• ...is an important factor/concept/idea/ to consider because...
• … will be argued/outlined in this paper.
Once you have finished writing your first draft it is recommended that you spend time revising your work. Proofreading and editing are two different stages of the revision process.
As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.
Editing checklist
There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.
Proofreading checklist
This chapter has examined the experience of writing assignments. It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.
Academic Skills Centre. (2013). Writing an introduction and conclusion . University of Canberra, accessed 13 August, 2013, http://www.canberra.edu.au/studyskills/writing/conclusions
Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.
Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39 (3), 162-163.
Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1).
Writing Assignments Copyright © 2021 by Kate Derrington; Cristy Bartlett; and Sarah Irvine is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.
The first step in any successful college writing venture is understanding the assignment. While this sounds like a simple task, it can be a tough one. This guide 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.
Before selecting a topic or starting your research, make sure you understand your assignment and its requirements. Consider the following:
When in doubt, consult with your instructor.
Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet. Click each question for more detail.
As you read the assignment, think about what the teacher does in class.
The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and she already knows everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien 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. 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.
Professors will usually tell you what kind of proof they want. If the assignment tells you to “do research,” head quickly to the library. 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.
What are the absolute rules of the paper.
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.
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.
Two good habits.
1. 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.
2. 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.
When you design a syllabus for any course, you begin with the outcomes that you intend for your students to achieve, and you work backwards from these to particular readings and writing assignments. This method, formalized, is called the method of backward design. Backward design is a useful method for any professor in that it ensures that all assignments, readings, and activities will connect students with the outcomes that the professor deems essential to the course.
At the first stage of backward design, writing instructors should consider two issues: what they want their students to know/experience in their courses, and what they want them to be able to do, in these courses and afterwards. Put another way, instructors need to think both about their focusing questions and their course outcomes.
You'll note that the first issue—what instructors want their students to know/experience—distinguishes between knowledge and experience. Indeed, this distinction is significant in a writing class, where course content (while important) does not drive the course. The best writing classes consider the students' experiential learning in their course design. To accomplish the aims of experiential learning, it's important to come up with a course question that can bring together the many smaller questions of the course and that can engage students intellectually and experientially. For instance: What is happiness? What are the roots of violence? What is the nature of the self? Technology: friend or foe?
These are the kinds of questions that can focus course readings and class discussions. They are also the kinds of questions that students can engage with outside of the context of the writing classroom. Finally, they are the kinds of questions around which professors can build a course that is intellectually coherent.
Even more important the the course questions, however, are the course outcomes — in other words, what students should be able to do when the course comes to an end. In the first-year writing classes, an instructor's set of outcomes will be informed by the course outcomes (see the outcomes for Writing 2-3 , Writing 5 , or the First-Year Seminar ) . Take some time to review these outcomes, and to consider how every assignment and classroom activity might work to help students achieve them.
As you design your assignments, you'll want first to determine the outcomes that each assignment will work to accomplish. If your aim is to ensure, for instance, that students learn how to shape good academic questions, you might ask them to compose, share, and then revise their questions. If you want them to develop their research capabilities, have them take these questions to the library databases in order to look for appropriate sources. If you want to ensure that students learn how to work with sources, ask them to compose a summary and synthesis document, in which they nutshell their sources and show how these sources are in conversation with one another. Finally, if you want to ensure that they learn how to compose and revise, assign drafts and give them feedback. Have their peers offer feedback as well. Whatever you decide to assign, use the outcomes to guide you.
Second, you'll want to scaffold your assignments, so that students can build on their capabilities. You'll see in the examples cited in the paragraph above that each assignment builds on the one before. Students work on one step in the process and get feedback on it (from the instructor or their peers) before moving on to the next challenge. By scaffolding, instructors can be sure that students know how to successfully complete the final assignment. Students can also track the evolution and transfer of their skills.
Third, writing instructors frequently comment that Dartmouth's ten-week term is very short. Assignments must therefore be designed to achieve multiple outcomes. Consider the first step of the assignment sequence outlined above: "Ask students to compose, share, and then revise their questions." Several outcomes are achieved here: students are composing, they are collaborating, and they are revising. If you design your assignments to achieve multiple outcomes, you'll be surprised at how much your students can accomplish.
Whatever assignments you design, do understand that simply making an assignment does not ensure that students will acquire the desired skills. For an assignment to succeed it should be transparent and progressive—that is, your students should understand your goals for the assignment, and they should be able to chart their own development in relation to these goals. The better students understand your assignments and your vision for your course, the better they'll be able to meet the course aims.
When designing your syllabus, you will want to consider carefully the spacing of your writing assignments. It's important that students are given enough time to write and to revise their papers. Professors who use a writing assistant will also want to be sure that they provide the writing assistant enough time to read and respond to students' papers.
Here are some things to consider:
Professors often wonder, when creating writing assignments, how detailed the assignments should be. Some professors don't use prompts, requiring students to come up with the topics and questions themselves. Others create detailed writing assignments, arguing that this allows students to save energy for writing their papers (as opposed to generating topics and questions). Still others craft writing prompts that offer students ideas for writing but that leave plenty of room for students to come up with ideas of their own. We'll consider the options of prompting and not prompting here.
The Open Writing Assignment
Professors who don't use writing prompts believe that an important part of scholarship is learning to raise questions that will yield a good academic argument. Instead of creating a writing prompt, these professors craft an assignment process that supports students as they work through the various challenges of scholarly inquiry. In a sense, these professors are asking students to craft their own prompts, and to write the paper that will answer the questions that they outline there. The obvious pedagogical advantage of the open assignment is that it allows students to learn to develop topics on their own. In the open assignment, students are not only permitted to pursue intellectual questions that are of interest to them, they also gain some experience in framing a topic that is neither too narrow nor too broad.
If you elect not to use prompts, you should intend to devote class and conference time to assisting students in this process. For instance, you might ask students to come up with three good academic questions about the course's reading materials. Students can post these questions on the Canvas discussion board. You can then workshop these questions, using class time to talk about which questions will (or won't) yield a good academic argument, and why. You should also comment thoroughly on the questions submitted, raising further questions for the student to consider. You might also invite students to comment on one another's questions on the Canvas site. Students can then revise their questions and resubmit them for another round of feedback before they write.
