what is assignments completed

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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Understanding Writing Assignments

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How to Decipher the Paper Assignment

Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing.

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

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

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

(Notes on prompts made in blue )

Poster or Song Analysis: Poster or Song? Poster!

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

Things to Consider: ah- talking points

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

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

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

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

Academic Argument Essay

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

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

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

Remember this! I missed the deadline last time

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

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

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

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

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

Get it done: The Importance of Completing Assignments on Time

Completing assignments on time is more than just meeting a requirement or fulfilling an academic obligation; it carries significant weight in the realm of education. Timely assignment completion plays a crucial role in ensuring academic success and fostering a positive learning environment. 

It requires planning, organization, and prioritization of tasks. By adhering to deadlines, students learn to allocate their time wisely, juggle multiple assignments, and balance their academic workload. These skills are not only valuable during their educational journey but also in future endeavors where time management plays a vital role.

Getting work done on time helps reduce stress and anxiety levels too. Procrastination and last-minute rushes can lead to heightened stress, negatively impacting the quality of work and overall well-being. When assignments are completed on time, students can approach their tasks with a clear mind, devote adequate attention to detail, and produce their best work.

Benefits of Timely Assignment Completion

Finishing assignments contributes to improved time management skills. By adhering to deadlines, students learn to plan and allocate their time effectively. They develop the ability to break down tasks into manageable parts, set priorities, and create realistic schedules.

Reduced stress

Procrastination and the pressure of looming deadlines can lead to heightened stress and feelings of overwhelm. However, when students complete assignments within the given timeframe, they experience a sense of accomplishment, alleviating stress and promoting a more positive mindset. Reduced stress levels allow students to focus better, maintain clarity of thought, and produce higher quality work.

Enhanced Learning

When assignments are submitted on time, students have the opportunity to receive timely feedback from instructors. This feedback allows for a deeper understanding of the subject matter, clarification of concepts, and the chance to address any misconceptions or gaps in knowledge. By engaging in this feedback loop, students can consolidate their learning, reinforce key concepts, and apply their newfound knowledge to future assignments and examinations.

Positive impression on instructors

Consistently meeting deadlines demonstrates professionalism, reliability, and respect for academic requirements. Instructors are more likely to view students who complete assignments on time as motivated and dedicated learners. This positive impression can lead to increased support, guidance, and opportunities for academic growth, such as participation in research projects, recommendation letters, or mentorship opportunities.

Time Management Strategies for Assignment Completion

Breaking down assignments into manageable tasks.

One effective strategy for managing assignments is to break them down into smaller, more manageable tasks. Rather than tackling the entire assignment at once, divide it into smaller components or steps. This approach helps prevent overwhelm and allows you to focus on one task at a time, making the overall assignment feel more achievable.

Creating a Schedule and Setting Milestones

Establishing a schedule and setting milestones is crucial for effective time management. Allocate specific time slots for working on your assignments and create a realistic timeline for completing each task. Setting milestones helps you track your progress and provides a sense of accomplishment as you reach each milestone. Additionally, incorporating regular breaks and allowing for flexibility within your schedule ensures that you maintain focus and avoid burnout.

Prioritizing Tasks Based on Importance and Deadline

Prioritization is a key aspect of time management when it comes to assignment completion. Evaluate the importance and urgency of each task, considering factors such as due dates, weightage, and their contribution to your overall grade. Prioritize tasks accordingly, focusing on those with closer deadlines or higher importance. 

Utilizing Tools and Techniques for Time Management

Various tools and techniques are available to aid in time management for assignment completion. Utilize digital or physical planners, calendars, or task management apps to organize your assignments, deadlines, and milestones. Consider using productivity techniques such as the Pomodoro Technique, which involves working in focused bursts followed by short breaks, to maximize productivity and maintain concentration.

Remember, finding a time management approach that suits your personal style and preferences is key. Experiment with different strategies and refine your approach as you learn what works best for you.

Tips for Meeting Assignment Deadlines

Setting realistic timeframes.

One of the most important tips for meeting assignment deadlines is to set realistic timeframes. Evaluate the scope and requirements of each assignment and allocate sufficient time for research, planning, writing, and revising.

Avoiding Distractions and Proactive Time Management

Distractions can significantly impact your ability to meet assignment deadlines. Create a conducive work environment by minimizing distractions such as social media notifications, email alerts, or noisy surroundings. Practice proactive time management techniques like time blocking, where you allocate specific periods for focused work and eliminate potential distractions during those times.

Seeking Clarification and Asking for Help

When faced with assignment tasks that seem unclear or confusing, seeking clarification is essential. Reach out to your instructors, teaching assistants, or classmates to clarify any doubts or uncertainties regarding the assignment requirements. By seeking clarification early on, you can avoid misunderstandings and ensure that you are on the right track.

Proofreading and Editing for Quality

To ensure that your assignments meet the required standards and are of high quality, allocate time for proofreading and editing. After completing the initial draft, take a break and then review your work with a fresh perspective. Look for errors in grammar, spelling, punctuation, and overall coherence. Make necessary revisions and edits to improve the clarity, organization, and flow of your assignment. Taking the time to proofread and edit ensures that you submit polished work that reflects your best efforts.

By implementing these tips for meeting assignment deadlines, you can enhance your productivity, minimize stress, and increase your chances of submitting high-quality work. Remember, effective time management and proactive planning are key to successfully meeting assignment deadlines and achieving academic success.

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Home » Assignment – Types, Examples and Writing Guide

Assignment – Types, Examples and Writing Guide

Table of Contents

Definition:

Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more.

Assignments are typically designed to be completed outside of class time and may require independent research, critical thinking, and analysis. They are often graded and used as a significant component of a student’s overall course grade. The instructions for an assignment usually specify the goals, requirements, and deadlines for completion, and students are expected to meet these criteria to earn a good grade.

History of Assignment

The use of assignments as a tool for teaching and learning has been a part of education for centuries. Following is a brief history of the Assignment.

• Ancient Times: Assignments such as writing exercises, recitations, and memorization tasks were used to reinforce learning.
• Medieval Period : Universities began to develop the concept of the assignment, with students completing essays, commentaries, and translations to demonstrate their knowledge and understanding of the subject matter.
• 19th Century : With the growth of schools and universities, assignments became more widespread and were used to assess student progress and achievement.
• 20th Century: The rise of distance education and online learning led to the further development of assignments as an integral part of the educational process.
• Present Day: Assignments continue to be used in a variety of educational settings and are seen as an effective way to promote student learning and assess student achievement. The nature and format of assignments continue to evolve in response to changing educational needs and technological innovations.

Types of Assignment

Here are some of the most common types of assignments:

An essay is a piece of writing that presents an argument, analysis, or interpretation of a topic or question. It usually consists of an introduction, body paragraphs, and a conclusion.

Essay structure:

• Introduction : introduces the topic and thesis statement
• Body paragraphs : each paragraph presents a different argument or idea, with evidence and analysis to support it
• Conclusion : summarizes the key points and reiterates the thesis statement

Research paper

A research paper involves gathering and analyzing information on a particular topic, and presenting the findings in a well-structured, documented paper. It usually involves conducting original research, collecting data, and presenting it in a clear, organized manner.

Research paper structure:

• Title page : includes the title of the paper, author’s name, date, and institution
• Abstract : summarizes the paper’s main points and conclusions
• Introduction : provides background information on the topic and research question
• Literature review: summarizes previous research on the topic
• Methodology : explains how the research was conducted
• Results : presents the findings of the research
• Discussion : interprets the results and draws conclusions
• Conclusion : summarizes the key findings and implications

A case study involves analyzing a real-life situation, problem or issue, and presenting a solution or recommendations based on the analysis. It often involves extensive research, data analysis, and critical thinking.

Case study structure:

• Introduction : introduces the case study and its purpose
• Background : provides context and background information on the case
• Analysis : examines the key issues and problems in the case
• Solution/recommendations: proposes solutions or recommendations based on the analysis
• Conclusion: Summarize the key points and implications

A lab report is a scientific document that summarizes the results of a laboratory experiment or research project. It typically includes an introduction, methodology, results, discussion, and conclusion.

Lab report structure:

• Title page : includes the title of the experiment, author’s name, date, and institution
• Abstract : summarizes the purpose, methodology, and results of the experiment
• Methods : explains how the experiment was conducted
• Results : presents the findings of the experiment

Presentation

A presentation involves delivering information, data or findings to an audience, often with the use of visual aids such as slides, charts, or diagrams. It requires clear communication skills, good organization, and effective use of technology.

Presentation structure:

• Introduction : introduces the topic and purpose of the presentation
• Body : presents the main points, findings, or data, with the help of visual aids
• Conclusion : summarizes the key points and provides a closing statement

Creative Project

A creative project is an assignment that requires students to produce something original, such as a painting, sculpture, video, or creative writing piece. It allows students to demonstrate their creativity and artistic skills.

Creative project structure:

• Introduction : introduces the project and its purpose
• Body : presents the creative work, with explanations or descriptions as needed
• Conclusion : summarizes the key elements and reflects on the creative process.

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

• Hook: Grab the reader’s attention with a catchy opening sentence.
• Background: Provide some context or background information on the topic.
• Thesis statement: State the main argument or point of your essay.

II. Body paragraphs

• Topic sentence: Introduce the main idea or argument of the paragraph.
• Evidence: Provide evidence or examples to support your point.
• Analysis: Explain how the evidence supports your argument.
• Transition: Use a transition sentence to lead into the next paragraph.

III. Conclusion

• Restate thesis: Summarize your main argument or point.
• Review key points: Summarize the main points you made in your essay.
• Concluding thoughts: End with a final thought or call to action.

Research paper template:

I. Title page

• Title: Give your paper a descriptive title.
• Author: Include your name and institutional affiliation.
• Date: Provide the date the paper was submitted.

II. Abstract

• Background: Summarize the background and purpose of your research.
• Methodology: Describe the methods you used to conduct your research.
• Results: Summarize the main findings of your research.
• Conclusion: Provide a brief summary of the implications and conclusions of your research.

III. Introduction

• Background: Provide some background information on the topic.
• Research question: State your research question or hypothesis.
• Purpose: Explain the purpose of your research.

IV. Literature review

• Background: Summarize previous research on the topic.
• Gaps in research: Identify gaps or areas that need further research.

V. Methodology

• Participants: Describe the participants in your study.
• Procedure: Explain the procedure you used to conduct your research.
• Measures: Describe the measures you used to collect data.

VI. Results

• Quantitative results: Summarize the quantitative data you collected.
• Qualitative results: Summarize the qualitative data you collected.

VII. Discussion

• Interpretation: Interpret the results and explain what they mean.
• Implications: Discuss the implications of your research.
• Limitations: Identify any limitations or weaknesses of your research.

VIII. Conclusion

• Review key points: Summarize the main points you made in your paper.

Case study template:

• Background: Provide background information on the case.
• Research question: State the research question or problem you are examining.
• Purpose: Explain the purpose of the case study.

II. Analysis

• Problem: Identify the main problem or issue in the case.
• Factors: Describe the factors that contributed to the problem.
• Alternative solutions: Describe potential solutions to the problem.

III. Solution/recommendations

• Proposed solution: Describe the solution you are proposing.
• Rationale: Explain why this solution is the best one.
• Implementation: Describe how the solution can be implemented.

IV. Conclusion

• Summary: Summarize the main points of your case study.

Lab report template:

• Title: Give your report a descriptive title.
• Date: Provide the date the report was submitted.
• Background: Summarize the background and purpose of the experiment.
• Methodology: Describe the methods you used to conduct the experiment.
• Results: Summarize the main findings of the experiment.
• Conclusion: Provide a brief summary of the implications and conclusions
• Background: Provide some background information on the experiment.
• Hypothesis: State your hypothesis or research question.
• Purpose: Explain the purpose of the experiment.

IV. Materials and methods

• Materials: List the materials and equipment used in the experiment.
• Procedure: Describe the procedure you followed to conduct the experiment.
• Data: Present the data you collected in tables or graphs.
• Analysis: Analyze the data and describe the patterns or trends you observed.

