre for Academic Success .
The conclusion should be easy to write because you do not have to discuss any new information (in fact, you should not introduce any new points in this part of your assignment). In reality, though, it can be a struggle to decide what to include in your conclusion. Using the framework in the diagram can help you effectively bring your argument to a close. This is an inverse structure of your introduction: in the conclusion you are moving from specific information to broader information.
In the 'Restate' section of a conclusion, it is a good idea to remind the reader of your thesis statement. You can paraphrase your thesis statement in order to remind the reader of the central claim of the assignment and how you set out to demonstrate this claim.
You can then broaden the discussion to provide a 'Recap' of your main argument. This does not mean repeating yourself; rather, you will give a brief synopsis of each part of your main argument, with a reminder of how it links to your main claim. This will help consolidate your argument in the reader's mind and confirm that you have answered your own thesis.
Finally, the 'Suggest' section can help you place your work within the wider scholarship of your discipline. You might, for example, make suggestions for further research based on gaps you have identified.
Writing Resources
Writing Resources Overview
Writing Services Home This link opens in a new window
APA Resources
Formatting Tables & Figures
Heading Levels
In-Text Citations
Paraphrases & Quotations
Reference List
Setting Up an APA Paper
Step 1: Prewrite
Step 2: Outlining/Planning
Step 3: First Draft
Step 4: Revision
Step 5: Editing/Proofreading
Active vs. Passive Voice
Comma Usage
Parallel Structure
Subject-Verb Agreement
Academic Writing Genres & Common Assignments
Defining & Avoiding Plagiarism
Introduction vs. Abstract
Knowing When to Cite
Paraphrasing & Quoting Sources
Utilizing Turnitin
Primary vs. Secondary Sources
Scholarly vs. Popular Sources
Adding & Formatting Page Numbers
Basic Tips for Microsoft Word
Creating a Table of Contents & List of Tables/Figures
Page & Section Breaks
The Styles Pane
Using Track Changes & Comments
Abstracts (Saybrook Handbook)
Appendices (Saybrook Handbook)
Dissertation Finalization This link opens in a new window
Front Matter
Resources for Writing a Dissertation or Thesis
Saybrook Handbook of Format & Style for Dissertations, Theses, Projects, & Capstones This link opens in a new window
Writing Coach Schedule This link opens in a new window
Our Top Resources
Writing Coach Appointments
Saybrook Handbook of Format & Style
Sample APA Student Paper
Student Paper Template
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Editing Checklist
Revision Checklist
Academic writing is characterized by its emphasis on facts and observations, its presence within a specified body of knowledge, and its reference to sources (prior learning) by which the reader can evaluate the trustworthiness of the academic book or article.
To access a recording of the Faculty Panel on Academic Learning and Writing presented in 2021, enroll in Writing Services' Canvas shell . Once you have enrolled in the course, you may then access the page “ Faculty Panel on Academic Writing ."
Within the field of writing, there are four main genres: descriptive, persuasive, expository, and narrative. When generating a piece of academic writing, the author may utilize skills from any of the four genres, and within each of these categories, specific types of academic assignments may be presented. This page provides an overview of each genre of writing as well as presents the types of academic papers that utilize that genre of writing.
Regardless of the type of paper, all papers should follow the style and format as presented in the APA Manual (2020).
Persuasive Writing
Common Assignments
Additional Resources
Also commonly referred to as argumentative writing, persuasive writing occurs when the author takes a stand on a principle or controversial issue and attempts to persuade the reader to adopt a similar mindset. When using persuasive writing, the author will appeal to reason, emotion, or character (ethics) to build their argument.
Within the academic context, the most common persuasive technique for authors to use is to appeal to reason and logic. Persuasive writing that appeals to logic involves incorporating critical thinking and often the use of outside sources for evidence.
Research-Based Papers
A research-based paper requires that the writer conducts research using methods such as library searches prior to authoring the work. Within the paper, the author must identify and cite the literature to support their original idea, position, or argument. Research-based papers usually center around an argument or idea, known as the thesis, that is developed throughout the body of the paper. The thesis of the paper is supported by the evidence drawn from the research. In order to present an effective position or argument, the author must utilize clear writing, organization, and logic. Do not confuse this type of paper with a literature review, described in a later section.