Some professors find it useful to offer students models of good academic questions. Other professors give explicit instruction regarding what the paper shouldn't do and leave it to the students to determine what they want to do within these parameters. All professors ask students to submit their prompts in advance of drafting so that they can determine, before the students proceed too far, whether or not these topics are appropriate and promising.
Whatever you decide, do note that a prompt-less writing assignment needs a good infrastructure in order to succeed. Indeed, Karen Gocsik's research assignment for Writing 2-3 has twelve steps, indicating the many moments of support and feedback that first-year students require as they work through the process of writing a research paper Your assignment need not have twelve steps to be effective; it may have four steps, for instance, or five. Craft your assignment steps according to the aims of your assignment.
Crafting a Good Prompt
Writing a good prompt for a writing assignment is a difficult task. Too often, professors write prompts for writing assignments knowing exactly what sorts of essays they want their students to produce, only to get papers that miss the mark. How can you produce writing assignments that clearly convey the tasks and questions you want your students to undertake?
Before writing your prompts, you will want to consider a few matters.
Once you've determined the outcomes for your writing assignment, you're ready to craft the prompt. Here are some things to consider:
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
To summarize, here are some dos and don'ts for successful assignment writing:
Here are some common questions related to assignment writing:
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.
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.
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
Table of contents
To cope with assignments, you should familiarize yourself with the tips on formatting and presenting assignments or any written paper, which are given below. It is worth paying attention to the content of the paper, making it structured and understandable so that ideas are not lost and thoughts do not refute each other.
If the topic is free or you can choose from the given list — be sure to choose the one you understand best. Especially if that could affect your semester score or scholarship. It is important to select an engaging title that is contextualized within your topic. A topic that should captivate you or at least give you a general sense of what is needed there. It’s easier to dwell upon what interests you, so the process goes faster.
To construct an assignment structure, use outlines. These are pieces of text that relate to your topic. It can be ideas, quotes, all your thoughts, or disparate arguments. Type in everything that you think about. Separate thoughts scattered across the sheets of Word will help in the next step.
Then it is time to form the text. At this stage, you have to form a coherent story from separate pieces, where each new thought reinforces the previous one, and one idea smoothly flows into another.
These are steps to take to get a worthy paper. If you complete these step-by-step, your text will be among the most exemplary ones.
If the topic is unique and no one has written about it yet, look at materials close to this topic to gain thoughts about it. You should feel that you are ready to express your thoughts. Also, while reading, get acquainted with the format of the articles, study the details, collect material for your thoughts, and accumulate different points of view for your article. Be careful at this stage, as the process can help you develop your ideas. If you are already struggling here, pay for assignment to be done , and it will be processed in a split second via special services. These services are especially helpful when the deadline is near as they guarantee fast delivery of high-quality papers on any subject.
If you use Google to search for material for your assignment, you will, of course, find a lot of information very quickly. Still, the databases available on your library’s website will give you the clearest and most reliable facts that satisfy your teacher or professor. Be sure you copy the addresses of all the web pages you will use when composing your paper, so you don’t lose them. You can use them later in your bibliography if you add a bit of description! Select resources and extract quotes from them that you can use while working. At this stage, you may also create a request for late assignment if you realize the paper requires a lot of effort and is time-consuming. This way, you’ll have a backup plan if something goes wrong.
Assemble a layout. It may be appropriate to use the structure of the paper of some outstanding scientists in your field and argue it in one of the parts. As the planning progresses, you can add suggestions that come to mind. If you use citations that require footnotes, and if you use single spacing throughout the paper and double spacing at the end, it will take you a very long time to make sure that all the citations are on the exact pages you specified! Add a reference list or bibliography. If you haven’t already done so, don’t put off writing an essay until the last day. It will be more difficult to do later as you will be stressed out because of time pressure.
It happens that there is simply no mood or strength to get started and zero thoughts. In that case, postpone this process for 2-3 hours, and, perhaps, soon, you will be able to start with renewed vigor. Writing essays is a great (albeit controversial) way to improve your skills. This experience will not be forgotten. It will certainly come in handy and bring many benefits in the future. Do your best here because asking for an extension is not always possible, so you probably won’t have time to redo it later. And the quality of this part defines the success of the whole paper.
Writing the major part does not mean the matter is finished. To review the text, make sure that the ideas of the introduction and conclusion coincide because such a discrepancy is the first thing that will catch the reader’s eye and can spoil the impression. Add or remove anything from your intro to edit it to fit the entire paper. Also, check your spelling and grammar to ensure there are no typos or draft comments. Check the sources of your quotes so that your it is honest and does not violate any rules. And do not forget the formatting rules.
with the right tips and guidance, it can be easier than it looks. To make the process even more straightforward, students can also use an assignment service to get the job done. This way they can get professional assistance and make sure that their assignments are up to the mark. At PapersOwl, we provide a professional writing service where students can order custom-made assignments that meet their exact requirements.
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Writing assignments is a tedious and time-consuming process. It requires a lot of research and hard work to produce a quality paper. However, if you are feeling overwhelmed or having difficulty understanding the concept, you may want to consider getting accounting homework help online . Professional experts can assist you in understanding how to complete your assignment effectively. PapersOwl.com offers expert help from highly qualified and experienced writers who can provide you with the homework help you need.
Anyone can learn how to be good at writing: follow simple rules of creating the structure and be creative where it is appropriate. At one moment, you will need some additional study tools, study support, or solid study tips. And you can easily get help in writing assignments or any other work. This is especially useful since the strategy of learning how to write an assignment can take more time than a student has.
Therefore all students are happy that there is an option to order your paper at a professional service to pass all the courses perfectly and sleep still at night. You can also find the sample of the assignment there to check if you are on the same page and if not — focus on your papers more diligently.
So, in the times of studies online, the desire and skill to research and write may be lost. Planning your assignment carefully and presenting arguments step-by-step is necessary to succeed with your homework. When going through your references, note the questions that appear and answer them, building your text. Create a cover page, proofread the whole text, and take care of formatting. Feel free to use these rules for passing your next assignments.
When it comes to writing an assignment, it can be overwhelming and stressful, but Papersowl is here to make it easier for you. With a range of helpful resources available, Papersowl can assist you in creating high-quality written work, regardless of whether you’re starting from scratch or refining an existing draft. From conducting research to creating an outline, and from proofreading to formatting, the team at Papersowl has the expertise to guide you through the entire writing process and ensure that your assignment meets all the necessary requirements.