VI. Discussion

• Implications: Discuss the implications of your findings.
• Limitations: Identify any limitations or weaknesses of the experiment.

VII. Conclusion

• Restate hypothesis: Summarize your hypothesis or research question.
• Review key points: Summarize the main points you made in your report.

Presentation template:

• Attention grabber: Grab the audience’s attention with a catchy opening.
• Purpose: Explain the purpose of your presentation.
• Overview: Provide an overview of what you will cover in your presentation.

II. Main points

• Main point 1: Present the first main point of your presentation.
• Supporting details: Provide supporting details or evidence to support your point.
• Main point 2: Present the second main point of your presentation.
• Main point 3: Present the third main point of your presentation.
• Summary: Summarize the main points of your presentation.
• Call to action: End with a final thought or call to action.

Creative writing template:

• Setting: Describe the setting of your story.
• Characters: Introduce the main characters of your story.
• Rising action: Introduce the conflict or problem in your story.
• Climax: Present the most intense moment of the story.
• Falling action: Resolve the conflict or problem in your story.
• Resolution: Describe how the conflict or problem was resolved.
• Final thoughts: End with a final thought or reflection on the story.

How to Write Assignment

Here is a general guide on how to write an assignment:

• Understand the assignment prompt: Before you begin writing, make sure you understand what the assignment requires. Read the prompt carefully and make note of any specific requirements or guidelines.
• Research and gather information: Depending on the type of assignment, you may need to do research to gather information to support your argument or points. Use credible sources such as academic journals, books, and reputable websites.
• Organize your ideas : Once you have gathered all the necessary information, organize your ideas into a clear and logical structure. Consider creating an outline or diagram to help you visualize your ideas.
• Write a draft: Begin writing your assignment using your organized ideas and research. Don’t worry too much about grammar or sentence structure at this point; the goal is to get your thoughts down on paper.
• Revise and edit: After you have written a draft, revise and edit your work. Make sure your ideas are presented in a clear and concise manner, and that your sentences and paragraphs flow smoothly.
• Proofread: Finally, proofread your work for spelling, grammar, and punctuation errors. It’s a good idea to have someone else read over your assignment as well to catch any mistakes you may have missed.
• Submit your assignment : Once you are satisfied with your work, submit your assignment according to the instructions provided by your instructor or professor.

Applications of Assignment

Assignments have many applications across different fields and industries. Here are a few examples:

• Education : Assignments are a common tool used in education to help students learn and demonstrate their knowledge. They can be used to assess a student’s understanding of a particular topic, to develop critical thinking skills, and to improve writing and research abilities.
• Business : Assignments can be used in the business world to assess employee skills, to evaluate job performance, and to provide training opportunities. They can also be used to develop business plans, marketing strategies, and financial projections.
• Journalism : Assignments are often used in journalism to produce news articles, features, and investigative reports. Journalists may be assigned to cover a particular event or topic, or to research and write a story on a specific subject.
• Research : Assignments can be used in research to collect and analyze data, to conduct experiments, and to present findings in written or oral form. Researchers may be assigned to conduct research on a specific topic, to write a research paper, or to present their findings at a conference or seminar.
• Government : Assignments can be used in government to develop policy proposals, to conduct research, and to analyze data. Government officials may be assigned to work on a specific project or to conduct research on a particular topic.
• Non-profit organizations: Assignments can be used in non-profit organizations to develop fundraising strategies, to plan events, and to conduct research. Volunteers may be assigned to work on a specific project or to help with a particular task.

Purpose of Assignment

The purpose of an assignment varies depending on the context in which it is given. However, some common purposes of assignments include:

• Assessing learning: Assignments are often used to assess a student’s understanding of a particular topic or concept. This allows educators to determine if a student has mastered the material or if they need additional support.
• Developing skills: Assignments can be used to develop a wide range of skills, such as critical thinking, problem-solving, research, and communication. Assignments that require students to analyze and synthesize information can help to build these skills.
• Encouraging creativity: Assignments can be designed to encourage students to be creative and think outside the box. This can help to foster innovation and original thinking.
• Providing feedback : Assignments provide an opportunity for teachers to provide feedback to students on their progress and performance. Feedback can help students to understand where they need to improve and to develop a growth mindset.
• Meeting learning objectives : Assignments can be designed to help students meet specific learning objectives or outcomes. For example, a writing assignment may be designed to help students improve their writing skills, while a research assignment may be designed to help students develop their research skills.

When to write Assignment

Assignments are typically given by instructors or professors as part of a course or academic program. The timing of when to write an assignment will depend on the specific requirements of the course or program, but in general, assignments should be completed within the timeframe specified by the instructor or program guidelines.

It is important to begin working on assignments as soon as possible to ensure enough time for research, writing, and revisions. Waiting until the last minute can result in rushed work and lower quality output.

It is also important to prioritize assignments based on their due dates and the amount of work required. This will help to manage time effectively and ensure that all assignments are completed on time.

In addition to assignments given by instructors or professors, there may be other situations where writing an assignment is necessary. For example, in the workplace, assignments may be given to complete a specific project or task. In these situations, it is important to establish clear deadlines and expectations to ensure that the assignment is completed on time and to a high standard.

Characteristics of Assignment

Here are some common characteristics of assignments:

• Purpose : Assignments have a specific purpose, such as assessing knowledge or developing skills. They are designed to help students learn and achieve specific learning objectives.
• Requirements: Assignments have specific requirements that must be met, such as a word count, format, or specific content. These requirements are usually provided by the instructor or professor.
• Deadline: Assignments have a specific deadline for completion, which is usually set by the instructor or professor. It is important to meet the deadline to avoid penalties or lower grades.
• Individual or group work: Assignments can be completed individually or as part of a group. Group assignments may require collaboration and communication with other group members.
• Feedback : Assignments provide an opportunity for feedback from the instructor or professor. This feedback can help students to identify areas of improvement and to develop their skills.
• Academic integrity: Assignments require academic integrity, which means that students must submit original work and avoid plagiarism. This includes citing sources properly and following ethical guidelines.
• Learning outcomes : Assignments are designed to help students achieve specific learning outcomes. These outcomes are usually related to the course objectives and may include developing critical thinking skills, writing abilities, or subject-specific knowledge.

Advantages of Assignment

There are several advantages of assignment, including:

• Helps in learning: Assignments help students to reinforce their learning and understanding of a particular topic. By completing assignments, students get to apply the concepts learned in class, which helps them to better understand and retain the information.
• Develops critical thinking skills: Assignments often require students to think critically and analyze information in order to come up with a solution or answer. This helps to develop their critical thinking skills, which are important for success in many areas of life.
• Encourages creativity: Assignments that require students to create something, such as a piece of writing or a project, can encourage creativity and innovation. This can help students to develop new ideas and perspectives, which can be beneficial in many areas of life.
• Builds time-management skills: Assignments often come with deadlines, which can help students to develop time-management skills. Learning how to manage time effectively is an important skill that can help students to succeed in many areas of life.
• Provides feedback: Assignments provide an opportunity for students to receive feedback on their work. This feedback can help students to identify areas where they need to improve and can help them to grow and develop.

Limitations of Assignment

There are also some limitations of assignments that should be considered, including:

• Limited scope: Assignments are often limited in scope, and may not provide a comprehensive understanding of a particular topic. They may only cover a specific aspect of a topic, and may not provide a full picture of the subject matter.
• Lack of engagement: Some assignments may not engage students in the learning process, particularly if they are repetitive or not challenging enough. This can lead to a lack of motivation and interest in the subject matter.
• Time-consuming: Assignments can be time-consuming, particularly if they require a lot of research or writing. This can be a disadvantage for students who have other commitments, such as work or extracurricular activities.
• Unreliable assessment: The assessment of assignments can be subjective and may not always accurately reflect a student’s understanding or abilities. The grading may be influenced by factors such as the instructor’s personal biases or the student’s writing style.
• Lack of feedback : Although assignments can provide feedback, this feedback may not always be detailed or useful. Instructors may not have the time or resources to provide detailed feedback on every assignment, which can limit the value of the feedback that students receive.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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14 Proven Tips For Completing Assignments

Completing assignments can be a daunting task, but there are a few things that you can do to make the process a whole lot easier. 

Are you finding it difficult to complete your assignments on time? If you’re looking for some tips to help you get organized and stay on track, you’ve come to the right place. In this post, I’ll share some helpful strategies that will make completing your assignments a breeze.

Why are assignments important?

Though often met with groans and complaints, academic assignments are actually beneficial in a number of ways. For one, they force students to engage with the material on a deeper level, encouraging them to really think about what they’re learning and stay on track with their studies.

In addition, academic assignments help students to develop important research, writing and study skills that will be useful in college and beyond.

Academic assignments also give students the opportunity to receive feedback from their instructors on their work.

Notably, despite its benefits, too many assignments can do more harm than good.

Too much assignments can interfere with free time and involvement in extra-curricular activities. Assignment completion may be increasingly frustrating and stressful when there are challenges with the home environment. O’Rourke-Ferrara, 1998

Why is completing assignments on time important?

Completing assignments on time demonstrates to your instructor that you are capable of meeting deadlines. This is important in both academic and professional settings.

According to research, completing assignments improves independence, self-discipline, and time management skills. In addition, it has been linked with better grades and academic success. planchard et al., 2015

Tips for completing assignments

So how can you make sure that you complete your assignments on time? Here are a few tips that may help:

1. Read the assignment instructions carefully

2. identify why the assignment is necessary.

It gives purpose to your efforts, and this in turn can help provide focus and direction, leading to better results through hard work and dedication.

Research shows that the main motivating factors for homework completion were: (1) Reinforcement: desire to learn or master the material (2) Credit (3) Extra-credit planchard et al., 2015

3. Start early to complete assignments on time

4. set goals for assignment completion.

Once you’ve met that goal, you can set a new goal for the next day. Breaking the assignment down into smaller tasks can help to make it feel less overwhelming, and it can also help you to track your progress. 

5 . Create a schedule to finish assignments

Research shows that the most common demotivating factors for homework completion were: (1) Other commitments (2) Difficulty understanding (3) Too difficult or too long planchard et al., 2015

6. Identify the resources required for the assignment

7. track your reference s when researching.

As you’re doing research for your assignment, be sure to track the references that you’re using. This will save you time when you’re writing your paper and will ensure that you give credit to the sources that you’ve used.

8. Set aside uninterrupted time for assignments

9. ask for help if you get stuck, 10. take breaks when completing assignments.

Working on an assignment for long periods of time can be overwhelming and lead to burnout. To avoid this, take breaks throughout the day or week. during your break, do something that you enjoy or that will help you relax.

11. Celebrate your progress

12. proofread your assignments, 13. submit your assignments on time.

Make sure to submit your assignment on time. If you’re having trouble with this, talk to your professor or a tutor. They may be able to offer extension or help you get back on track.

14. Relax after completing each assignment

Final words on proven tips for completing assignments.

Drop a comment below and let me know. Best of luck in all your future assignments.

Planchard, Matthew S. et al. “Homework, Motivation, and Academic Achievement in a College Genetics Course.”  Bioscene: The Journal Of College Biology Teaching  41 (2015): 11-18. https://files.eric.ed.gov/fulltext/EJ1086528.pdf

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Types of Assignments

Cristy Bartlett and Kate Derrington

Introduction

As discussed in the previous chapter, assignments are a common method of assessment at university. You may encounter many assignments over your years of study, yet some will look quite different from others. By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. This chapter draws on the skills from the previous chapter, and extends the discussion, showing you where to aim with different types of assignments.

The chapter begins by exploring the popular essay assignment, with its two common categories, analytical and argumentative essays. It then examines assignments requiring case study responses , as often encountered in fields such as health or business. This is followed by a discussion of assignments seeking a report (such as a scientific report) and reflective writing assignments, common in nursing, education and human services. The chapter concludes with an examination of annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of  your assignment writing skills.