Webpage: Genre and the Research Paper (Purdue OWL, n.d.)
Webpage: How to Write a Research Paper (Scribbr, n.d.)
Critical Review
Usually focused on writing authored by someone else, this describes and assesses a theoretical concept, article, or research report critically and analytically. In a critical review, the author either agrees or disagrees with the original work that is being critiqued. In either circumstance, the author is persuading the reader toward a particular opinion about the work that is being examined. Examples include evaluations of research articles, book reviews, and critiques of published literature reviews and dissertations.
Example: Book Review: Remodeling GT once again (Nathaniel, 2014)
Video: Rhetoric: Essentials of Argument (OWL Purdue, n.d.)
Please refer to the links below for details on the organization of persuasive writing pieces:
Webpage: Argumentative Essays (Purdue OWL, n.d.)
Webpage: How to Write an Argumentative Essay (Caulfield, 2021)
PDF: Argumentative Paper Format (Odegaard Writing & Research Center, n.d.)
Webpage: Tips on How to Write an Argumentative Essay (Fleming, 2020)
Webpage: How to Write a Persuasive Essay (Lombardi, 2018)
Webpage: Preparing an Argument Essay: Exploring Both Sides of an Issue (Nordquist, 2019)
Expository Writing
Expository papers present information objectively and are used to inform, compare and contrast, or show cause and effect. Information presented in expository writing should be clear and concise.
This is the most common type of writing at the graduate level within many of the fields offered at Saybrook. Since the purpose of expository writing is to inform the reader, it is used heavily within academic contexts.
Literature Review
This is a comprehensive report on the existing literature available regarding a topic or question. A literature review describes, summarizes, evaluates, and synthesizes scholarly articles, books, research reports, dissertations, conference proceedings, and other sources of information relevant to a specific question or topic. The writer critically analyzes the method, results, discussion, and/or conclusions from multiple research articles. A good literature review goes beyond simply reporting and summarizing related literature: it evaluates, organizes, and synthesizes what others have researched and written on the topic. Evaluating begins with identifying and reporting crucial elements in individual studies. It is equally important to organize the individual studies into categories or themes found in the literature, noting how strong or lacking the evidence appears. The final quality of synthesis allows the literature review author to repackage what is known and add their insights to the collective knowledge. Thus, a good literature review will not only report on studies and collective knowledge, but also compare different perspectives, identify inconsistencies and offer possible explanations, and comment on how knowledge has evolved over time.
PDF Example: Complementary and Alternative Medicine (CAM) Use in Advanced Cancer: A Systematic Review (Truant et al., 2013)
Précis
A précis is a recapitulation of the original work at 25%–33% of the original size. It contains no interpretation or critique elements and should not include the voice of the précis writer. It should be a substitute for the original work, like an executive summary. The purpose is to report the core essence of the work that is clear and concise. When used to summarize a research article, the précis should include the topic or main thesis, the purpose of the research, what was studied, what methods were applied, the findings or results, and a conclusion or discussion.
Webpage: How to Write a Rhetorical Précis Your Professor Will Never Forget (Hanski, 2017)
Original empirical research reports provide an original qualitative, quantitative, or mixed-method research project in which the student-designed the study, conducted the fieldwork and data collection, analyzed the data, and created the report. Examples within graduate coursework include the pilot study report, a thesis, and a dissertation. Published original research articles are also empirical research reports. Examples are:
Webpage: Short-term Meditation Training Improves Attention and Self-Regulation (Tang et al., 2007)
DOI link: Patients' views of CAM as spiritual practice (Ulrich et al., 2011) (also available in the Saybrook Library )
Below are links describing more about expository writing.
Webpage: Expository Essays (Purdue OWL, n.d.)
Webpage: How to Write an Expository Essay (Caulfield, 2020)
Webpage: What is Expository Writing? (Nordquist, 2019)
Webpage: How to Write an Expository Essay (Scribendi, n.d.)