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The Research Assignments on this page will be similar to assignments that your instructors will ask you to complete. Need help? Contact your librarians!
The “balance” in the Balanced Research Portfolio comes from your gathering a wide range of meaningful sources in a variety of formats on a topic that you are studying for class or for your own interest. Following the guidelines for this assignment and using the resources in this guide will help you to: gather information and sources on your topic, understand and evaluate those sources, engage deeply with new information that you find, and to notice and pursue connections among disciplines and ideas.
Assignment Create a balanced research portfolio on the topic of your choice.
GUIDELINES Be Curious You can pick ANY topic. Find something that you have always wanted to know about. Or something that you love. Or something that you keep hearing about but don’t understand. Be Balanced You will need to collect high quality sources of different types: Online source General reference source Book or ebook Periodical source: Newspaper Periodical source: Magazine Scholarly journal Annotate After you find the source, you have to read and digest it carefully. Toward this end, you will create annotations for the source that you select in each category. The annotations should be approximately one paragraph long. You should describe the source, explain its importance to your topic, and why you selected it. Be Reflective At the end of this process and as the conclusion to your portfolio, write two paragraphs: 1) on the most interesting things that you learned about your topic, and 2) the most valuable things that you learned about the research process.
Final product Your final product will be annotated entries for 6 sources representing the above types. Each entry in your balanced research portfolio should begin with the correct MLA citation for the source, followed by your one paragraph annotation. The final part of your portfolio will be the Reflection section.
An is a list of citations representing the sources you have found in your research, with each citation followed by a descriptive and evaluative paragraph. (See for correct format in each style.) |
A source annotation ought to show your engagement with the source and your evaluation of its credibility and usefulness. Your instructor might ask you to address something particular in your annotation, or you could consider answering questions like these: |
APA - Annotated Bibliography Example
Chicago Style - Annotated Bibliography Example
MLA - Annotated Bibliography Example
If your instructor does not assign a specific topic for you to research, consider these strategies:
A good understanding of library resources, research skills, and information literacy in general is not set apart from the rest of a college education but intrinsic to it. The assignments posted here are examples of how library instruction can support your existing course content and provide your students with opportunities to engage with and evaluate information , analyze and synthesize concepts , create and support arguments , and think and write critically on a wide variety of topics.
The librarians are happy to work with you to adapt or design an assignment to support your course objectives! Please contact us any time.
Brief or introductory assignments.
Preliminary Bibliography
Larger or semester-long assignments.
Informational Infographic
Inquiry-Based Essay
Literary Analysis
Literature Databases Search Exercise
Problem/Solution Essay
Spirit of Inquiry Research Portfolio
Writing a process analysis essay sounds like a problematic task to do, but in reality, it’s just another writing assignment. In this article, our college essay writing service will explain how to write a process analysis essay, list some process analysis essay topics and give you useful writing tips and examples. But first things first — let’s start with a process analysis definition.
Before jumping to the How To section, let’s answer the question of what is process analysis. Process analysis is an essay which explains how something is done, how something occurs, or how something works. In this type of essay, the writer is required to present the steps of the process in sequential order, from first to last. All concepts or terms that might appear uncommon are defined.
For Example: When writing a process analysis essay about becoming a better person, you count and describe some actions — from small to bigger ones — like lifting peoples’ self esteem around you when you were young, to becoming a motivational speaker when you’re older.
Sometimes, your professor will assign you a process analysis topic. And sometimes, you will have to pick a topic by yourself.
You should also read the article on discursive essay format . It will help expand your understanding in writing any type of paper.
Journey through your essay with ease. Our expert guides are ready to help you analyze every step of the way!
Process essays may be divided into two categories: informative and directive. A directive process analysis gives instructions on how to accomplish a certain goal (for example, how to prepare the best waffles). An informational process analysis essay describes a topic to the reader (for example, how an aircraft engine functions). A process essay may be written in three easy steps:
The workflow should be broken down into simple, well-defined phases that generally maintain a temporal sequence and have a clear objective. You can better arrange the document with a process paper outline.
A process analysis essay remains more engaging when you use transitional terms—the audience benefits from phrases like - therefore, subsequently, afterward, etc.
Inspect any potential gaps, such as missing ingredients from a recipe, by going through the process essay point by point.
Referring to an example can save you time. Our free samples can provide insight into what a process analysis essay should look like.
Imagine you need to describe something in steps: what would they be? Don’t rush with making a final decision and try to rationalize your choice by following our recommendations:
It’s okay if you don’t have a lot of process analysis essay topics in mind; just focus on the writing process and pick one of the ones we’ve prepared for you below.
Check out our ARTICLE TO FIND MORE ESSAY TOPIC IDEAS
Process analysis essay structure is as follows:
Let's overview that structure in more details:
You can also read the essay example from our essay writer . If you still need help, contact us and we will do everything in the best way.
The structure for this type of analysis essay outline is as follows:
Introduction:
Conclusion:
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Break down complex processes into simple, understandable essays. Let our professionals illuminate the path!
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Looking to execute a new process but aren’t sure how to get started? We have you covered. Process documentation is a detailed description of how to execute a process, and it outlines the exact steps needed to complete a task from start to finish.
Creating a detailed document can align teamwork around process objectives and encourage organizational clarity. As a team leader, you have the opportunity to define which fields and functions best fit your team—from identifying process boundaries to documenting process steps.
Let’s go over the purpose of process documentation, how to create one (with examples), and the benefits of implementing it for your team.
Process documentation is an internal, living document that details the tasks and steps needed to launch a new process.
Developing process documentation is a key aspect of business process management; it streamlines and enhances your standard operating procedures, or SOPs. You might discover a variety of different processes in your organization, ranging from deploying new tools to managing customer-facing communications.
Beyond keeping teams aligned, process documentation serves as a roadmap for team members, which helps clarify the steps needed to create a new process. It also acts as a step-by-step tutorial, eliminating confusion and serving as a reference for team members on completing tasks efficiently.
While the two terms sound similar, there are some key differences between process documentation and process mapping .
The main difference between the two is each system’s layout. Process documentation focuses on creating a written document outlining key details, while process mapping focuses on visualizing the process. And while process documentation does include a visual representation, it’s quite different from the in-depth visual of a process map.
From initial scope to testing and reviewing, there are eight steps you can follow to create a process document.