Different Types of Written Assignments

At university, an essay is a common form of assessment. In the previous chapter Writing Assignments we discussed what was meant by showing academic writing in your assignments. It is important that you consider these aspects of structure, tone and language when writing an essay.

Components of an essay

Essays should use formal but reader friendly language and have a clear and logical structure. They must include research from credible academic sources such as peer reviewed journal articles and textbooks. This research should be referenced throughout your essay to support your ideas (See the chapter Working with Information ).

If you have never written an essay before, you may feel unsure about how to start.  Breaking your essay into sections and allocating words accordingly will make this process more manageable and will make planning the overall essay structure much easier.

• An essay requires an introduction, body paragraphs and a conclusion.
• Generally, an introduction and conclusion are approximately 10% each of the total word count.
• The remaining words can then be divided into sections and a paragraph allowed for each area of content you need to cover.
• Use your task and criteria sheet to decide what content needs to be in your plan

An effective essay introduction needs to inform your reader by doing four basic things:

Table 20.1 An effective essay

An effective essay body paragraph needs to:

An effective essay conclusion needs to:

Common types of essays

You may be required to write different types of essays, depending on your study area and topic. Two of the most commonly used essays are analytical and argumentative .  The task analysis process discussed in the previous chapter Writing Assignments will help you determine the type of essay required. For example, if your assignment question uses task words such as analyse, examine, discuss, determine or explore, you would be writing an analytical essay . If your assignment question has task words such as argue, evaluate, justify or assess, you would be writing an argumentative essay . Despite the type of essay, your ability to analyse and think critically is important and common across genres.  

Analytical essays

These essays usually provide some background description of the relevant theory, situation, problem, case, image, etcetera that is your topic. Being analytical requires you to look carefully at various components or sections of your topic in a methodical and logical way to create understanding.

The purpose of the analytical essay is to demonstrate your ability to examine the topic thoroughly. This requires you to go deeper than description by considering different sides of the situation, comparing and contrasting a variety of theories and the positives and negatives of the topic. Although in an analytical essay your position on the topic may be clear, it is not necessarily a requirement that you explicitly identify this with a thesis statement, as is the case with an argumentative essay. If you are unsure whether you are required to take a position, and provide a thesis statement, it is best to check with your tutor.

Argumentative essays

These essays require you to take a position on the assignment topic. This is expressed through your thesis statement in your introduction. You must then present and develop your arguments throughout the body of your assignment using logically structured paragraphs. Each of these paragraphs needs a topic sentence that relates to the thesis statement. In an argumentative essay, you must reach a conclusion based on the evidence you have presented.

Case Study Responses

Case studies are a common form of assignment in many study areas and students can underperform in this genre for a number of key reasons.

Students typically lose marks for not:

• Relating their answer sufficiently to the case details
• Applying critical thinking
• Writing with clear structure
• Using appropriate or sufficient sources
• Using accurate referencing

When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure but include examples and data from the case as additional evidence to support your points (see Figure 20.5 ). The colours in the sample paragraph below show the function of each component.

The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct and Nursing Standards (2018) play a crucial role in determining the scope of practice for nurses and midwives. A key component discussed in the code is the provision of person-centred care and the formation of therapeutic relationships between nurses and patients (NMBA, 2018). This ensures patient safety and promotes health and wellbeing (NMBA, 2018). The standards also discuss the importance of partnership and shared decision-making in the delivery of care (NMBA, 2018, 4). Boyd and Dare (2014) argue that good communication skills are vital for building therapeutic relationships and trust between patients and care givers. This will help ensure the patient is treated with dignity and respect and improve their overall hospital experience. In the case, the therapeutic relationship with the client has been compromised in several ways. Firstly, the nurse did not conform adequately to the guidelines for seeking informed consent before performing the examination as outlined in principle 2.3 (NMBA, 2018). Although she explained the procedure, she failed to give the patient appropriate choices regarding her health care. 

Topic sentence | Explanations using paraphrased evidence including in-text references | Critical thinking (asks the so what? question to demonstrate your student voice). | Relating the theory back to the specifics of the case. The case becomes a source of examples as extra evidence to support the points you are making.

Reports are a common form of assessment at university and are also used widely in many professions. It is a common form of writing in business, government, scientific, and technical occupations.

Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case.  Reports may be written for different audiences including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 20.2 ).

Table 20.2 Explanations of different types of reports

Reflective writing

Reflective writing is a popular method of assessment at university. It is used to help you explore feelings, experiences, opinions, events or new information to gain a clearer and deeper understanding of your learning. A reflective writing task requires more than a description or summary.  It requires you to analyse a situation, problem or experience, consider what you may have learnt and evaluate how this may impact your thinking and actions in the future. This requires critical thinking, analysis, and usually the application of good quality research, to demonstrate your understanding or learning from a situation. Essentially, reflective practice is the process of looking back on past experiences and engaging with them in a thoughtful way and drawing conclusions to inform future experiences. The reflection skills you develop at university will be vital in the workplace to assist you to use feedback for growth and continuous improvement. There are numerous models of reflective writing and you should refer to your subject guidelines for your expected format. If there is no specific framework, a simple model to help frame your thinking is What? So what? Now what?   (Rolfe et al., 2001).

Table 20.3 What? So What? Now What? Explained.

The Gibbs’ Reflective Cycle

The Gibbs’ Cycle of reflection encourages you to consider your feelings as part of the reflective process. There are six specific steps to work through. Following this model carefully and being clear of the requirements of each stage, will help you focus your thinking and reflect more deeply. This model is popular in Health.

The 4 R’s of reflective thinking

This model (Ryan and Ryan, 2013) was designed specifically for university students engaged in experiential learning.  Experiential learning includes any ‘real-world’ activities including practice led activities, placements and internships.  Experiential learning, and the use of reflective practice to heighten this learning, is common in Creative Arts, Health and Education.

Annotated Bibliography

What is it.

An annotated bibliography is an alphabetical list of appropriate sources (books, journals or websites) on a topic, accompanied by a brief summary, evaluation and sometimes an explanation or reflection on their usefulness or relevance to your topic. Its purpose is to teach you to research carefully, evaluate sources and systematically organise your notes. An annotated bibliography may be one part of a larger assessment item or a stand-alone assessment piece. Check your task guidelines for the number of sources you are required to annotate and the word limit for each entry.

How do I know what to include?

When choosing sources for your annotated bibliography it is important to determine:

• The topic you are investigating and if there is a specific question to answer
• The type of sources on which you need to focus
• Whether they are reputable and of high quality

What do I say?

Important considerations include:

• Is the work current?
• Is the work relevant to your topic?
• Is the author credible/reliable?
• Is there any author bias?
• The strength and limitations (this may include an evaluation of research methodology).

Literature Reviews

It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 20.4 ). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.

Table 20.4 Comparison of Literature Reviews

Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 20.10 ). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 20.5 ).

Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.

• Not all assignments at university are the same. Understanding the requirements of different types of assignments will assist in meeting the criteria more effectively.
• There are many different types of assignments. Most will require an introduction, body paragraphs and a conclusion.
• An essay should have a clear and logical structure and use formal but reader friendly language.
• Breaking your assignment into manageable chunks makes it easier to approach.
• Effective body paragraphs contain a topic sentence.
• A case study structure is similar to an essay, but you must remember to provide examples from the case or scenario to demonstrate your points.
• The type of report you may be required to write will depend on its purpose and audience. A report requires structured writing and uses headings.
• Reflective writing is popular in many disciplines and is used to explore feelings, experiences, opinions or events to discover what learning or understanding has occurred. Reflective writing requires more than description. You need to be analytical, consider what has been learnt and evaluate the impact of this on future actions.
• Annotated bibliographies teach you to research and evaluate sources and systematically organise your notes. They may be part of a larger assignment.
• Literature reviews require you to look across the literature and analyse and synthesise the information you find into themes.

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.

Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.

Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education.  Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704

Academic Success Copyright © 2021 by Cristy Bartlett and Kate Derrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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How to complete when you have lots of assignments ?

Assignment Juggling Mastery: Strategies to Efficiently Navigate and Excel When Facing a Pile-Up of Academic Tasks.

When faced with a heavy workload of assignments, effective planning and execution are key to success. Managing multiple assignments requires strategic prioritization, efficient time management, and a structured approach to ensure quality and timely completion. This guide explores practical steps to tackle numerous tasks: from breaking down assignments into manageable parts and creating a schedule, to staying organized and minimizing distractions. By implementing these strategies, students can enhance productivity, reduce stress, and achieve academic goals effectively. Balancing thoroughness with efficiency, this approach fosters not only completion but also mastery of content, empowering students to excel amidst demanding academic schedules.

Strategic Implementation for Enhanced Productivity and Academic Success

Implementing these strategies enhances productivity, reduces stress, and achieves academic goals effectively. Balancing thoroughness with efficiency fosters both completion and content mastery, empowering students to excel amidst demanding academic schedules.

1. Prioritize Your Assignments:

- Start by identifying which assignments are due. Prioritize them based on deadlines. Consider factors like the complexity of the assignment, the amount of research required, and your familiarity with the topic.

2. Break Down Each Assignment:

- Divide each assignment into smaller, manageable tasks. It could include researching, outlining, writing, revising, and proofreading. Breaking down assignments into smaller steps makes them less intimidating.

3. Create a Schedule:

- Develop a detailed schedule or to-do list that outlines when you'll work on each assignment. Allocate specific time slots for research, writing, and editing. Be realistic about the time needed for each task.

4. Set Goals:

- Establish daily or weekly goals for completing portions of your assignments. Setting achievable milestones will help you stay on track and motivated.

5. Minimize Distractions:

- Find a quiet and focused workspace to minimize distractions. Turn off social media notifications and other distractions while working on assignments.

6. Use Time Management Techniques:

- Techniques like the Pomodoro Technique (working in focused intervals with short breaks) can improve productivity and prevent burnout.

7. Start Early:

- Begin working on assignments as soon as they are assigned. Procrastination can lead to stress and lower-quality work.

8. Utilize Resources:

- If you encounter challenges with a particular assignment, seek help from professors, or you can opt for platforms offering Assignment Help USA . Don't hesitate to ask questions when you're unsure about a task.

9. Stay Organized:

- Keep all your assignment-related materials well-organized, including research notes, outlines, and drafts. Use digital tools or physical folders to manage your resources.

10. Avoid Multitasking:

- Focus on one assignment at a time. Multitasking can reduce the quality of your work and increase stress levels.

11. Take Breaks:

- Allocate short breaks between tasks to recharge your mind. Use this time to stretch, walk, or do something enjoyable to prevent burnout.

12. Stay Healthy:

- Maintain a balanced diet, exercise regularly, and get enough sleep. Physical and mental well-being are crucial for effective time management and productivity.

13. Review and Revise:

- After completing an assignment, take the time to review and revise your work. Check for errors and improve the overall quality of your assignment.

14. Seek Extensions if Necessary:

- If you encounter unexpected challenges or circumstances that hinder your ability to complete an assignment on time, consider requesting an extension from your professor. Be sure to provide valid reason/reasons and request it before the deadlines mentioned in the instructions.

15. Celebrate Your Achievements:

- Acknowledge your accomplishments along the way. Reward yourself for meeting milestones and completing assignments. Positive reinforcement can boost motivation.

You must remember that effective time management and organization are crucial to completing multiple assignments successfully. Following these steps and maintaining a proactive approach to your coursework can reduce stress and produce high-quality work within your deadlines.

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• Knowledge Base
• Academic writing
• A step-by-step guide to the writing process

The Writing Process | 5 Steps with Examples & Tips

Published on April 24, 2020 by Jack Caulfield . Revised on December 8, 2023.

Good academic writing requires effective planning, drafting, and revision.

The writing process looks different for everyone, but there are five basic steps that will help you structure your time when writing any kind of text.

Receive feedback on language, structure, and formatting

Professional editors proofread and edit your paper by focusing on:

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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.

Before you start writing, you need to decide exactly what you’ll write about and do the necessary research.