Persuasive vs. Expository Writing
Persuasive and expository writing may share similar traits. For example, research plays a critical role in both genres. However, the purpose is different. Table 1 provides a description of traits of each genre of writing.
Traits of Persuasive & Expository Writing
Thesis tells the author's opinion on the topic
Thesis informs the audience on the topic of the paper
Attempts to convince the reader that a particular standpoint is valid (or the best)
Provides the reader with information, an explanation of a concept, or a definition
Opinion-based; bias present
Research-based; bias absent
Facts only used to support an opinion. Light to moderate use of facts, data, and statistics
Facts used to move the discussion forward. Heavy use of facts, data, and statistics
Uses examples as a method to persuade the reader
Uses examples to aid the reader in understanding the information being presented
Emotive tone is acceptable (although overly emotional language lessens the strength of the argument and should be used strategically)
Neutral tone (no emotive displays)
Counterarguments are likely to be addressed
Counterarguments are unlikely to be addressed
Goal is to convince the audience
Goal is to inform or educate the audience
Author presents themselves as a friend or trusted mentor
Author presents themselves as an authority on the topic
Descriptive Writng
Descriptive writing uses vivid language to describe a person, place, or event so that the reader can picture the topic clearly in their mind.
Some qualitative research methods call for data collection through such rich descriptions (e.g., phenomenological protocols, narrative re-storying). Although it is unlikely for a student at Saybrook to receive an essay prompt requiring a descriptive approach, the skill is useful for describing personal observations. Note that within academic writing, descriptive writing should remain neutral and use clear and concise wording.
For more information on descriptive writing, consult the hyperlinks provided below.
Webpage: How to Write a Descriptive Essay (Caulfield, 2021)
Webpage: 5 Examples of How to Write a Good Descriptive Paragraph (Nordquist, 2020)
Webpage: Description in Rhetoric and Composition (Nordquist, 2019)
Webpage: Writing a Descriptive Essay (Fleming, 2020)
Webpage: Structure of a Descriptive Essay (Fleming, 2019)
Narrative Writing
Narrative writing tells the reader about a particular event(s) that took place. Common works of narrative writing include personal essays (such as those found in a blog post), practicum logs, and case reports.
This form of essay writing is less common in graduate-level writing within the fields offered at Saybrook University. However, a student may still encounter essay prompts that suggest a narrative approach. For example, a professor may ask you to analyze a theory or concept in light of a personal experience.
Reflection Paper
A reflection paper relies on the writer's anecdotal experiences and personal reflections to convey an idea, an experience, or a concept. Although not dependent on externally derived evidence, such as scholarly literature, reflection papers still require clarity, logical organization, and basic rhetorical skills for effective execution.
For more information on narrative writing, consult the hyperlinks provided below.
Webpage: Narrative Writing (Purdue OWL, n.d.)
Webpage: How to Write a Narrative Essay (Caulfield, 2020)
Webpage: Narrative Essay Examples and Key Elements (Your Dictionary, n.d.)
Webpage: How to Write a Narrative Essay or Speech (Nordquist, 2020)
Webpage: Compose a Narrative Essay or Personal statement (Nordquist, 2019)
Descriptive vs. Narrative Writing
Descriptive and narrative writing may be easily confused because both allow the writer to express themselves using more creative and personal methods. While both use similar writing skills, there are some distinct differences. Table 2 provides a description of traits of each genre of writing.
Traits of Descriptive & Narrative Writing
Describes scenes, persons, things, or feelings
Reflects on personal experience
Uses sensory details to paint a picture (touch, smell, etc.
Samples: written works about nature, travel, a memory, oneself, others, etc.
Other Common Writing Assignments
This section provides resources for other common assignments provided within courses at Saybrook University.