Each phase aims at not only documenting but also identifying areas for process improvement to increase efficiency. We’ll go through these eight steps and highlight the key components that you should include in your process document.
In the first step, the project manager scopes the initial information and creates a brief description based on goals, timeline, and priority. This is done by reviewing the objectives and documenting them in a business case .
Include the following in your process scope:
Key objectives: Consider what key performance indicators or business objectives your process is trying to achieve.
Stakeholders: Though you may not know specific individuals just yet, consider which teams will be working together.
Timeline: You can estimate the process scope and timeline for completion with the critical path method .
Priority: Determine how important this process is to implement compared to other projects and objectives your team is working on.
These factors help to paint a clear picture for stakeholders and the leadership team to quickly understand the process at hand.
Once you have the initial process information, you can then define boundaries. To do so, outline where the process fits into various teams by identifying the different tasks each team accomplishes. Consider where the process starts and ends and who is affected by it.
Defining these boundaries can help set clear task guidelines when you’re ready to implement the new process. For example, if you’re looking to reduce busywork with process automation , your boundaries might include dedicating your IT team to trigger the process and your operations team to complete the process.
The third step involves identifying both the inputs and outputs.
Process inputs are the resources needed to complete a process.
Process outputs are what you wish to achieve at the end of a process.
Determine your outputs by aligning them with initial project objectives and selecting specific metrics as indicators. For example, if your objective is to spend less time on busywork, one of your outputs might be to automate task reminders. In that same example, your input might be to implement a work management tool .
Determining the inputs and outputs will allow you to break down each of these goals into smaller steps later on.
Now that you’ve gathered the necessary information through process inputs and outputs, it’s time to break your process plan down into small steps. This can be done independently or in a brainstorming session .
Begin by looking at the starting point of the process—in other words, what triggers the process boundaries. In some cases, there will be a dependency that must be completed for the process to begin. For example, in order for task reminders to be automated, the tasks first need to be created.
Once you’ve determined what triggers the process to begin and end, list each of the process steps in sequential order. If there are multiple tasks needed, list each of them within the step. Simplify your steps, using clear headings to focus only on capturing the essential parts of the process.
Each step should be broken into smaller tasks, with each component ideally assigned to one person to ensure accountability and clarity. The next step is to assign responsibilities for each step.
Once the steps have been laid out, it’s time to break each task down and assign out who is responsible for them. It’s a good idea to include detailed information for each task in the document, like deliverables and timelines. This provides clarity and streamlines communication.
If you need to provide additional task background or context for more complex projects, consider meeting with the team or directing them to the information they need. Refer to your organizational knowledge base for essential information like legal requirements or brand guidelines needed for deliverables.
Now comes the fun part—visualizing your process. One easy way to do this is with a flowchart . Using tools like Lucidchart for creating flowcharts can bring clarity to process documentation, especially for visual learners. You may also benefit from a workflow management tool that allows you to track goals and tasks along the way.
To build an effective flowchart, integrate process steps, inputs, outputs, shared docs, and stakeholder details, complementing these with screenshots for added impact. Then, all you have to do is neatly lay out each step in sequential order.
Here’s an example of a process document flowchart to inspire your own:
As you can see, each step has a corresponding input and output. Visualizing these steps in a flowchart makes it easy to see which resources and outcomes you can expect. You can also add swim lanes to your diagrams to categorize who is assigned to which tasks. These can be particularly helpful for complex processes.
While each process will look slightly different, it’s important that you connect your steps in order and provide the most important information upfront.
Now that you’ve documented a visual representation of your process flow, note any exceptions that your team may come across. These exceptions come from the fact that not every flow will follow the exact same path.
For example, an exception to the above workflow might be that some tasks don’t need a review, depending on the complexity of the work. In that case, you’ll want to note which scenarios don’t require approval. You should also include the steps your team should take to address these exceptions.
The final step in the process documentation lifecycle is testing the process to ensure it’s working. While testing, identify where issues arise or where risks are possible and correct those in real time. This is a chance to fine-tune your new process, so make any necessary changes so it can run as smoothly as possible.
Ask questions to uncover any pain points.
Did your process flow document solve the problem you were looking to fix?
Do you need to implement larger changes in order for your process to run optimally?
Once you’ve worked through the pain points, determine the effectiveness of the process. This is a chance to fine-tune your process so it can run as smoothly as possible.
Finally, conclude by consolidating all process tasks and storing the documentation in a central location for easy access and review.
Effective process documentation is critical in various business operations, providing a clear and structured approach to complex tasks and procedures. Below are examples of how process documentation can be effectively implemented in different scenarios, from employee onboarding to customer service protocols.
Onboarding new employees is an important process for integrating team members into the company culture and equipping them with necessary tools and knowledge. A checklist process ensures that all essential steps are covered, making the onboarding experience smooth and efficient for both the new hire and the organization.
Pre-arrival preparation
Prepare the workspace and equipment.
Set up email and system accounts.
Organize the necessary training materials.
First day of orientation
Conduct a welcome meeting and office tour.
Introduce new hires to team members and key personnel.
Review company policies and culture.
Role-specific training
Assign a mentor or buddy for initial guidance.
Schedule training sessions for role-related tools and procedures.
Provide access to online training resources.
Documentation and paperwork
Complete employment forms (tax, benefits, etc.).
Sign confidentiality and compliance agreements.
Distribute the employee handbook and related documents.
Ongoing support and integration
Schedule regular check-ins and feedback sessions.
Involve the new employees in team meetings and projects.
Review performance and set goals after the probationary period.
Providing excellent customer service is paramount for any business. A step-by-step process helps ensure that customer service representatives handle inquiries and issues in a consistent, efficient, and empathetic manner, thereby enhancing customer satisfaction and loyalty.
1. Greeting and acknowledgment
Warmly greet the customer.
Acknowledge the customer's issue or query.
2. Understanding the issue
Ask clarifying questions to understand the problem fully.
Listen actively and empathetically.
3. Providing solutions
Offer solutions based on the company's guidelines.
If necessary, escalate to a higher authority or specialized department.
4. Closing the interaction
Confirm that the customer's issue has been resolved or that the next steps have been clearly communicated.
Thank the customer for their patience in choosing your service.
5. Follow-up
If applicable, follow up with the customer to ensure their issue remains resolved.
Invite feedback on the service provided.
Process documentation can be applied to a wide range of organizational activities. These examples illustrate the versatility and necessity of well-documented processes in different areas of a company's operations, with each contributing to overall efficiency and success.