Coming up with a topic

If you have to come up with your own topic for an assignment, think of what you’ve covered in class— is there a particular area that intrigued, interested, or even confused you? Topics that left you with additional questions are perfect, as these are questions you can explore in your writing.

The scope depends on what type of text you’re writing—for example, an essay or a research paper will be less in-depth than a dissertation topic . Don’t pick anything too ambitious to cover within the word count, or too limited for you to find much to say.

Narrow down your idea to a specific argument or question. For example, an appropriate topic for an essay might be narrowed down like this:

Doing the research

Once you know your topic, it’s time to search for relevant sources and gather the information you need. This process varies according to your field of study and the scope of the assignment. It might involve:

• Searching for primary and secondary sources .
• Reading the relevant texts closely (e.g. for literary analysis ).
• Collecting data using relevant research methods (e.g. experiments , interviews or surveys )

From a writing perspective, the important thing is to take plenty of notes while you do the research. Keep track of the titles, authors, publication dates, and relevant quotations from your sources; the data you gathered; and your initial analysis or interpretation of the questions you’re addressing.

Especially in academic writing , it’s important to use a logical structure to convey information effectively. It’s far better to plan this out in advance than to try to work out your structure once you’ve already begun writing.

Creating an essay outline is a useful way to plan out your structure before you start writing. This should help you work out the main ideas you want to focus on and how you’ll organize them. The outline doesn’t have to be final—it’s okay if your structure changes throughout the writing process.

Use bullet points or numbering to make your structure clear at a glance. Even for a short text that won’t use headings, it’s useful to summarize what you’ll discuss in each paragraph.

An outline for a literary analysis essay might look something like this:

• Describe the theatricality of Austen’s works
• Outline the role theater plays in Mansfield Park
• Introduce the research question: How does Austen use theater to express the characters’ morality in Mansfield Park ?
• Discuss Austen’s depiction of the performance at the end of the first volume
• Discuss how Sir Bertram reacts to the acting scheme
• Introduce Austen’s use of stage direction–like details during dialogue
• Explore how these are deployed to show the characters’ self-absorption
• Discuss Austen’s description of Maria and Julia’s relationship as polite but affectionless
• Compare Mrs. Norris’s self-conceit as charitable despite her idleness
• Summarize the three themes: The acting scheme, stage directions, and the performance of morals
• Answer the research question
• Indicate areas for further study

Once you have a clear idea of your structure, it’s time to produce a full first draft.

This process can be quite non-linear. For example, it’s reasonable to begin writing with the main body of the text, saving the introduction for later once you have a clearer idea of the text you’re introducing.

To give structure to your writing, use your outline as a framework. Make sure that each paragraph has a clear central focus that relates to your overall argument.

Hover over the parts of the example, from a literary analysis essay on Mansfield Park , to see how a paragraph is constructed.

The character of Mrs. Norris provides another example of the performance of morals in Mansfield Park . Early in the novel, she is described in scathing terms as one who knows “how to dictate liberality to others: but her love of money was equal to her love of directing” (p. 7). This hypocrisy does not interfere with her self-conceit as “the most liberal-minded sister and aunt in the world” (p. 7). Mrs. Norris is strongly concerned with appearing charitable, but unwilling to make any personal sacrifices to accomplish this. Instead, she stage-manages the charitable actions of others, never acknowledging that her schemes do not put her own time or money on the line. In this way, Austen again shows us a character whose morally upright behavior is fundamentally a performance—for whom the goal of doing good is less important than the goal of seeming good.

When you move onto a different topic, start a new paragraph. Use appropriate transition words and phrases to show the connections between your ideas.

The goal at this stage is to get a draft completed, not to make everything perfect as you go along. Once you have a full draft in front of you, you’ll have a clearer idea of where improvement is needed.

Give yourself a first draft deadline that leaves you a reasonable length of time to revise, edit, and proofread before the final deadline. For a longer text like a dissertation, you and your supervisor might agree on deadlines for individual chapters.

Now it’s time to look critically at your first draft and find potential areas for improvement. Redrafting means substantially adding or removing content, while revising involves making changes to structure and reformulating arguments.

Evaluating the first draft

It can be difficult to look objectively at your own writing. Your perspective might be positively or negatively biased—especially if you try to assess your work shortly after finishing it.

It’s best to leave your work alone for at least a day or two after completing the first draft. Come back after a break to evaluate it with fresh eyes; you’ll spot things you wouldn’t have otherwise.

When evaluating your writing at this stage, you’re mainly looking for larger issues such as changes to your arguments or structure. Starting with bigger concerns saves you time—there’s no point perfecting the grammar of something you end up cutting out anyway.

Right now, you’re looking for:

• Arguments that are unclear or illogical.
• Areas where information would be better presented in a different order.
• Passages where additional information or explanation is needed.
• Passages that are irrelevant to your overall argument.

For example, in our paper on Mansfield Park , we might realize the argument would be stronger with more direct consideration of the protagonist Fanny Price, and decide to try to find space for this in paragraph IV.

For some assignments, you’ll receive feedback on your first draft from a supervisor or peer. Be sure to pay close attention to what they tell you, as their advice will usually give you a clearer sense of which aspects of your text need improvement.

Redrafting and revising

Once you’ve decided where changes are needed, make the big changes first, as these are likely to have knock-on effects on the rest. Depending on what your text needs, this step might involve:

• Making changes to your overall argument.
• Reordering the text.
• Cutting parts of the text.
• Adding new text.

You can go back and forth between writing, redrafting and revising several times until you have a final draft that you’re happy with.

Think about what changes you can realistically accomplish in the time you have. If you are running low on time, you don’t want to leave your text in a messy state halfway through redrafting, so make sure to prioritize the most important changes.

Editing focuses on local concerns like clarity and sentence structure. Proofreading involves reading the text closely to remove typos and ensure stylistic consistency. You can check all your drafts and texts in minutes with an AI proofreader .

Editing for grammar and clarity

When editing, you want to ensure your text is clear, concise, and grammatically correct. You’re looking out for:

• Grammatical errors.
• Ambiguous phrasings.
• Redundancy and repetition .

In your initial draft, it’s common to end up with a lot of sentences that are poorly formulated. Look critically at where your meaning could be conveyed in a more effective way or in fewer words, and watch out for common sentence structure mistakes like run-on sentences and sentence fragments:

• Austen’s style is frequently humorous, her characters are often described as “witty.” Although this is less true of Mansfield Park .
• Austen’s style is frequently humorous. Her characters are often described as “witty,” although this is less true of Mansfield Park .

To make your sentences run smoothly, you can always use a paraphrasing tool to rewrite them in a clearer way.

Proofreading for small mistakes and typos

When proofreading, first look out for typos in your text:

• Spelling errors.
• Missing words.
• Confused word choices .
• Punctuation errors .
• Missing or excess spaces.

Use a grammar checker , but be sure to do another manual check after. Read through your text line by line, watching out for problem areas highlighted by the software but also for any other issues it might have missed.

For example, in the following phrase we notice several errors:

• Mary Crawfords character is a complicate one and her relationships with Fanny and Edmund undergoes several transformations through out the novel.
• Mary Crawford’s character is a complicated one, and her relationships with both Fanny and Edmund undergo several transformations throughout the novel.

Proofreading for stylistic consistency

There are several issues in academic writing where you can choose between multiple different standards. For example:

• Whether you use the serial comma .
• Whether you use American or British spellings and punctuation (you can use a punctuation checker for this).
• Where you use numerals vs. words for numbers.
• How you capitalize your titles and headings.

Unless you’re given specific guidance on these issues, it’s your choice which standards you follow. The important thing is to consistently follow one standard for each issue. For example, don’t use a mixture of American and British spellings in your paper.

Additionally, you will probably be provided with specific guidelines for issues related to format (how your text is presented on the page) and citations (how you acknowledge your sources). Always follow these instructions carefully.

If you want to know more about AI for academic writing, AI tools, or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy
• Deep learning
• Generative AI
• Machine learning
• Reinforcement learning
• Supervised vs. unsupervised learning

 (AI) Tools

• Grammar Checker
• Paraphrasing Tool
• Text Summarizer
• AI Detector
• Plagiarism Checker
• Citation Generator

Revising, proofreading, and editing are different stages of the writing process .

• Revising is making structural and logical changes to your text—reformulating arguments and reordering information.
• Editing refers to making more local changes to things like sentence structure and phrasing to make sure your meaning is conveyed clearly and concisely.
• Proofreading involves looking at the text closely, line by line, to spot any typos and issues with consistency and correct them.

Whether you’re publishing a blog, submitting a research paper , or even just writing an important email, there are a few techniques you can use to make sure it’s error-free:

• Take a break : Set your work aside for at least a few hours so that you can look at it with fresh eyes.
• Proofread a printout : Staring at a screen for too long can cause fatigue – sit down with a pen and paper to check the final version.
• Use digital shortcuts : Take note of any recurring mistakes (for example, misspelling a particular word, switching between US and UK English , or inconsistently capitalizing a term), and use Find and Replace to fix it throughout the document.

If you want to be confident that an important text is error-free, it might be worth choosing a professional proofreading service instead.

If you’ve gone over the word limit set for your assignment, shorten your sentences and cut repetition and redundancy during the editing process. If you use a lot of long quotes , consider shortening them to just the essentials.

If you need to remove a lot of words, you may have to cut certain passages. Remember that everything in the text should be there to support your argument; look for any information that’s not essential to your point and remove it.

To make this process easier and faster, you can use a paraphrasing tool . With this tool, you can rewrite your text to make it simpler and shorter. If that’s not enough, you can copy-paste your paraphrased text into the summarizer . This tool will distill your text to its core message.

Cite this Scribbr article

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Caulfield, J. (2023, December 08). The Writing Process | 5 Steps with Examples & Tips. Scribbr. Retrieved September 9, 2024, from https://www.scribbr.com/academic-writing/writing-process/

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NCI LIBRARY

Academic writing skills guide: understanding assignments.