Synthesis Paper
Annotated Bibliographies
Note: This page has been developed based on a document created by Luann Fortune, PhD & Kara Vander Linden, EdD (2014) for Saybrook's Mind-Body Medicine program. With permission, the content presented here has been updated to be compliant with the 7th edition of the APA Manual. This page has been reorganized and re-worded so that it's contents be applicable to all programs at Saybrook. Some additional information has also been provided. The original document can be viewed here:
Postgraduate International Studies Research Degrees
Sustainability and Environment
Practical Legal Training
Commercial and Business Law
Juris Doctor
Legal Studies
Master of Laws
Intellectual Property
Migration Law and Practice
Overseas Qualified Lawyers
Postgraduate Law Programs
Postgraduate Law Research
Undergraduate Law Programs
Life Sciences
Mathematical and Physical Sciences
Postgraduate Science Programs
Science Research Programs
Undergraduate Science Programs
Transdisciplinary Innovation
Creative Intelligence and Innovation
Diploma in Innovation
Postgraduate Research Degree
Transdisciplinary Learning
Sample written assignments
Look at sample assignments to help you develop and enhance your academic writing skills.
How to use this page
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.
Annotated bibliography
Annotated Bibliography: Traditional Chinese Medicine (PDF, 103KB)
Essay: Business - "Culture is a Tool Used by Management" (PDF, 496KB)
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Gen ed writes, writing across the disciplines at harvard college.
Types of Assignments
Gen Ed courses transcend disciplinary boundaries in a variety of ways, so the types of writing assignments that they include also often venture outside the traditional discipline-specific essays. You may encounter a wide variety of assignment types in Gen Ed, but most can be categorized into four general types:
Traditional academic assignments include the short essays or research papers most commonly associated with college-level assignments. Generally speaking, these kinds of assignments are "expository" in nature, i.e., they ask you to engage with ideas through evidence-base argument, written in formal prose. The majority of essays in Expos courses fall into this category of writing assignment types.
Less traditional academic assignments include elements of engagement in academia not normally encountered by undergraduates.
Traditional non-academic assignments include types of written communication that students are likely to encounter in real world situations.
Less traditional non-academic assignments are those that push the boundaries of typical ‘writing’ assignments and are likely to include some kind of creative or artistic component.
Examples and Resources
Traditional academic.
For most of us, these are the most familiar types of college-level writing assignments. While they are perhaps less common in Gen Ed than in departmental courses, there are still numerous examples we could examine.
Two illustrations of common types include:
Example 1: Short Essay Professor Michael Sandel asks the students in his Gen Ed course on Tech Ethics to write several short essays over the course of the semester in which they make an argument in response to the course readings. Because many students will never have written a philosophy-style paper, Professor Sandel offers students a number of resources—from a guide on writing in philosophy, to sample graded essays, to a list of logical fallacies—to keep in mind.
Example 2: Research Paper In Who Lives, Who Dies, Who Cares?, a Gen Ed course co-taught by multiple global health faculty members, students write a 12–15 page research paper on a biosocial analysis of a global health topic of their choosing for the final assignment. The assignment is broken up into two parts: (1) a proposal with annotated bibliography and (2) the final paper itself. The prompt clearly outlines the key qualities and features of a successful paper, which is especially useful for students who have not yet written a research paper in the sciences.
Less Traditional Academic
In Gen Ed, sometimes assignments ask students to engage in academic work that, while familiar to faculty, is beyond the scope of the typical undergraduate experience.
Here are a couple of examples from Gen Ed courses:
Example 1: Design a conference For the final project in her Gen Ed course, Global Feminisms, Professor Durba Mitra asks her students to imagine a dream conference in the style of the feminist conferences they studied in class. Students are asked to imagine conference panels and events, potential speakers or exhibitions, and advertising materials. While conferences are a normal occurrence for graduate students and professors, undergraduates are much less likely to be familiar with this part of academic life, and this kind of assignment might require more specific background and instructions as part of the prompt.
Example 2: Curate a museum exhibit In his Gen Ed class, Pyramid Schemes, Professor Peter Der Manuelian's final project offers students the option of designing a virtual museum exhibit . While exhibit curation can be a part of the academic life of an anthropologist or archaeologist, it's not often found in introductory undergraduate courses. In addition to selecting objects and creating a virtual exhibit layout, students also wrote an annotated bibliography as well as an exhibit introduction for potential visitors.
Traditional Non-academic
One of the goals of Gen Ed is to encourage students to engage with the world around them. Sometimes writing assignments in Gen Ed directly mirror types of writing that students are likely to encounter in real-world, non-academic settings after they graduate.