Idea generation
Concept testing
Design and development
Prototype testing Market launch and evaluation
Requirement analysis
Software selection
Installation and configuration
Employee training
Ongoing support and updates
Establishing quality standards
Regular inspection and testing
Process improvement feedback
Compliance monitoring
Final quality approval
Incorporating detailed process documentation in these areas helps streamline operations, reduce errors, and ensure a consistent approach to various business functions.
Documenting processes as soon as possible can help you avoid problems in the long run, whether you choose to follow a shared outline or create an in-depth process flow.
From eliminating errors to enhancing resource allocation and efficiency, there are four key advantages to process documentation:
Business process documentation prevents errors by proactively outlining each step of the process. Regular analysis and optimization of these steps are key to maintaining effective and efficient processes. By proactively documenting your process, you eliminate:
Lack of communication: Without proper documentation, communication can be distributed, which results in more work about work.
Missed process steps: Without detailed steps, tasks may be confused or overlooked, resulting in an inefficient process.
Unclear objectives and outputs: If they don’t understand the purpose of a particular process, team members may be unclear about deliverables or priorities.
The process documentation lifecycle analyzes errors and gives you a system to continually monitor potential bottlenecks throughout the process lifecycle. This step is crucial to establishing effective process documentation, allowing you to modify or eliminate unnecessary steps.
The right process document reduces busywork and time spent on work about work since information is presented up front and paired with a visual.
Common roadblocks that process documentation eliminates include:
Frequent meetings: A process document can detail the needed information that would otherwise require a meeting. Ineffective meetings waste time and can even increase confusion in select cases.
Duplicate work: When tasks are organized correctly the first time, work is less likely to be duplicated.
Disorganized communication: Information stored in various locations can lead to disorganized communication.
Reducing these errors helps your team be more productive and focus on the work at hand. You can also go one step further and implement business process automation to eliminate additional busywork.
A process document streamlines resource allocation by organizing information into clear steps and connecting them with the resources needed.
This ensures that resources are:
Used in the correct way: When teams know which resources to use, they can use them correctly and efficiently.
Connected to the right steps: By connecting resources to tasks, it’s clear how and when they should be used.
Produce the intended outcome: When resources are allocated properly, they can be used for their intended purpose.
Since misuse of resources can result in overspending, it’s important to correctly map out allocations so your team is prepared with the necessary resources.
Maintaining a well-organized process document in a shared tool can preempt potential future process issues. This approach, particularly beneficial during employee onboarding, gives all stakeholders access to a shared source of truth that can be viewed at any time.
Enhanced communication can help:
Work gets done correctly the first time around: Clear communication reduces the risk of confusion and low-quality work.
Create clear process knowledge: Communication can keep teams up to date with new processes.
Enhance process maps and standard operating procedures : Communication can clarify information and ensure process maps and procedures align with the original process objectives.
Team communication can be the difference between a good process and a great one, so be sure to communicate up front and frequently in order to create clarity.
While process documentation plays a key role in streamlining and clarifying business operations, it can also have drawbacks if not managed correctly. Here are some of the disadvantages:
Risk of information overload: Detailed process documentation can lead to information overload, which can impair decision-making and cause errors.
Time consumption and tediousness: Creating a process document is often a detailed and time-consuming task. Although documenting processes is meant to streamline processes, in some cases, it can bog down team efficiency.
Hinders agility and innovation: Excessively detailed process guides can be counterproductive in environments that require agility and innovation. Rigid process documents might go out of date quickly, leading to a disconnect between the documented processes and the actual needs of the users or the project.
Encourages workarounds: When documentation is perceived as overly cumbersome or impractical, employees might resort to creating workarounds or shortcuts. This can undermine the purpose of the process documentation and lead to inconsistency and potential non-compliance with SOPs.
Despite these challenges, the right process documentation tool can mitigate many of these drawbacks. Asana's process documentation tool is designed to address these issues, offering a streamlined, user-friendly platform that simplifies the creation and maintenance of process documents.
Adhering to process documentation best practices can optimize improvements and set a standard for future processes. A documented process can help prevent inefficiencies and bottlenecks while preparing team members for successful projects in the future.
Take your process documentation one step further with workflow management software that helps teams streamline processes.
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The Ohio State University
Image Hollie Nyseth Brehm, Associate Professor, Department of Sociology Professor Hollie Nyseth Brehm was a graduate student the first time she taught a class, “I didn’t have any training on how to teach, so I assigned a final paper and gave them instructions: ‘Turn it in at the end of course.’ That was sort of it.” Brehm didn’t have a rubric or a process to check in with students along the way. Needless to say, the assignment didn’t lead to any major breakthroughs for her students. But it was a learning experience for Brehm. As she grew her teaching skills, she began to carefully craft assignments to align to course goals, make tasks realistic and meaningful, and break down large assignments into manageable steps. "Now I always have rubrics. … I always scaffold the assignment such that they’ll start by giving me their paper topic and a couple of sources and then turn in a smaller portion of it, and we write it in pieces. And that leads to a much better learning experience for them—and also for me, frankly, when I turn to grade it .”
Reflect
Have you ever planned a big assignment that didn’t turn out as you’d hoped? What did you learn, and how would you design that assignment differently now?
What are students learning in your class? Are they meeting your learning outcomes? You simply cannot answer these questions without assessment of some kind.
As educators, we measure student learning through many means, including assignments, quizzes, and tests. These assessments can be formal or informal, graded or ungraded. But assessment is not simply about awarding points and assigning grades. Learning is a process, not a product, and that process takes place during activities such as recall and practice. Assessing skills in varied ways helps you adjust your teaching throughout your course to support student learning
Research tells us that our methods of assessment don’t only measure how much students have learned. They also play an important role in the learning process. A phenomenon known as the “testing effect” suggests students learn more from repeated testing than from repeated exposure to the material they are trying to learn (Karpicke & Roediger, 2008). While exposure to material, such as during lecture or study, helps students store new information, it’s crucial that students actively practice retrieving that information and putting it to use. Frequent assessment throughout a course provides students with the practice opportunities that are essential to learning.
In addition we can’t assume students can transfer what they have practiced in one context to a different context. Successful transfer of learning requires understanding of deep, structural features and patterns that novices to a subject are still developing (Barnett & Ceci, 2002; Bransford & Schwartz, 1999). If we want students to be able to apply their learning in a wide variety of contexts, they must practice what they’re learning in a wide variety of contexts .