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

Deconstructing the question is the first step in answering an assignment question. You might need to clarify the meaning of some words and work out what the brief really wants you to do. Your question will contain key words related to the assignment topic, as well as directive/instructional words that tell you what to do. Highlight, circle or underline the key words in the assignment brief. Also, mark any words or phrases that you do not understand. What does the title / question mean? What is it asking you to do? Why is this important? How are you going to answer it? What do you need to find out first, second, third in order to answer the question? This is a good way of working out what important points or issues make up the overall question which in turn helps to focus your reading and your initial writing. Asking questions early also helps you to feel more in control, as it helps you to think more critically and independently about the topic prior to doing any wider research. An assignment is usually made up of two parts: the assignment brief and the learning outcomes/objectives. The assignment brief will tell you what you need to produce,. Learning outcomes or objectives are a description of what you need to demonstrate to pass a module / assignment. By reading and understanding the expected learning outcomes/objectives for a module, you can help improve your grades for each assignment. Set the question in context – how does it fit with the key issues in your module and the topic as a whole? Looking at your lecture notes, module readings and learning outcomes/objectives will help you determine how the key themes, concepts and theories you have been studying on your module are linked to the question.   One of the key components of assignment questions or criteria are – the verbs that tell you what you need to do in your assignment. There are a number of commonly used directive/instructional words, which have recognised meanings when applied to college assignments. To interpret the question accurately, you need to understand what these words mean. Recognising directive/instructional words used in your assignment titles and guidelines will help you organise your ideas appropriately and help you write more confidently. It is easy to overlook the directive/instructional words, but if you just describe something when you have been asked to analyse it, your assignment is likely to receive a lower grade.  Words commonly used in assignments can appear to have similar meanings, but there are subtle differences between them. How is analyse different to critically evaluate? These words may seem similar but do have distinct meanings. However, there are not always hard distinctions between the words and different lecturers may use them in slightly different ways. You must always go by the total meaning of the title or question in the assignment brief. Read the question carefully and do not jump to conclusions about what is required on the basis of these words only. It is always advisable to clarify an assignment with your lecturer if you do not fully understand what you are being asked to do.   Do not get put off by phrases such as "with reference to relevant literature" or "critically evaluate" and "critically analyse" (rather than simply "evaluate" or "analyse"). These phrases/words are there as a gentle reminder as it is expected that much of your writing will refer to relevant literature and have an element of criticality at college level no matter what the instructions in the assignment brief. Breaking down the assignment directive/instructional words to understand what you are being asked to do will help kickstart your critical thinking skills and help you plan the logical ordering of your ideas.  Below is a list of interpretations for some of the more common directive/instructional words. These interpretations are intended as a guide only but should help you gain a better understanding of what is required when they are used.  Account for Explain, clarify, give reasons for something and why it happens; give evidence to support your argument. Analyse  Examine the topic methodically. Separate the subject into parts and then discuss, examine, or interpret each part carefully and in detail, considering how they relate to each other, how the parts contribute to the whole and why they are important. Using evidence for and against, mention any strengths/weaknesses, advantages/disadvantages. Do not simply describe or summarise; question the information. Apply  Use evidence or details that you have been given to demonstrate how an idea, theory, or concept works in a particular situation. May involve transferring evidence from your reading to real life, or to a case study, perhaps applying theory to practice. Argue  Methodically present the case for and/or against something basing your claims/reasons on a range of appropriate evidence; aim to influence the reader to accept your view, demonstrating weaknesses in the opposing argument. Assess  Using evidence and arguments, weigh something up and consider the value, quality or importance of it, examining the positive, negative and contestable aspects. Come to a conclusion. Be critical Identify what is good and bad about the information and why; probe, question, identify inaccuracies or shortcomings in the information; estimate the value of the material.  Characterise  Describe the features and qualities of a concept or phenomenon, making it different and distinguished from other things. Clarify  Make something clearer and simplify it; identify the key components of an issue/topic/problem, removing any potential misunderstandings; if appropriate, explain the relationship between two or more variables.  Classify  Organise information into categories, groups or classes; noting the influence and importance of each, outline the difference between them, explaining why and how you classified the information.   Comment on Identify and write about the main issues, giving your observations and interpretations based upon what you have read and researched, explaining the meaning of a situation or statement. Be critical, give your point of view, saying why something matters but avoid opinion that is not backed up or based on evidence presented in your writing.   Compare  Look at the similarities more than the differences between two or more things. Explain how they are similar, say if any similarities are more important than others and indicate the relevance or consequences of them.   Consider  Think and write about something carefully, discussing different possibilities and perspectives on a given topic. Support your comments/explanations by using appropriate evidence - include any views which are contrary to your own and how they relate to what you think.   Contrast  Look at the similarities and differences between two or more things, mainly emphasising the differences and what sets them apart – explain how different they are, indicate if this is significant and, if appropriate, give reasons why one item or argument may be preferable.   Critically  Used in combination with another directive/instructional word to get you to analyse and evaluate the strengths and weaknesses of something not simply describe or state how something is.   Critically evaluate Weigh arguments for and against something, assessing the strength of the evidence on both sides. Provide evidence taken from a wide range of sources which both agree with and contradict an argument. Based on the evidence, come to a final conclusion, basing your decision on what you judge to be the most important factors and justify how you have made your choice.   Critique This does not mean you have to be negative, include both positive and negative points - look at any implications. Give your judgment about the value, quality and effectiveness of a theory, opinion or methodology and how it meets specific expectations; back your judgment by discussing the evidence.     Define  Describe or state clearly the meaning of something, examining the different possible or often used definitions in reputable research material. Where relevant, show the boundaries and limitations of the definition and the different interpretations that may exist, indicating how the definition distinguishes this term/concept from others.   Demonstrate  Show clearly or prove something by giving explanations, illustrations and/or supporting evidence.   Describe  Give a detailed, full account of the main characteristics, properties or qualities of a topic/issue or the sequence in which a series of things happen(ed). Explain how and why something happens.  Determine  Find out or calculate something  Differentiate  Show the difference or make a distinction between two or more things.   Discuss  Essentially this is a written debate. Supported by carefully selected evidence, examine, analyse and present both sides of the most important aspects of a topic, pointing out advantages and disadvantages, giving arguments/reasons for and against, assessing how satisfactory something is and examining the implications. Based on the evidence you have presented, state which argument is more persuasive, examine the implications and come to a conclusion.   Distinguish  Identify and describe the differences between two or more items.  Elaborate  Explain something in greater detail and at greater length, providing reasons, examples and more information.   Enumerate  List, organise or outline relevant items/ideas one by one, and concisely describe them.  Estimate  Weigh up the evidence and say by how much a theory or opinion may be preferable; calculate; predict.  Evaluate  Present a careful judgement on the worth, value, significance, relevance or usefulness of something; weighing up the arguments for and against something, show the advantages and disadvantages, strengths and weaknesses. Refer to relevant and reliable evidence and use logic and reason to argue and justify your case. Come to a conclusion.   Examine  Critically discuss, investigate or look at a subject in close detail and evaluate the key facts and important issues, giving reasons why they are the most important and explaining the different ways they could be understood/interpreted.  Explain  Make plain and clear in an understandable way; give reasons for differences of opinion or results and analyse. Clarify and interpret the topic by giving a detailed account as to how and why something happens (analysing the causes), why it is the way it is or what is meant by the use of a term in a particular context. Define key terms where appropriate and back up with evidence and examples.   Explore  Examine thoroughly, considering a variety of different viewpoints and perspectives, adopting a questioning approach. Show why there might be debate and where possible, reconcile opposing views by presenting a final line of argument.   Formulate  Use current understanding from evidence and theory to create an idea, definition or interpretation on a topic.  Give an account of  Give a detailed description of something, showing the important steps, stages or developments in the subject  Highlight  Bring attention to something or emphasise its importance (for example, highlight the main points in an argument).  Identify  Select/point out/list what you regard as the key features, problems, needs or issues in relation to something, explaining how and why they are important or relevant.  Illustrate  Make something very clear and explicit, by providing visual or written examples - use figures, diagrams, graphs, statistics, charts, tables or other visual concepts.  Indicate  Point out, show or explain something.  Infer  Conclude something from facts or reasoning.  Interpret  Demonstrate your understanding of something in a detailed and methodical way about which there may be more than one opinion. Backed by evidence, explain the meaning and significance of it, how or why it is important, giving your own judgement. Perhaps indicate how it relates to some other thing or perspective.   Investigate  Enquire into all aspects of a topic through research.  Justify  Make a case for a particular viewpoint, decision or conclusion; give convincing evidence and reasons which support this while also taking into account the opposing view, considering objections that others might make before stating your conclusion.   List  Write your answer as an itemised series of brief points in a logical order  Outline  Give a general summary of the main points, ideas or features; emphasise the structure and how they fit together or complement each other. Leaving out minor details, present the information in a logical order.  Prove  Show by argument or logic that something is true or false by presenting and evaluating adequate evidence to back up your reasoning.   Reconcile  Show how two apparently opposed or mutually exclusive ideas or propositions can be seen to be similar in important respects, if not identical.  Reflect (on)  Analyse a past experience to improve future performance. Think carefully about something, and consider different views and possibilities.  Relate  Show or describe the connections, similarities or associations between things and the extent to which they are alike or affect each other.   Review  Examine a subject critically, analysing and commenting on the main points in an organised manner, bringing together and critiquing the current evidence and understanding on a topic. Assess rather than simply describe, drawing a conclusion based on the evidence presented.   Show  Demonstrate with supporting evidence.  Specify  Give details of something.  State  Specify the main points of an idea or topic in brief, precise terms; no need to be overly descriptive – leave out minor details. Generally does not call for argument or discussion or a judgement from you, just the presentation of the facts.  Suggest  Make a proposal and support it.  Summarise  Give a concise/condensed account of the main points / ideas that are worth noting and remembering – leave out unnecessary detail, side-issues or examples, reducing your discussion to the basic essentials, the key ideas.   Support  Give reasons or evidence for something with appropriate evidence, usually academic sources promoted by your lecturer (books, academic journals or reputable websites).   Synthesise  Combine or bring together research or information from several different sources and integrate into your writing to create a single, cohesive discussion / argument which effectively presents your ideas or opinions.   To what extent  How far is something true or not true? Consider in what ways something meets the requirements of a purpose or contributes to an outcome; support with evidence. Exploring these alternative explanations, make a judgment and defend it. The answer is unlikely to be 100% true or false but somewhere in between.   Trace  Outline how something has changed or developed from an earlier time to its current form. Identify connections.   Verify  Prove something by showing evidence or information. It could also mean that you check and see to make sure certain information is correct and accurate.  