The following are several examples of such assignments:
Example 1: Policy memo In Power and Identity in the Middle East, Professor Melani Cammett assigns students a group policy memo evaluating "a major initiative aimed at promoting democracy in the Middle East and North Africa (MENA)." The assignment prompt is actually structured as a memo, providing context for students who likely lack experience with the format. It also outlines the key characteristics of a good memo, and it provides extensive advice on the process—especially important when students are working in groups.
Example 2: Letter In Loss, Professor Kathleen Coleman asks students to write a letter of condolence . The letter has an unusual audience: a mother elephant who lost her calf. Since students may not have encountered this type of writing before, Professor Coleman also provides students with advice on process, pointing to some course readings that might be a good place to start. She also suggests a list of outside resources to help students get into the mindframe of addressing an elephant.
Example 3: Podcast Podcasts are becoming increasingly popular in Gen Ed classes, as they are in the real world. Though they're ultimately audio file outputs, they usually require writing and preparing a script ahead of time. For example, in Music from Earth, Professor Alex Rehding asks students to create a podcast in which they make an argument about a song studied in class. He usefully breaks up the assignments into two parts: (1) researching the song and preparing a script and (2) recording and making sonic choices about the presentation, offering students the opportunity to get feedback on the first part before moving onto the second.
Less Traditional Non-academic
These are the types of assignments that perhaps are less obviously "writing" assignments. They usually involve an artistic or otherwise creative component, but they also often include some kind of written introduction or artist statement related to the work.
The following are several examples from recently offered Gen Ed courses:
Example 1: Movie Professor Peter Der Manuelian offers students in his class, Pyramid Schemes, several options for the final project, one of which entails creating a 5–8 minute iMovie making an argument about one of the themes of the course. Because relatively few students have prior experience making films, the teaching staff provide students with a written guide to making an iMovie as well as ample opportunities for tech support. In addition to preparing a script as part of the production, students also submit both an annotated bibliography and an artist’s statement.
Example 2: Calligram In his course, Understanding Islam and Contemporary Muslim Societies, Professor Ali Asani asks students to browse through a provided list of resources about calligrams, which are an important traditional Islamic art form. Then they are required to "choose a concept or symbol associated with God in the Islamic tradition and attempt to represent it through a calligraphic design using the word Allah," in any medium they wish. Students also write a short explanation to accompany the design itself.
Example 3: Soundscape In Music from Earth, Professor Alex Rehding has students create a soundscape . The soundscape is an audio file which involves layering sounds from different sources to create a single piece responding to an assigned question (e.g. "What sounds are characteristic of your current geographical region?"). Early on, as part of the development of the soundscape, students submit an artist's statement that explains the plan for the soundscape, the significance of the sounds, and the intention of the work.
How to Structure an Essay: A Guide for College Students
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How to Write an Assignment: Step by Step Guide
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What and How to Write Academic Essays
COMMENTS
What Is Academic Writing?
Types of academic writing. 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.
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. This section also includes resources on writing academic proposals for conference presentations, journal articles, and books.
Writing Assignments
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 Is Academic Writing? Definitive Guide
A piece of academic writing, whether it's an analytical essay, a research paper, a persuasive essay, or another kind of assignment in this vein, needs to adhere to very specific style and formatting standards. It also needs to have the appropriate tone and vocabulary for an academic work.
The Writing Process
Table of contents. Step 1: Prewriting. Step 2: Planning and outlining. Step 3: Writing a first draft. Step 4: Redrafting and revising. Step 5: Editing and proofreading. Other interesting articles. Frequently asked questions about the writing process.
Essential Writing Practices for Academic Success
Marian's Academic Writing Hub! 📚 ️ Your one-stop resource for all things academic writing. Whether you're a student crafting your first college essay or polishing your dissertation, we've got tools to help you succeed. ... Remember: Adapt this checklist to your specific assignment requirements and writing process. Regularly consult with ...
Academic writing
Academic written work will also make fewer absolute statements. Language is often more tentative or cautious. Academic Phrasebank is a collection of general phrases taken from academic sources created by John Morley at the University of Manchester. The phrases are sorted into writing and assignment themes such as being critical and writing ...