Providing a variety of assessment types gives students multiple opportunities to practice and demonstrate learning. One way to categorize the range of assessment options is as formative or summative.
Opportunities not simply to practice, but to receive feedback on that practice, are crucial to learning (Ambrose et al., 2010). Formative assessment facilitates student learning by providing frequent low-stakes practice coupled with immediate and focused feedback. Whether graded or ungraded, formative assessment helps you monitor student progress and guide students to understand which outcomes they’ve mastered, which they need to focus on, and what strategies can support their learning. Formative assessment also informs how you modify your teaching to better meet student needs throughout your course.
Technology Tip
Design quizzes in CarmenCanvas to provide immediate and useful feedback to students based on their answers. Learn more about setting up quizzes in Carmen.
Summative assessment measures student learning by comparing it to a standard. Usually these types of assessments evaluate a range of skills or overall performance at the end of a unit, module, or course. Unlike formative assessment, they tend to focus more on product than process. These high-stakes experiences are typically graded and should be less frequent (Ambrose et al., 2010).
Formative assessment examples | Summative assessment examples |
---|---|
Bloom’s Taxonomy is a common framework for thinking about how students can demonstrate their learning on assessments, as well as for articulating course and lesson learning outcomes .
Benjamin Bloom (alongside collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl) published Taxonomy of Educational Objectives in 1956. The taxonomy provided a system for categorizing educational goals with the intent of aiding educators with assessment. Commonly known as Bloom’s Taxonomy, the framework has been widely used to guide and define instruction in both K-12 and university settings. The original taxonomy from 1956 included a cognitive domain made up of six categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.
A revised Bloom's Taxonomy from 2001 updated these six categories to reflect how learners interact with knowledge. In the revised version, students can: Remember content, Understand ideas, Apply information to new situations, Analyze relationships between ideas, Evaluate information to justify perspectives or decisions, and Create new ideas or original work. In the graphic pictured here, the categories from the revised taxonomy are imagined as the layers of a cake.
Assessing students on a variety of Bloom's categories will give you a better sense of how well they understand your course content. The taxonomy can be a helpful guide to predicting which tasks will be most difficult for students so you can provide extra support where it is needed. It can also be used to craft more transparent assignments and test questions by honing in on the specific skills you want to assess and finding the right language to communicate exactly what you want students to do. See the Sample Bloom's Verbs in the Examples section below.
Diving deeper into Bloom's Taxonomy
Like most aspects of our lives, activities and assessments in today’s classroom are inextricably linked with technology. In 2008, Andrew Churches extended Bloom’s Taxonomy to address the emerging changes in learning behaviors and opportunities as “technology advances and becomes more ubiquitous.” Consult Bloom’s Digital Taxonomy for ideas on using digital tools to facilitate and assess learning across the six categories of learning.
Did you know that the cognitive domain (commonly referred to simply as Bloom's Taxonomy) was only one of three domains in the original Bloom's Taxonomy (1956)? While it is certainly the most well-known and widely used, the other two domains— psychomotor and affective —may be of interest to some educators. The psychomotor domain relates to physical movement, coordination, and motor skills—it might apply to the performing arts or other courses that involve movement, manipulation of objects, and non-discursive communication like body language. The affective domain pertains to feelings, values, motivations, and attitudes and is used more often in disciplines like medicine, social work, and education, where emotions and values are integral aspects of learning. Explore the full taxonomy in Three Domains of Learning: Cognitive, Affective, and Psychomotor (Hoque, 2017).
Consider the following to make your assessments of student learning effective and meaningful.
It goes without saying that you want students to achieve the learning outcomes for your course. The testing effect implies, then, that your assessments must help them retrieve the knowledge and practice the skills that are relevant to those outcomes.
Plan assessments that measure specific outcomes for your course. Instead of choosing quizzes and tests that are easy to grade or assignment types common to your discipline, carefully consider what assessments will best help students practice important skills. When assignments and feedback are aligned to learning outcomes, and you share this alignment with students, they have a greater appreciation for your course and develop more effective strategies for study and practice targeted at achieving those outcomes (Wang, et al., 2013).
Consider how far removed from “the real world” traditional assessments like academic essays, standard textbook problems, and multiple-choice exams feel to students. In contrast, assignments that are authentic resemble real-world tasks. They feel relevant and purposeful, which can increase student motivation and engagement (Fink, 2013). Authentic assignments also help you assess whether students will be able to transfer what they learn into realistic contexts beyond your course.
Integrate assessment opportunities that prepare students to be effective and successful once they graduate, whether as professionals, as global citizens, or in their personal lives.
To design authentic assignments:
Simulations, role plays, case studies, portfolios, project-based learning, and service learning are all great avenues to bring authentic assessment into your course.
Your students juggle coursework from several classes, so it’s important to be conscious of workload. Assign tasks they can realistically handle at a given point in the term. If it takes you three hours to do something, it will likely take your students six hours or more. Choose assignments that assess multiple learning outcomes from your course to keep your grading manageable and your feedback useful (Rayner et al., 2016).
For large assignments, use scaffolding to integrate multiple opportunities for feedback, reflection, and improvement. Scaffolding means breaking a complex assignment down into component parts or smaller progressive tasks over time. Practicing these smaller tasks individually before attempting to integrate them into a completed assignment supports student learning by reducing the amount of information they need to process at a given time (Salden et al., 2006).
Scaffolding ensures students will start earlier and spend more time on big assignments. And it provides you more opportunities to give feedback and guidance to support their ultimate success. Additionally, scaffolding can draw students’ attention to important steps in a process that are often overlooked, such as planning and revision, leading them to be more independent and thoughtful about future work.
A familiar example of scaffolding is a research paper. You might ask students to submit a topic or thesis in Week 3 of the semester, an annotated bibliography of sources in Week 6, a detailed outline in Week 9, a first draft on which they can get peer feedback in Week 11, and the final draft in the last week of the semester.
Your course journey is decided in part by how you sequence assignments. Consider where students are in their learning and place assignments at strategic points throughout the term. Scaffold across the course journey by explaining how each assignment builds upon the learning achieved in previous ones (Walvoord & Anderson, 2011).