Communications from the Library:  Please note all communications from the library, concerning renewal of books, overdue books and reservations will be sent to your NCI student email account. << Previous: The Writing Process Next: Brainstorming Techniques >> Last Updated: Apr 23, 2024 1:31 PM URL: https://libguides.ncirl.ie/academic_writing_skills Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices. And #11 Successful Students Learn Independently 16 Dealing With Assignments Understanding your first assignment. The number of assignments you will receive in a semester often surprises students. For some students, figuring out how to manage assignments is a new experience. For others who have had assignments in the past, the amount of work needed to complete assignments at the college level is what is unexpected. Most of the assignments you will receive will take longer than one session of study to complete. You will likely need to work on your assignment over several days or weeks. In this section, we will provide you with advice on how to understand the requirements of your assignment, and how to manage and track the tasks you will need to complete. We will provide you with some time management tips and an assignment tracker to try. Assignment Terms Assignment questions, outlines and marking schemes, breaking down large assignments. How to breakdown assignments into tasks Understand the assignment: Read the assignment instructions carefully, and make sure you understand what is required. If you do not understand what you need to do, ask your professor as soon as possible. Create a task list: What are the smaller tasks you need to do to complete this assignment? Smaller tasks are activities like conducting research at the library or setting up group meetings for a group project. Create a timeline: Create a timeline that includes all the tasks that need to be completed. Consider how much time you will need to complete that task and when you will work on it. Set due dates for each task. Brainstorm ideas: Before you start writing, brainstorm ideas for the assignment. Think about the main points you want to cover, any research you need to do, and any supporting evidence you might need. Create an outline: Once you have a list of ideas, create an outline for your assignment. An outline can help you organize your thoughts and make sure you cover all the necessary points. Schedule time for research: Do your research before you begin writing. As you find sources, gather the information you will need to create a reference and take notes about essential information the source will provide and where this information fits in with your outline. Schedule time for revision: Plan to review your work before you submit. This can include checking your work against the assignment instructions or rubric, making changes to the content, and proofreading. Here is an example of this process: Key Takeaway from video Breaking down a large or medium-sized assignment into smaller pieces can help reduce stress, ensure completion of all parts of the assignment, and allow you to get other important tasks done too. Using an Assignment Tracker Time Management Considerations Time management is the practice of organizing and prioritizing one’s activities and tasks effectively in order to maximize productivity and achieve one’s goals. For college students, time management involves creating a plan for allocating their time efficiently and balancing academic responsibilities with social activities, work, and personal obligations. It requires identifying tasks and goals, setting realistic deadlines, and using tools such as schedules, to-do lists, and reminders to stay on track. Effective time management helps students to reduce stress, increase productivity, and achieve academic success while still enjoying a balanced lifestyle. Procrastination:  Students tend to put off starting a large writing assignment until the last minute, leaving themselves with insufficient time to complete the assignment. Lack of Planning:  Many students do not adequately plan their time for the writing process, which can result in poor time management and a lower quality of work. Perfectionism:  Students may spend too much time trying to perfect every aspect of their writing, which can lead to time wastage and increased stress. Break the Task into Smaller Parts:  Instead of attempting to complete the entire assignment in one sitting, break it down into smaller, more manageable parts, and set specific deadlines for each. Create a Schedule:  Create a schedule for the writing process and stick to it. This will help you stay on track and ensure that you have enough time to complete the assignment. Avoid Distractions:  Avoid any distractions that can lead to time wastage, such as social media, television, and video games. Set Priorities:  Set priorities for your writing tasks, focusing on the most critical aspects of the assignment first. Use Writing Tools : Utilize writing tools such as spell check, grammar check, and citation generators to save time and reduce the need for extensive revisions. Take Breaks:  Taking regular breaks can help you stay focused and prevent burnout, ensuring that you produce your best work. Avoiding Procrastination Key Takeaways Want more? The Learning Portal has more ideas for Managing Assignments. A Guide for Successful Students 2nd ed. Copyright © 2023 by Irene Stewart, Aaron Maisonville, and Nicolai Zriachev, St. Clair College is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted. Share This Book Teaching, Learning, & Professional Development Center Teaching Resources TLPDC Teaching Resources How Do I Create Meaningful and Effective Assignments? Prepared by allison boye, ph.d. teaching, learning, and professional development center. Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning.  And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment.  This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved. First Things First… Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor: Your goals for the assignment . Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment?  Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general.  For instance, if you want your students to demonstrate critical thinking, perhaps asking them to simply summarize an article is not the best match for that goal; a more appropriate option might be to ask for an analysis of a controversial issue in the discipline. Ultimately, the connection between the assignment and its purpose should be clear to both you and your students to ensure that it is fulfilling the desired goals and doesn't seem like “busy work.” For some ideas about what kinds of assignments match certain learning goals, take a look at this page from DePaul University's Teaching Commons. Have they experienced “socialization” in the culture of your discipline (Flaxman, 2005)? Are they familiar with any conventions you might want them to know? In other words, do they know the “language” of your discipline, generally accepted style guidelines, or research protocols? Do they know how to conduct research?  Do they know the proper style format, documentation style, acceptable resources, etc.? Do they know how to use the library (Fitzpatrick, 1989) or evaluate resources? What kinds of writing or work have they previously engaged in?  For instance, have they completed long, formal writing assignments or research projects before? Have they ever engaged in analysis, reflection, or argumentation? Have they completed group assignments before?  Do they know how to write a literature review or scientific report? In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78): 1. What are the main units/modules in my course? 2. What are my main learning objectives for each module and for the course? 3. What thinking skills am I trying to develop within each unit and throughout the course? 4. What are the most difficult aspects of my course for students? 5. If I could change my students' study habits, what would I most like to change? 6. What difference do I want my course to make in my students' lives? What your students need to know Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment.  However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible. First, you will need to articulate the purpose of the assignment . Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose. Your students will appreciate an understanding of how the assignment fits into the larger goals of the course and what they will learn from the process (Hass & Osborn, 2007). Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully. If you are asking your students to complete a writing assignment, you should define for them the “rhetorical or cognitive mode/s” you want them to employ in their writing (Flaxman, 2005). In other words, use precise verbs that communicate whether you are asking them to analyze, argue, describe, inform, etc.  (Verbs like “explore” or “comment on” can be too vague and cause confusion.) Provide them with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support.  For those who want assignments to lead to top-down, thesis-driven writing, John Bean (1996) suggests presenting a proposition that students must defend or refute, or a problem that demands a thesis answer. It is also a good idea to define the audience you want your students to address with their assignment, if possible – especially with writing assignments.  Otherwise, students will address only the instructor, often assuming little requires explanation or development (Hedengren, 2004; MIT, 1999). Further, asking students to address the instructor, who typically knows more about the topic than the student, places the student in an unnatural rhetorical position.  Instead, you might consider asking your students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper.  In fact, a study by Bean (1996) indicated the students often appreciate and enjoy assignments that vary elements such as audience or rhetorical context, so don't be afraid to get creative! Obviously, you will also need to articulate clearly the logistics or “business aspects” of the assignment . In other words, be explicit with your students about required elements such as the format, length, documentation style, writing style (formal or informal?), and deadlines.  One caveat, however: do not allow the logistics of the paper take precedence over the content in your assignment description; if you spend all of your time describing these things, students might suspect that is all you care about in their execution of the assignment. Finally, you should clarify your evaluation criteria for the assignment. What elements of content are most important? Will you grade holistically or weight features separately? How much weight will be given to individual elements, etc?  Another precaution to take when defining requirements for your students is to take care that your instructions and rubric also do not overshadow the content; prescribing too rigidly each element of an assignment can limit students' freedom to explore and discover. According to Beth Finch Hedengren, “A good assignment provides the purpose and guidelines… without dictating exactly what to say” (2004, p. 27).  If you decide to utilize a grading rubric, be sure to provide that to the students along with the assignment description, prior to their completion of the assignment. A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration: • Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories. • Set the grading categories yourself, but ask the students to help write the descriptions. • Draft the complete grading scale yourself, then give it to your students for review and suggestions. A Few Do's and Don'ts… Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design. First, here are a few things you should do : Do provide detail in your assignment description . Research has shown that students frequently prefer some guiding constraints when completing assignments (Bean, 1996), and that more detail (within reason) can lead to more successful student responses.  One idea is to provide students with physical assignment handouts , in addition to or instead of a simple description in a syllabus.  This can meet the needs of concrete learners and give them something tangible to refer to.  Likewise, it is often beneficial to make explicit for students the process or steps necessary to complete an assignment, given that students – especially younger ones – might need guidance in planning and time management (MIT, 1999). Do use open-ended questions.  The most effective and challenging assignments focus on questions that lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the  brainstorming heuristics (Gardner, 2005). Do direct students to appropriate available resources . Giving students pointers about other venues for assistance can help them get started on the right track independently. These kinds of suggestions might include information about campus resources such as the University Writing Center or discipline-specific librarians, suggesting specific journals or books, or even sections of their textbook, or providing them with lists of research ideas or links to acceptable websites. Do consider providing models – both successful and unsuccessful models (Miller, 2007). These models could be provided by past students, or models you have created yourself.  You could even ask students to evaluate the models themselves using the determined evaluation criteria, helping them to visualize the final product, think critically about how to complete the assignment, and ideally, recognize success in their own work. Do consider including a way for students to make the assignment their own. In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment.  Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom.  You might think of ways to encourage students to tap into their own experiences or curiosities, to solve or explore a real problem, or connect to the larger community.  Offering variety in assignment selection can also help students feel more individualized, creative, and in control. If your assignment is substantial or long, do consider sequencing it. Far too often, assignments are given as one-shot final products that receive grades at the end of the semester, eternally abandoned by the student.  By sequencing a large assignment, or essentially breaking it down into a systematic approach consisting of interconnected smaller elements (such as a project proposal, an annotated bibliography, or a rough draft, or a series of mini-assignments related to the longer assignment), you can encourage thoughtfulness, complexity, and thoroughness in your students, as well as emphasize process over final product. Next are a few elements to avoid in your assignments: Do not ask too many questions in your assignment.  In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus. Offering an overly specific “checklist” prompt often leads to externally organized papers, in which inexperienced students “slavishly follow the checklist instead of integrating their ideas into more organically-discovered structure” (Flaxman, 2005). Do not expect or suggest that there is an “ideal” response to the assignment. A common error for instructors is to dictate content of an assignment too rigidly, or to imply that there is a single correct response or a specific conclusion to reach, either explicitly or implicitly (Flaxman, 2005). Undoubtedly, students do not appreciate feeling as if they must read an instructor's mind to complete an assignment successfully, or that their own ideas have nowhere to go, and can lose motivation as a result. Similarly, avoid assignments that simply ask for regurgitation (Miller, 2007). Again, the best assignments invite students to engage in critical thinking, not just reproduce lectures or readings. Do not provide vague or confusing commands . Do students know what you mean when they are asked to “examine” or “discuss” a topic? Return to what you determined about your students' experiences and levels to help you decide what directions will make the most sense to them and what will require more explanation or guidance, and avoid verbiage that might confound them. Do not impose impossible time restraints or require the use of insufficient resources for completion of the assignment.  For instance, if you are asking all of your students to use the same resource, ensure that there are enough copies available for all students to access – or at least put one copy on reserve in the library. Likewise, make sure that you are providing your students with ample time to locate resources and effectively complete the assignment (Fitzpatrick, 1989). The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few: Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below. Online Resources “Creating Effective Assignments” http://www.unh.edu/teaching-excellence/resources/Assignments.htm This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning,  provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations. Gardner, T.  (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten. http://www.tengrrl.com/tens/034.shtml This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English .  The website will also link you to several other lists of “ten tips” related to literacy pedagogy. “How to Create Effective Assignments for College Students.”  http:// tilt.colostate.edu/retreat/2011/zimmerman.pdf     This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments. “Learner-Centered Assessment” http://cte.uwaterloo.ca/teaching_resources/tips/learner_centered_assessment.html From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind. “Matching Learning Goals to Assignment Types.” http://teachingcommons.depaul.edu/How_to/design_assignments/assignments_learning_goals.html This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals. Additional References Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass. Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum , 3.2, pp. 15 – 24. Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange .  Retrieved Jan. 9, 2008 from http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4.  Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines . Boston: Bedford/St. Martin's. Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments.  Teaching Sociology , 31, pp. 195 – 202. Leahy, R. (2002). Conducting writing assignments. College Teaching , 50.2, pp. 50 – 54. Miller, H. (2007). Designing effective writing assignments.  Teaching with writing .  University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from http://writing.umn.edu/tww/assignments/designing.html MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html . Contact TTU 9 Professional Ways to Say 'I Have Completed My Work' When it comes to communicating that you have completed your work in a professional manner, it's important to choose your words carefully. Saying 'I have completed my work' can sound quite basic and might not convey the level of professionalism you desire. Here are nine alternative phrases you can use to sound more professional: I have finished the task at hand The work has been successfully accomplished I have concluded my duties The project is now complete I have fulfilled my responsibilities All the required tasks have been executed I have wrapped up the assignment My work here is done I have reached the final stage of this project Let's explore each alternative phrase with examples to understand their usage better: 1. I have finished the task at hand This phrase is a more professional way of saying 'I have completed my work.' It emphasizes that you have accomplished a specific task or assignment. Example: 'I want to inform you that I have finished the task at hand and it is ready for review.' 