PDF Strategies for Essay Writing
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").
The Beginner's Guide to Writing an Essay
Come up with a thesis. Create an essay outline. Write the introduction. Write the main body, organized into paragraphs. Write the conclusion. Evaluate the overall organization. Revise the content of each paragraph. Proofread your essay or use a Grammar Checker for language errors. Use a plagiarism checker.
Understanding Writing Assignments
Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing. Read the prompt the entire way through once. This gives you an overall view of what is going on.
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 ...
10 Tips for Writing Assignments: Your Path to Academic Success
Tip 3: Plan Your Work. Effective planning is a cornerstone of assignment writing. Develop a structured plan that includes creating a timeline for your assignment. Break down the work into smaller tasks, allocate sufficient time for research, outlining, drafting, and proofreading. A well-organized plan will keep you on track and reduce stress.
5 tips on writing better university assignments
Here are five tips to help you get ahead. 1. Use available sources of information. Beyond instructions and deadlines, lecturers make available an increasing number of resources. But students often ...
Academic Guides: Undergraduate Writing: Understanding the Assignment
Undergraduate resources in the Writing Center. Paraphrase = restate a passage in your own words.. Example: Paraphrase the CDC's recent announcement on the use of hand sanitizer.. Tips: It can be tempting to directly quote the statement, but paraphrasing builds your academic skills.Read the announcement carefully and then open a new document on your computer.
12 Tips for writing an academic assignments
4. Research Effectively: - Use credible sources such as academic journals, books, and reputable websites. Take thorough notes and organize your research material to streamline the writing process. 5. Create an Outline: - Develop a content structure that outlines the main sections and subtopics of your assignment.
Research Guides: Write and Cite: Academic Writing
Successful academic writing starts with identifying the explicit and implicit expectations of the assignment. If you don't understand the assignment, you may not only have trouble starting to write but might put effort into the wrong things. If you are still unsure how to proceed after following these steps, ask your instructor.
Academic Writing Skills Guide: Planning Your Assignments
The writing element is just one part of academic writing, planning should be a crucial part of your overall approach to doing an assignment. It is one of the most important parts of assignment writing which is ultimately led by your reading of relevant academic sources and an assignment will often look for you to present your point of view on a ...
PDF Planning and preparing to write assignments An Academic Support
Introduction to 'Planning and preparing to write assignments'. 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.
Writing an academic assignment
This is what academic writing is in a nutshell, whether it is an essay or a report, and whether it is 1000 or 100,000 words long! If you need assistance with understanding your assignment question you should speak to a Writing Mentor or a Language and Learning Advisor .
Scaffolding the Writing Process: An Approach to Assignment Design in
I saw Kristen make great use of pairing exploratory writing and point-based outline assignments at Amherst, but it was while training to be a lector for the Academic and Professional Writing course here at Chicago in graduate school that I first learned the value of teaching students to think about paragraphs in terms of points as opposed to topics or topic sentences.
How To Write The Best College Assignments
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 ...
How to structure your essay
A typical assignment has an introduction, a main body and a conclusion. The purpose of the introduction is to signpost everything that a reader can expect from the assignment. ... Key to academic writing are clarity and predictability so the introduction should act as a signpost, or an essay map; after reading the introduction, the reader ...
Academic Writing Genres & Common Assignments
Within the field of writing, there are four main genres: descriptive, persuasive, expository, and narrative. When generating a piece of academic writing, the author may utilize skills from any of the four genres, and within each of these categories, specific types of academic assignments may be presented. This page provides an overview of each ...
Sample written assignments
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.
Types of Assignments
Sometimes writing assignments in Gen Ed directly mirror types of writing that students are likely to encounter in real-world, non-academic settings after they graduate. The following are several examples of such assignments: Example 1: Policy memo In Power and Identity in the Middle East, Professor Melani Cammett assigns students a group policy ...
IMAGES
VIDEO
COMMENTS
Types of academic writing. 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.
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. This section also includes resources on writing academic proposals for conference presentations, journal articles, and books.
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.