Communicate clearly to students about the purpose of each assignment, the process for completing the task, and the criteria you will use to evaluate it before they begin the work. Studies have shown that transparent assignments support students to meet learning goals and result in especially large increases in success and confidence for underserved students (Winkelmes et al., 2016).
To increase assignment transparency:
Engage students in reflection or discussion to increase assignment transparency. Have them consider how the assessed outcomes connect to their personal lives or future careers. In-class activities that ask them to grade sample assignments and discuss the criteria they used, compare exemplars and non-exemplars, engage in self- or peer-evaluation, or complete steps of the assignment when you are present to give feedback can all support student success.
Technology Tip
Enter all assignments and due dates in your Carmen course to increase transparency. When assignments are entered in Carmen, they also populate to Calendar, Syllabus, and Grades areas so students can easily track their upcoming work. Carmen also allows you to develop rubrics for every assignment in your course.
Building a question bank, using the transparent assignment template, sample assignment: ai-generated lesson plan.
Include frequent low-stakes assignments and assessments throughout your course to provide the opportunities for practice and feedback that are essential to learning. Consider a variety of formative and summative assessment types so students can demonstrate learning in multiple ways. Use Bloom’s Taxonomy to determine—and communicate—the specific skills you want to assess.
Remember that effective assessments of student learning are:
Ambrose, S.A., Bridges, M.W., Lovett, M.C., DiPietro, M., & Norman, M.K. (2010). How learning works: Seven research-based principles for smart teaching . John Wiley & Sons.
Barnett, S.M., & Ceci, S.J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin , 128 (4). 612–637. doi.org/10.1037/0033-2909.128.4.612
Bransford, J.D, & Schwartz, D.L. (1999). Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education , 24 . 61–100. doi.org/10.3102/0091732X024001061
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses . John Wiley & Sons.
Karpicke, J.D., & Roediger, H.L., III. (2008). The critical importance of retrieval for learning. Science , 319 . 966–968. doi.org/10.1126/science.1152408
Rayner, K., Schotter, E. R., Masson, M. E., Potter, M. C., & Treiman, R. (2016). So much to read, so little time: How do we read, and can speed reading help?. Psychological Science in the Public Interest , 17 (1), 4-34. doi.org/10.1177/1529100615623267
Salden, R.J.C.M., Paas, F., van Merriënboer, J.J.G. (2006). A comparison of approaches to learning task selection in the training of complex cognitive skills. Computers in Human Behavior , 22 (3). 321–333. doi.org/10.1016/j.chb.2004.06.003
Walvoord, B. E., & Anderson, V. J. (2010). Effective grading: A tool for learning and assessment in college . John Wiley & Sons.
Wang, X., Su, Y., Cheung, S., Wong, E., & Kwong, T. (2013). An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches. Assessment & Evaluation in Higher Education , 38 (4). 477–491. doi.org/10.1016/j.chb.2004.06.003
Winkelmes, M., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Weavil, K.H. (2016). A teaching intervention that increases underserved college students’ success. Peer Review , 18 (1/2). 31–36. Retrieved from https://www.aacu.org/peerreview/2016/winter-spring/Winkelmes
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The assignment method is a strategic approach to allocating organizational resources, including tasks and jobs to various departments like people, machines, or teams. It aims to minimize total costs or completion time and gain maximum efficiency, by assigning resources to corresponding units.
The assignment procedure's importance stems from its capacity to optimize resource allocation procedures in a business. Organizations may guarantee that resources are used optimally, reducing waste and increasing productivity by implementing a systematic method. It facilitates the decision-making process for the efficient and economical use of resources by helping to make well-informed choices.
Assignment method explained, methodology, advantages & disadvantages, frequently asked questions (faqs), recommended articles.
The assignment method in operation research is a strategy for allocating organizational resources to tasks to increase profit via efficiency gains, cost reductions , and improved handling of operations that might create bottlenecks . It is an operations management tool that, by allocating jobs to the appropriate individual, minimizes expenses , time, and effort.
The technique is an essential tool for project management and cost accounting . It assists in allocating indirect expenses , such as overhead, to objects or cost centers according to predetermined standards, such as direct labor hours or required machine hours. The method helps determine the overall cost of every good or service, which helps with pricing, output, and resource distribution decisions. It also guarantees effective work allocation, on-time project completion, and economical use of resources. In short, it solves assignment problems.
Assignment problems involve assigning workers to specific roles, such as office workers or trucks on delivery routes, or determining which machines or products should be used in a plant during a specific period. Transportation problems involve distributing empty freight cars or assigning orders to factories. Allocation problems also involve determining which machines or products should be used to produce a given product or set of products. Unit costs or returns can be independent or interdependent, and if allocations affect subsequent periods, the problem is dynamic, requiring consideration of time in its solution.
The assignment problem can be solved using four methods: The complete enumeration method, the simplex method, the transportation method, and the Hungarian method.
The complete enumeration approach generates a list of potential assignments between resources and activities, from which the best option is chosen based on factors like cost, distance, time, or optimum profit. If the minimum cost, time, or distance for two or more assignments is the same, then this approach offers numerous optimal solutions. However If there are a lot of assignments, it is no longer appropriate for manual calculations. Assignment method calculators, if reliable, can be used for the same.
The simplex method can be solved as a linear programming problem using the simplex algorithm. The transportation method is a special case of the assignment problem. The method is, however, computationally inefficient for solving the assignment problem due to the solution's degeneracy problem.
The Hungarian assignment method problem, developed by mathematician D. Konig, is a faster and more efficient approach to solving assignment problems. It involves determining the cost of making all possible assignments using a matrix. Each problem has a row representing the objects to be assigned and columns representing assigned tasks. The cost matrix is square, and the optimum solution is to have only one assignment in a row or column. This method is a variation of the transportation problem, with the cost matrix being square and the optimum solution being one assignment in a row or column of the cost matrix.
Let us look into a few examples to understand the concept better.
TechLogistics Solutions, an imaginary delivery company, employs the assignment method to optimize the distribution of its delivery trucks. They meticulously consider distance, traffic conditions, and delivery schedules. TechLogistics efficiently allocates trucks to routes through strategic assignments, effectively reducing fuel costs and ensuring punctual deliveries. This method significantly enhances the company's operational efficiency and optimizes the utilization of its delivery resources.