2. The work has been successfully accomplished Using this phrase showcases that you have not only completed your work but have done so successfully. It highlights your competence and professionalism. Example: 'I am pleased to inform you that the work has been successfully accomplished and is now ready for presentation.' 3. I have concluded my duties This phrase conveys a sense of responsibility and commitment to your assigned tasks. It implies that you have fulfilled your obligations. Example: 'I am writing to let you know that I have concluded my duties and all necessary documentation has been submitted.' 4. The project is now complete When referring to a project, using this phrase indicates that you have finished all the required tasks and the project is ready for the next stage or delivery. Example: 'I am happy to announce that the project is now complete and we can proceed with the final review.' 5. I have fulfilled my responsibilities This phrase emphasizes that you have fulfilled your role and responsibilities in a particular project or task. It shows a strong sense of accountability. Example: 'I take pride in informing you that I have fulfilled my responsibilities and the results are in line with the agreed-upon objectives.' 6. All the required tasks have been executed Using this phrase indicates that you have completed all the necessary tasks associated with a project or assignment. Example: 'I would like to update you that all the required tasks have been executed as per the project timeline.' 7. I have wrapped up the assignment This phrase suggests that you have completed and finalized an assignment or task, ready to move on to the next phase or submit it for review. Example: 'I'm happy to inform you that I have wrapped up the assignment and it is now ready for your evaluation.' 8. My work here is done Using this phrase conveys a sense of accomplishment and finality. It indicates that you have completed your work and there is nothing further to be done from your end. Example: 'With great satisfaction, I can say that my work here is done, and I am available to assist with any other tasks as needed.' 9. I have reached the final stage of this project This phrase is suitable when referring to a project with multiple stages. It signifies that you have successfully completed all the previous stages and have reached the final stage. Example: 'I am delighted to inform you that I have reached the final stage of this project, and we are ready for the project review meeting.' By using these alternative phrases, you can effectively communicate that you have completed your work in a professional and impressive manner. The 5 Best Assignment Help Websites for College Students The popularity of professional assignment help websites has grown significantly during the pandemic times when most students had to make a complex shift and start with their online studies. There were numerous challenges that had to be faced, including heavy workload issues, misunderstanding of the grading rubric, and academic pressure. The majority of students approach online help as a way to avoid plagiarism and receive better grades as they share their concerns with trained experts. Still, finding the best assignment help services can be quite challenging! Check out a list of reliable assignment help offerings online aimed at college students! The Best Assignment Help Websites for College Students 1. assignmentbro. Company’s History. This friendly company belongs to relatively new offerings, yet they have already earned the hearts and minds of school and college students worldwide. They are reputable and always place the client’s needs first, as they are managed by a great team of university graduates who know what students are going through. Reliability. A plethora of online reviews and the presence of direct contact with a writer makes them reliable. 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While the “best” is always subjective, you may safely check these five entries explored above. Each of them is different and provides specific benefits in each case A Research Guide service is the best choice for research paper writing, while EduZaurus will provide you with a great selection of free samples! Is Assignment Help Described Legit? Absolutely! Every assignment help website on our list has been tested in terms of being legit . These services are acknowledged providers of academic help online and are absolutely safe to use, as many online reviews can confirm. Sharing Your Instructions Well is Essential! As you are looking through websites that do your homework online, remember that you should always start with careful preparation and sorting of your instructions. These must be shared with a chosen specialist and have a clear description because it is the only way to achieve success and the necessary degree of clarity. Although many services like EduBirdie or AssignmentBro let you talk to your writer directly, you must be precise with your instructions and share anything from the assignment grading rubric to the comments and recommendations from your college professor. It will help you to get the best quality and save time as you avoid mistakes and explain what you expect to see as you place your assignment request. Regardless if you require research paper writing services or seek an expert who can proofread your work and fix grammar mistakes, sharing your instructions should always come first! You may also like Seven Ways to Make your College Essay Stand Out 8 Differences Between Aussie and American Schools Top 5 Most Difficult IB (International Baccalaureate) Subjects Benefits of Campus Living: Do Students Living on Campus do... 8 Reasons Why You Should Study Accounting Degrees 8 Best Essay Writing Services According to Reddit and Quora About the author. CB Community Passionate members of the College Basics community that include students, essay writers, consultants and beyond. Please note, while community content has passed our editorial guidelines, we do not endorse any product or service contained in these articles which may also include links for which College Basics is compensated. Assignments by teachmint@wp What is assignment in education? Assignment meaning is the tasks given to students by their teachers and tutors to complete in a defined time. They can also be referred to as the work given to someone as a part of learning. Assignments can be in the form of written, practical, art or fieldwork, or even online. Their purpose is to ensure that students understand the subject matter thoroughly. Generally, students are assigned a task as a part of their homework. The allocation of assignments is not only restricted to a class or subject but this method can be applied at any stage of life. They are a great way to judge the ability and understanding of an individual towards a subject matter. The culture of providing homework starts from kindergarten in various forms. Small children are asked to read and write what they learn in the class. Students in the higher class are given work as a part of their revision exercise and help them prepare for exams. Individuals doing honors write journals as a part of an assignment that determines their knowledge in that subject. The structure of assignments depends upon the nature of the task and subject. They must be well-researched, including case studies or examples within a proper framework. These studies are useful for students to achieve the desired examination results. It also helps them to concentrate better on education. Knowing what is assignment in education helps teachers assess students better. Importance of Assignments Giving assignments to the students is a crucial part of student assessment. The importance of giving assignments to the students is discussed in detail below: Learning practical skills Assignments enable students to develop new skills. In order to complete the assignments, students learn new skills which help them in their academic careers.  Enhances time management skills Whenever assignments are allocated to the students, a time limit is set by teachers within which the assignment has to be submitted. What is assignment in education enable students to complete their tasks and learn timely submission of work.  Learning researching skills Students tend to do a lot of research about the questions given in the assignment. Assignment meaning is to help them develop their research skills and come in handy in their future careers.  Enhance the Writing Caliber Many students have a problem of not being able to put their thoughts into words. Writing assignments can help them develop writing skills and be expressive in real life as well.  Since assignments are deadline-based, they help students take responsibility and manage time. The work assigned to students may be individual or group activities, or both, to develop teamwork in them.  The above-mentioned information gives us a context of assignment meaning and its importance to the students. Assignments provide a basis for the student assessment and should be given timely.   Try Teachmint, an integrated school platform for efficient school management . Learn more about  Teachmint plans  here. Stack Exchange Network Stack Exchange network consists of 183 Q&A communities including Stack Overflow , the largest, most trusted online community for developers to learn, share their knowledge, and build their careers. Q&A for work Connect and share knowledge within a single location that is structured and easy to search. How can I tell my manager that I completed the work he assigned? [closed] I am learning English and feeling very difficulty in framing sentence. I need following sentences into proper sentence please help me in this. Yesterday my manager as assigned some work to do and today I completed that work. I have to inform my manager that I completed the task and attached the documents regarding assignment. For the record, do not ask a question here and on ELU . And do not expect that a question here will necessarily be answered here within a matter of minutes . –  J.R. ♦ Commented Jan 9, 2014 at 23:44 3 Answers 3 I'm interpreting your question as to how to inform your manager you have done what he asked you to do. Hence, I've completed the work/task/project/assignment you required and attached the necessary documents. 1 I would probably use the word assigned instead of required , and I'd include an extra "have": I've completed the work/task/project you assigned and have attached the necessary documents. (This doesn't mean I disagree with your answer; it simply means there is more than one way to say just about anything, and some of it will inevitably come down to stylistic preferences.) –  J.R. ♦ Commented Jan 9, 2014 at 12:20 As I answered on the other site already, a simple solution is almost what you wrote: Dear [manager], I completed the task and attached the documents related to the assignment. If you want to elaborate a bit, you could write something like: Dear [manager], I have finished the assignment you gave me yesterday. Please find attached the documents I prepared for this assignment. Kind regards, Praveen "...and attached the documents regarding the assignment" doesn't sound quite right. Perhaps use "relating to" rather than "regarding". Also, because you're attaching the documents to the e-mail now, rather than in the past, it should be simple present. Hence: "...and attach the documents relating to the assignment." –  Steve Melnikoff Commented Jan 9, 2014 at 15:26 It's probably a matter of opinion, but "assignment" sounds like something you're given to do at school. Perhaps "task" is better in a work environment. –  Steve Melnikoff Commented Jan 9, 2014 at 15:27 I have heard assignment being used in out-of-school contexts a lot among my Indian colleagues, so I have to admit I do not stumble on that anymore :) As for "regarding", yes, maybe your suggestion works a bit better. –  oerkelens Commented Jan 9, 2014 at 15:28 I'll offer an edited version of your whole question just in case that helps; your English is pretty clear already! I am learning English and experiencing a lot of difficulty in framing a sentence. I need to edit the following sentences into proper sentences. Please help me with this. Yesterday, my manager assigned me some work to do, and today I completed that work. I have to inform my manger that I completed the task, and have attached the documents regarding the assignment. 1 In response to your version of the question: He's not really asking for anyone to “edit” the sentences that follow, but rather to help him express the information they contain to a third party. Nice work otherwise. –  Tyler James Young Commented Jan 9, 2014 at 14:44 To "express the information," he had to edit them. I just threw that particular word (along with "to" and "the") in as one of multiple possible ways of resolving the meaning of that sentence. –  Nick Stauner Commented Jan 9, 2014 at 14:49 Not the answer you're looking for? Browse other questions tagged grammar word-usage . Featured on Meta Site maintenance - Mon, Sept 16 2024, 21:00 UTC to Tue, Sept 17 2024, 2:00... User activation: Learnings and opportunities Join Stack Overflow’s CEO and me for the first Stack IRL Community Event in... Hot Network Questions Existence of 2-fold branched covers How do I completly remove "removed" disks from mdadm array How should I email HR after an unpleasant / annoying interview? Multi-producer, multi-consumer blocking queue What would a planet need for rain drops to trigger explosions upon making contact with the ground? What was the newest chess piece Understanding symmetry in a double integral Do black holes convert 100% of their mass into energy via hawking radiation? Why was Panama Railroad in poor condition when US decided to build Panama Canal in 1904? Definition of annuity HHL eigenvalue inversion and further inverse QPE Solaris 11 cbe: no more updates? How to easily detect new appended data with bpy? What was the main implementation programming language of old 16-bit Windows versions (Windows 1 - Windows 3.11)? When I use \llap to overlap words, the space between the overlapped words and the rest of the text is too much: how do I fix it? How frequently is random number generated when plotting function containing RandomReal? "There is a bra for every ket, but there is not a ket for every bra" Trying to find air crash for a case study Is it true that before European modernity, there were no "nations"? Where is DC-3 parked at KOPF? O(nloglogn) Sorting Algorithm? AWK search for multiple patterns in a file Would a scientific theory of everything be falsifiable? What’s the name of this horror movie where a girl dies and comes back to life evil? Best Back to School Ideas 🍏 End the Unfinished Work Battle: Catch-Ups and Pickles Share this post:. Are your students struggling to complete their work? Up to your eyeballs in missing or unfinished work assignments? Then you might need to institute a “Catch-up and Pickles” routine in your classroom as a way to win the missing or incomplete work battle! This is seriously my favorite unfinished work routine! A few weeks ago, I posted a Reel on Instagram about some of my more “controversial ” grading practices. Between you and me… they really aren’t that controversial… just good teaching! But folks LOST THEIR MINDS! And honestly, it shed light on a bigger problem: the struggle of incomplete work. Controversial Grading Practices You’re probably wondering what those controversial grading practices were. I’ll let you watch the IG Reel to see all three, but the one that had most teachers up in arms was the belief of not putting anything less than 50% in the grade book. This one line led to me being called many things, but most teachers asked, “What about missing or incomplete work?” To which I responded that I rarely struggled with incomplete or missing work. I can think of one time I had to put a zero in the grade book because of a missing assignment – ONCE – in 13 years of teaching. Those are some pretty good odds! Unfinished Work Routine So, how can this be? First, let’s clear up some things: No – I didn’t have perfect students who completed every assignment without asking. No – I didn’t work at fancy schools with high volumes of parents involved who made sure the work was completed at home. And, no – I didn’t work myself to death chasing down students. I rarely had missing or incomplete work because I planned time in my week for students to work on missing or incomplete assignments. Today, I’m sharing this simple yet HIGHLY effective routine that basically eliminated the struggle to get students to complete missing or incomplete assignments. This magical weekly routine that solves the missing work problem is fondly called, “ Catch-up and Pickles. ” But, that’s really just a fancy name for a time set aside on a Friday morning so students can work on unfinished work. What is Catch-Up and Pickles? I shared about this concept a while ago in my “Small