A piece of academic writing, whether it's an analytical essay, a research paper, a persuasive essay, or another kind of assignment in this vein, needs to adhere to very specific style and formatting standards. It also needs to have the appropriate tone and vocabulary for an academic work.
Table of contents. Step 1: Prewriting. Step 2: Planning and outlining. Step 3: Writing a first draft. Step 4: Redrafting and revising. Step 5: Editing and proofreading. Other interesting articles. Frequently asked questions about the writing process.
Marian's Academic Writing Hub! 📚 ️ Your one-stop resource for all things academic writing. Whether you're a student crafting your first college essay or polishing your dissertation, we've got tools to help you succeed. ... Remember: Adapt this checklist to your specific assignment requirements and writing process. Regularly consult with ...
Academic written work will also make fewer absolute statements. Language is often more tentative or cautious. Academic Phrasebank is a collection of general phrases taken from academic sources created by John Morley at the University of Manchester. The phrases are sorted into writing and assignment themes such as being critical and writing ...
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").
Come up with a thesis. Create an essay outline. Write the introduction. Write the main body, organized into paragraphs. Write the conclusion. Evaluate the overall organization. Revise the content of each paragraph. Proofread your essay or use a Grammar Checker for language errors. Use a plagiarism checker.
Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing. Read the prompt the entire way through once. This gives you an overall view of what is going on.
What this handout is about. The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms ...
Tip 3: Plan Your Work. Effective planning is a cornerstone of assignment writing. Develop a structured plan that includes creating a timeline for your assignment. Break down the work into smaller tasks, allocate sufficient time for research, outlining, drafting, and proofreading. A well-organized plan will keep you on track and reduce stress.
Here are five tips to help you get ahead. 1. Use available sources of information. Beyond instructions and deadlines, lecturers make available an increasing number of resources. But students often ...
Undergraduate resources in the Writing Center. Paraphrase = restate a passage in your own words.. Example: Paraphrase the CDC's recent announcement on the use of hand sanitizer.. Tips: It can be tempting to directly quote the statement, but paraphrasing builds your academic skills.Read the announcement carefully and then open a new document on your computer.
4. Research Effectively: - Use credible sources such as academic journals, books, and reputable websites. Take thorough notes and organize your research material to streamline the writing process. 5. Create an Outline: - Develop a content structure that outlines the main sections and subtopics of your assignment.
Successful academic writing starts with identifying the explicit and implicit expectations of the assignment. If you don't understand the assignment, you may not only have trouble starting to write but might put effort into the wrong things. If you are still unsure how to proceed after following these steps, ask your instructor.
The writing element is just one part of academic writing, planning should be a crucial part of your overall approach to doing an assignment. It is one of the most important parts of assignment writing which is ultimately led by your reading of relevant academic sources and an assignment will often look for you to present your point of view on a ...
Introduction to 'Planning and preparing to write assignments'. 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.
This is what academic writing is in a nutshell, whether it is an essay or a report, and whether it is 1000 or 100,000 words long! If you need assistance with understanding your assignment question you should speak to a Writing Mentor or a Language and Learning Advisor .
I saw Kristen make great use of pairing exploratory writing and point-based outline assignments at Amherst, but it was while training to be a lector for the Academic and Professional Writing course here at Chicago in graduate school that I first learned the value of teaching students to think about paragraphs in terms of points as opposed to topics or topic sentences.
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 ...
A typical assignment has an introduction, a main body and a conclusion. The purpose of the introduction is to signpost everything that a reader can expect from the assignment. ... Key to academic writing are clarity and predictability so the introduction should act as a signpost, or an essay map; after reading the introduction, the reader ...
Within the field of writing, there are four main genres: descriptive, persuasive, expository, and narrative. When generating a piece of academic writing, the author may utilize skills from any of the four genres, and within each of these categories, specific types of academic assignments may be presented. This page provides an overview of each ...
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.
Sometimes writing assignments in Gen Ed directly mirror types of writing that students are likely to encounter in real-world, non-academic settings after they graduate. The following are several examples of such assignments: Example 1: Policy memo In Power and Identity in the Middle East, Professor Melani Cammett assigns students a group policy ...