Suppose XYZ Inc., a manufacturing company, is challenged to efficiently assign tasks to its machines (A, B, and C). Using the assignment method, XYZ calculates the cost matrix, reflecting the cost associated with each task assigned to each machine. Leveraging advanced algorithms like the Hungarian method, the company identifies optimal task-machine assignments, minimizing overall costs. This approach enables XYZ to streamline its production processes and enhance cost-effectiveness in manufacturing operations .
Advantages of the assignment method include:
The disadvantages of the assignment method are as follows:
Johnson's rule is an operations research method that aims to estimate the optimal sequence of jobs in two work centers to reduce makespan. It optimizes the overall efficiency of the process. In contrast, the assignment method is useful for resource allocation, matching resources to specific tasks or requirements to optimize efficiency.
The study assignment method refers to the process of allocating students to specific courses or study programs based on their preferences, skills etc. It involves matching students with appropriate courses or programs to ensure optimal utilization of educational resources and meet individual student needs.
The assignment method is frequently employed when there is a requirement to allocate restricted resources like personnel, equipment, or budget to particular tasks or projects. It aids in enhancing resource utilization operational efficiency, and enables informed decision-making regarding resource allocation considering various factors and constraints.
This article has been a guide to what is Assignment Method. Here, we explain its methodologies, examples, advantages, & disadvantages. You may also find some useful articles here -
Identify assignees for tasks, define task parameters, submit task parameters to manager for approval, approval: task parameters.
Identify required deliverables.
Identify timeline for task completion, input timeline into template, identify required resources.
Review draft work assignment template, approval: draft work assignment template.
Finalize work assignment template, distribute finalized work assignment template to assignees, review assignees’ understanding and acceptance of assignments, approval: assignee understanding and acceptance.
Monitor progress of assignments.
More templates like this.
A process is a program in execution. For example, when we write a program in C or C++ and compile it, the compiler creates binary code. The original code and binary code are both programs. When we actually run the binary code, it becomes a process. A process is an ‘active’ entity instead of a program, which is considered a ‘passive’ entity. A single program can create many processes when run multiple times; for example, when we open a .exe or binary file multiple times, multiple instances begin (multiple processes are created).
In this article, we will discuss process management in detail, along with the different states of a process, its advantages, disadvantages, etc.
Process management is a key part of an operating system. It controls how processes are carried out, and controls how your computer runs by handling the active processes. This includes stopping processes, setting which processes should get more attention, and many more. You can manage processes on your own computer too.
The OS is responsible for managing the start, stop, and scheduling of processes, which are programs running on the system. The operating system uses a number of methods to prevent deadlocks, facilitate inter-process communication, and synchronize processes. Efficient resource allocation, conflict-free process execution, and optimal system performance are all guaranteed by competent process management. This essential component of an operating system enables the execution of numerous applications at once, enhancing system utilization and responsiveness.
A process in memory is divided into several distinct sections, each serving a different purpose. Here’s how a process typically looks in memory:
A process has the following attributes.
All of the above attributes of a process are also known as the context of the process . Every process has its own process control block (PCB), i.e. each process will have a unique PCB. All of the above attributes are part of the PCB.
A process is in one of the following states:
Process Operations
Process operations in an operating system refer to the various activities the OS performs to manage processes. These operations include process creation, process scheduling, execution and killing the process. Here are the key process operations:
Process creation in an operating system (OS) is the act of generating a new process. This new process is an instance of a program that can execute independently.
Once a process is ready to run, it enters the “ready queue.” The scheduler’s job is to pick a process from this queue and start its execution.
Execution means the CPU starts working on the process. During this time, the process might:
After the process finishes its tasks, the operating system ends it and removes its Process Control Block (PCB).
The process of saving the context of one process and loading the context of another process is known as Context Switching . In simple terms, it is like loading and unloading the process from the running state to the ready state.
Context Switching Happen:
A mode switch occurs when the CPU privilege level is changed, for example when a system call is made or a fault occurs. The kernel works in more a privileged mode than a standard user task. If a user process wants to access things that are only accessible to the kernel, a mode switch must occur. The currently executing process need not be changed during a mode switch. A mode switch typically occurs for a process context switch to occur. Only the kernel can cause a context switch.
A CPU-bound process requires more CPU time or spends more time in the running state. An I/O-bound process requires more I/O time and less CPU time. An I/O-bound process spends more time in the waiting state.
Process planning is an integral part of the process management operating system. It refers to the mechanism used by the operating system to determine which process to run next. The goal of process scheduling is to improve overall system performance by maximizing CPU utilization, minimizing execution time, and improving system response time.
The operating system can use different scheduling algorithms to schedule processes. Here are some commonly used timing algorithms:
In conclusion, process management is a important function of an operating system , ensuring that multiple programs can run smoothly and efficiently. It involves creating, scheduling , and terminating processes, as well as managing resources and handling communication between processes. Effective process management optimizes the use of system resources, maintains system stability, and enhances the overall performance and responsiveness of the computer. Understanding and implementing robust process management strategies are crucial for maintaining an efficient and reliable computing environment.
Q.1: which of the following need not necessarily be saved on a context switch between processes (gate-cs-2000) .
(A) General purpose registers
(B) Translation lookaside buffer
(C) Program counter
(D) All of the above
Answer: (B)
In a process context switch, the state of the first process must be saved somehow, so that when the scheduler gets back to the execution of the first process, it can restore this state and continue. The state of the process includes all the registers that the process may be using, especially the program counter, plus any other operating system-specific data that may be necessary. A translation look-aside buffer (TLB) is a CPU cache that memory management hardware uses to improve virtual address translation speed. A TLB has a fixed number of slots that contain page table entries, which map virtual addresses to physical addresses. On a context switch, some TLB entries can become invalid, since the virtual-to-physical mapping is different. The simplest strategy to deal with this is to completely flush the TLB.
(A) t1 > t2
(B) t1 = t2
(C) t1 < t2
(D) nothing can be said about the relation between t1 and t2.
Answer: (C)
Process switching involves a mode switch. Context switching can occur only in kernel mode.
Why process management is important.
Process management is important in an operating system because it ensures that all the programs running on your computer work smoothly and efficiently.
Processes in the system are manage by processor manager and also it is responsible for the sharing of the CPU. whereas, memory in the system is managed by memory manager and it is responsible also for allocation and deallocation of memory, virtual memory management, etc.
A program is a set of instructions stored on disk (passive), while a process is an instance of the program in execution (active). A single program can be associated with multiple processes.
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