Group Time Exposed” post , but I feel like after all the hoopla that Reel caused, it warranted its own place on the blog! Each day, I had 60 minutes of time built into my schedule for small group rotations. That worked great Monday through Thursday. But, I noticed that Fridays were a bit cramped. Not only did we have our spelling and vocabulary test that day but we would also have a reading comprehension assessment. Time is needed to complete all these assessments, and that ate into a portion of our small group time. Rather than try and stuff the small group instruction into the 30 minutes that were left after completing everything else, I decided to transform that awkward time slot into productive work time. So at the end of the week, instead of formal center rotations, I did a “Catch-Ups and Pickles” routine. Students who had not finished their work used this time to “Catch-Up,” while those who were done were allowed to “Pickles” a reading-based activity to complete. For students, this time was dedicated to completing their work or choosing a preferred activity to complete. For the teacher, this routine provided time to reteach lessons, pull students for  assessments , or conference with students one on one. And let me just say… this was a wildly popular time in my classroom! How to Find Time? So the big question here is, how do you find the time? Everything you are required to teach in a day leaves very little time in your schedule for “makeup work,” but like I shared before… I was able to find time by reallocating the time I was using for reading centers. It wasn’t working for us on Fridays, so we changed it up. I suggest you take a look at your schedule. Do you have some awkward or weird times? I like the idea of doing Catch-up and Pickles on a Friday, so it’s easier to track the work that needs to be completed. But maybe Fridays don’t work for you. Look for a block of time (at least 20 mins!) and see if it works. If it doesn’t, restructure or choose a different time. This could even be something you do at the end of a unit in reading or math or on the last school day of the month. Warning:  I wouldn’t do this one day a quarter… that’s too big a chunk of time to complete everything. Doing that is like saving all your laundry for a month and trying to do it all in one day. Someone will get overwhelmed, and it’s not going to get done. How to Get Started with Catch Up and Pickles Once you’ve found your time, it’s time to plan the “Catch-Up and Pickles” activities. In my classroom, I allowed students to “catch up” on any work, whether it be math, reading, or something else entirely. You need to select what students will be working on. Maybe it’s just reading, so you do only reading makeup work. Whatever you decide, be specific. The unstructured nature of this routine means that chaos could happen at any minute. Being clear on what students should be working on at this time (and reinforcing it each time you have a Catch-up and Pickles session) can help keep the crazies at bay. Who is a Catch-Up and Who is a Pickle? From there, you’ll need a system for knowing who is a “catch-up” and who is a “pickle.” Right before we started, I’d scan my grade book for any missing assignments. Those students with missing work would go on my “catch up” list. Another way I identified students was through their “Unfinished Work” folder. Any classwork that didn’t get completed went in there (not tests or quizzes, just classwork). Right before we’d begin, students would pull out their folders and check to make sure there wasn’t any work that needed to be completed. If there was, they were on the “catch-up” list. Let me just say, just even having an “Unfinished Work” folder helped a great deal with handling incomplete work! It was much easier for students to keep track of their work. If they finished an assignment early, they could either grab a book to read or work on unfinished work from their folder. The finished work folder lived in their desk, and I always told them, “If you aren’t done, put it in your finished work folder!” You can read more about the unfinished work folder here ! I kept this routine real simple, guys! No fancy slide shows…just a whiteboard and names. In one column, I’d write “catch-up” with the students’ names and a list of work they needed to complete. In the other column, I’d write “Pickles” with the names of students who had completed all their work. When a student completed assignments and turned them in, they could erase their name and put it under the “pickles” side instead. Activity Idea for Pickles Now, remember, the name of any student who had completed all their work or their I-Ready minutes would be placed in the Pickles column. My students loved being a pickle! They loved the idea of choosing their own activities (even if they were reading-based). Some activities my students could pick from: Writing and illustrating stories – Pretty popular! Especially the illustrating. I showed students how to make a mini-book with lined paper folded and stapled together. Playing an educational computer game – Probably the most popular! Creating or playing on the IPad – Don’t worry, I was very clear about which apps they could use during this time! Completing a reading center game – Students could do this with their friends. I’d put any stations we had completed that week in an area towards the back of the classroom, and students could grab one to play. This also worked well for any student who needed to complete a station activity for their “catch-up” activity. Need reading center ideas? These were always a hit ! Free choice reading – They could choose their own book and where they’d like to sit and read. They could also read with a buddy. Helping a friend complete their work – This one was pretty popular! I allowed it as long as they weren’t just telling their buddies the answers. Honestly, it was a win-win: The student got help, and the student helping was learning more! Bonus- it freed me up to complete DRAs, fluency checks, or reteach skills as needed. Teacher assistant – Sometimes I needed help, so if they were done and didn’t want to do one of the other activities, I’d put them to work, helping to organize papers or filling the mailboxes with returned work. Unfinished Work Routine- Catch-up and Pickles So there you have it, teacher friends. This is the simple, routine way I kept my students on top of their work. I mean, what teacher wants to feel like they are constantly chasing students around trying to get them to finish their work? NOT ME! Now you don’t have to! Free Catch Up and Pickles Download Want to grab a few resources to help you get started? Click below and have this resource sent straight to your inbox! Now you can easily implement a Catch-up and Pickles routine in your classroom this week! This free download includes printable tracking sheets, whiteboard labels, and an editable PowerPoint file. More Great Ideas! Check out these other great ideas to try in your classroom! 5 Tips for Dealing with a Chatty Class How to Organize Your Google Classroom for 2nd Grade Help Students Take Ownership of Their Learning without a Data Notebook End of the Year Survival Tips Categories: Classroom , Classroom management Hi, I'm Leigh. The Applicious Teacher is all about creating hands-on and engaging lessons that align with the standards while still having time for your life. This is your place for ideas, tips, and resources for the REAL teacher! Recent Posts Popular in the Store You may also enjoy... What to Teach the First Week of 3rd grade A Few of Our Favorite Things… GIVEAWAY! Teacher Gift Guide: 10 Teacher Gifts Teachers Want Reading Response Journals © 2021 The Applicious Teacher. All Rights Reserved Designed by Ashley Hughes Use of Cookies Privacy overview. Cookie Duration Description cookielawinfo-checbox-analytics 11 months This cookie is set by GDPR Cookie Consent plugin. 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After reviewing this information, you'll be able to find your Connect assignments, understand the assignment type, and successfully submit your assignment. Download PDF Share this page This is a URL for sharing https://www.mheducation.com/highered/support/student/connect/completing-assignments.html?cid=aff|HE|InGS||shared Want to chat? Our team is available to help. Tech support representatives, customer service team. Visit the  Tech Online Support Center  or contact us below: Email & Live Chat: Sunday: 12:00 PM to 12:00 AM EST Monday-Thursday: 24 hours EST Friday: 12:00 AM to 9:00 PM ET Saturday: 10:00 AM to 8:00 PM ET Phone: Sunday: 12:00 PM to 1:00 AM EST Monday-Thursday: 8:00 AM to 1:00 AM EST Friday: 8:00 AM to 9:00 PM ET Saturday: 10:00 AM to 8:00 PM ET  Phone:   (800) 331-5094  Online:   Submit a Support Request  Chat:   Chat with a Representative Contact customer service for questions regarding pricing, orders, shipping, or returns. 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PEAK Performance for the Technical Professional Profit is An Attitude: The Strategies You Need to Optimize Profits Instructor/Facilitator Package: PEAK Performance for the Technical Professional The hidden cost of missed calls and how ai can help, finding a partner, not just a buyer, of your hvac contracting business, sign up. stay informed., the #1 trusted source for the hvacr industry since 1926. Copyright ©2024. All Rights Reserved BNP Media. Design, CMS, Hosting & Web Development :: ePublishing 448 IMAGES Assignments HOW TO COMPLETE YOUR ASSIGNMENTS ON TIME? How Students Review Completed Assignments and Quizzes How to Start an Assignment Right: Tips and Examples Google Classroom: How Students Complete Assignments 10 Key Tips to Complete Assignments Timely VIDEO The Mission Order Completed of Creative Assignments..😍🌸 #art #creative #decorated #assignments JMG's Responsible Students 2017-18 Animation 2D Reel Study with me 📝 || completed all the assignments 🤥 || #study #dream #CA #studyvlog3 All Ayame's Assigments Completed S Ranks COMMENTS Understanding Assignments 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. 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. Get it done: The Importance of Completing Assignments on Time When assignments are completed on time, students can approach their tasks with a clear mind, devote adequate attention to detail, and produce their best work. Benefits of Timely Assignment Completion. Finishing assignments contributes to improved time management skills. By adhering to deadlines, students learn to plan and allocate their time ... Assignment Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more. Assignments are typically designed to be completed outside of class ... 14 Proven Tips For Completing Assignments 12. Proofread your assignments. Once you've completed the assignment, take the time to proofread it. This will help you catch any mistakes and make sure that your work is of the best quality. 13. Submit your assignments on time. Make sure to submit your assignment on time. If you're having trouble with this, talk to your professor or a tutor. Writing Assignments Introduction. Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic. It is not uncommon to be unsure about the processes of writing ... Types of Assignments Types of Assignments Cristy Bartlett and Kate Derrington. Figure 20.1 By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. Image by Armin Rimoldi used under CC0 licence. Introduction. As discussed in the previous chapter, assignments are a common method of assessment at university. How to complete when you have lots of assignments 4. Set Goals: - Establish daily or weekly goals for completing portions of your assignments. Setting achievable milestones will help you stay on track and motivated. 5. Minimize Distractions: - Find a quiet and focused workspace to minimize distractions. Turn off social media notifications and other distractions while working on assignments. 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. Academic Writing Skills Guide: Understanding Assignments Understanding the question is the first and most important step when starting your assignments and helps to ensure that your research and writing is more focused and relevant. This means understanding both the individual words, and also the general scope of the question. A common mistake students make with their assignments is to misinterpret ... 16 Dealing With Assignments The number of assignments you will receive in a semester often surprises students. For some students, figuring out how to manage assignments is a new experience. For others who have had assignments in the past, the amount of work needed to complete assignments at the college level is what is unexpected. 4 Tips To Help You Complete Online Assignments On Time 1. Create A Time Table. At least a week before the official commencement of class, a course outline is usually posted in the course area. This course outline gives the assignments for each week. Get a head start by reviewing the eLearning course outline, a day or two prior, instead of waiting until class begins. How Do I Create Meaningful and Effective Assignments? Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully. If you are asking your students to complete a writing assignment, you should define for them the "rhetorical or cognitive mode/s" you want them to employ ... 9 Professional Ways to Say 'I Have Completed My Work' 1. I have finished the task at hand. This phrase is a more professional way of saying 'I have completed my work.'. It emphasizes that you have accomplished a specific task or assignment. Example: 'I want to inform you that I have finished the task at hand and it is ready for review.'. 2. The 5 Best Assignment Help Websites for College Students The positive reputation of the company and the chance to talk to your writer directly place them at the top of the most popular assignment help websites you can find these days. They are plagiarism-free and offer reliable quality at an affordable price. 4. SameDayPapers. Company's History. Assignments Assignment meaning is the tasks given to students by their teachers and tutors to complete in a defined time. They can also be referred to as the work given to someone as a part of learning. Assignments can be in the form of written, practical, art or fieldwork, or even online. Their purpose is to ensure that students understand the subject ... Work Assignments During the Interview Process: What To ... Work assignments are most common in creative and technical fields of work. For example, writers may need to complete a trial piece before being hired, and marketing professionals may have to create a campaign pitch and outline as part of their interview process. For more technical work, like information technology or computer science, the ... How can I tell my manager that I completed the work he assigned? Dear [manager], I completed the task and attached the documents related to the assignment. If you want to elaborate a bit, you could write something like: Dear [manager], I have finished the assignment you gave me yesterday. Please find attached the documents I prepared for this assignment. Kind regards, Praveen End the Unfinished Work Battle: Catch-Ups and Pickles Today, I'm sharing this simple yet HIGHLY effective routine that basically eliminated the struggle to get students to complete missing or incomplete assignments. This magical weekly routine that solves the missing work problem is fondly called, " Catch-up and Pickles. " But, that's really just a fancy name for a time set aside on a ... Connect Completing Connect Assignments. See how to access and complete assignments in your Connect course. After reviewing this information, you'll be able to find your Connect assignments, understand the assignment type, and successfully submit your assignment. ASSIGNMENT definition and meaning 7 meanings: 1. something that has been assigned, such as a mission or task 2. a position or post to which a person is assigned.... Click for more definitions. The Importance of Giving Complete Work Assignments A complete work assignment contains four types of information: what task is to be done; the reason for doing the task; the standards the completed task must meet; and all-purpose directions. What task is to be done is a clearly stated description of the specific task you want the employee to do. How I Used Gen AI to Create a Highly Engaging Assignment A s educators, we're constantly thinking about how we can keep our students locked in to the learning with interesting and relevant assignments. But crafting really engaging ones—that also mimic the complex, real-world problems students will face as professionals—can be laborious. And while there are many resources and learning materials available online, they don't always address the ... 17 Do's and Don'ts of Job Interview Assignments (With Examples) Interviewing for a new job requires you to prove your skills, qualifications and personality aligns with what a company wants. Many hiring managers now look for ways to assess a candidate's technical abilities before giving them a job offer.In this article, we discuss what a job interview assignment is, the do's and don'ts of completing a job interview assignment and examples of job interview ... assignment essay homework paper phd report resume review speech thesis