• ...is an important factor/concept/idea/ to consider because...
• … will be argued/outlined in this paper.
Once you have finished writing your first draft it is recommended that you spend time revising your work. Proofreading and editing are two different stages of the revision process.
As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.
Editing checklist
There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.
Proofreading checklist
This chapter has examined the experience of writing assignments. It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.
Academic Skills Centre. (2013). Writing an introduction and conclusion . University of Canberra, accessed 13 August, 2013, http://www.canberra.edu.au/studyskills/writing/conclusions
Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.
Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39 (3), 162-163.
Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1).
Writing Assignments Copyright © 2021 by Kate Derrington; Cristy Bartlett; and Sarah Irvine is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.
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This page contains four specific areas:
Checking the assignment, sequencing writing assignments, selecting an effective writing assignment format.
Research has shown that the more detailed a writing assignment is, the better the student papers are in response to that assignment. Instructors can often help students write more effective papers by giving students written instructions about that assignment. Explicit descriptions of assignments on the syllabus or on an “assignment sheet” tend to produce the best results. These instructions might make explicit the process or steps necessary to complete the assignment. Assignment sheets should detail:
Providing questions or needed data in the assignment helps students get started. For instance, some questions can suggest a mode of organization to the students. Other questions might suggest a procedure to follow. The questions posed should require that students assert a thesis.
The following areas should help you create effective writing assignments.
1. If possible, explain the relative weight in grading assigned to the quality of writing and the assignment’s content:
Here’s a checklist for writing assignments:
There are several benefits of sequencing writing assignments:
The concept of sequencing writing assignments also allows for a wide range of options in creating the assignment. It is often beneficial to have students submit the components suggested below to your course’s STELLAR web site.
Use the writing process itself. In its simplest form, “sequencing an assignment” can mean establishing some sort of “official” check of the prewriting and drafting steps in the writing process. This step guarantees that students will not write the whole paper in one sitting and also gives students more time to let their ideas develop. This check might be something as informal as having students work on their prewriting or draft for a few minutes at the end of class. Or it might be something more formal such as collecting the prewriting and giving a few suggestions and comments.
Have students submit drafts. You might ask students to submit a first draft in order to receive your quick responses to its content, or have them submit written questions about the content and scope of their projects after they have completed their first draft.
Establish small groups. Set up small writing groups of three-five students from the class. Allow them to meet for a few minutes in class or have them arrange a meeting outside of class to comment constructively on each other’s drafts. The students do not need to be writing on the same topic.
Require consultations. Have students consult with someone in the Writing and Communication Center about their prewriting and/or drafts. The Center has yellow forms that we can give to students to inform you that such a visit was made.
Explore a subject in increasingly complex ways. A series of reading and writing assignments may be linked by the same subject matter or topic. Students encounter new perspectives and competing ideas with each new reading, and thus must evaluate and balance various views and adopt a position that considers the various points of view.
Change modes of discourse. In this approach, students’ assignments move from less complex to more complex modes of discourse (e.g., from expressive to analytic to argumentative; or from lab report to position paper to research article).
Change audiences. In this approach, students create drafts for different audiences, moving from personal to public (e.g., from self-reflection to an audience of peers to an audience of specialists). Each change would require different tasks and more extensive knowledge.
Change perspective through time. In this approach, students might write a statement of their understanding of a subject or issue at the beginning of a course and then return at the end of the semester to write an analysis of that original stance in the light of the experiences and knowledge gained in the course.
Use a natural sequence. A different approach to sequencing is to create a series of assignments culminating in a final writing project. In scientific and technical writing, for example, students could write a proposal requesting approval of a particular topic. The next assignment might be a progress report (or a series of progress reports), and the final assignment could be the report or document itself. For humanities and social science courses, students might write a proposal requesting approval of a particular topic, then hand in an annotated bibliography, and then a draft, and then the final version of the paper.
Have students submit sections. A variation of the previous approach is to have students submit various sections of their final document throughout the semester (e.g., their bibliography, review of the literature, methods section).
In addition to the standard essay and report formats, several other formats exist that might give students a different slant on the course material or allow them to use slightly different writing skills. Here are some suggestions:
Journals. Journals have become a popular format in recent years for courses that require some writing. In-class journal entries can spark discussions and reveal gaps in students’ understanding of the material. Having students write an in-class entry summarizing the material covered that day can aid the learning process and also reveal concepts that require more elaboration. Out-of-class entries involve short summaries or analyses of texts, or are a testing ground for ideas for student papers and reports. Although journals may seem to add a huge burden for instructors to correct, in fact many instructors either spot-check journals (looking at a few particular key entries) or grade them based on the number of entries completed. Journals are usually not graded for their prose style. STELLAR forums work well for out-of-class entries.
Letters. Students can define and defend a position on an issue in a letter written to someone in authority. They can also explain a concept or a process to someone in need of that particular information. They can write a letter to a friend explaining their concerns about an upcoming paper assignment or explaining their ideas for an upcoming paper assignment. If you wish to add a creative element to the writing assignment, you might have students adopt the persona of an important person discussed in your course (e.g., an historical figure) and write a letter explaining his/her actions, process, or theory to an interested person (e.g., “pretend that you are John Wilkes Booth and write a letter to the Congress justifying your assassination of Abraham Lincoln,” or “pretend you are Henry VIII writing to Thomas More explaining your break from the Catholic Church”).
Editorials . Students can define and defend a position on a controversial issue in the format of an editorial for the campus or local newspaper or for a national journal.
Cases . Students might create a case study particular to the course’s subject matter.
Position Papers . Students can define and defend a position, perhaps as a preliminary step in the creation of a formal research paper or essay.
Imitation of a Text . Students can create a new document “in the style of” a particular writer (e.g., “Create a government document the way Woody Allen might write it” or “Write your own ‘Modest Proposal’ about a modern issue”).
Instruction Manuals . Students write a step-by-step explanation of a process.
Dialogues . Students create a dialogue between two major figures studied in which they not only reveal those people’s theories or thoughts but also explore areas of possible disagreement (e.g., “Write a dialogue between Claude Monet and Jackson Pollock about the nature and uses of art”).
Collaborative projects . Students work together to create such works as reports, questions, and critiques.
Students often need more specific information about a writing task than faculty anticipate. In some cases, faculty are asking students to compose a type of text students have never written before. In others, faculty may be asking students to write a familiar text but have somewhat different expectations than students have been given in the past. The following types of information, provided in a written prompt and/or during a conversation in class, help college writers understand a writing assignment.
Writing assignment descriptions.
Evaluation is a key part of teaching. But, when it comes to assignments, what information should you include? How much information is too much? And how can you ensure instructions are clear and concise for students to understand? This teaching tip provides faculty with a checklist for your assignment descriptions at Conestoga College.
Use this checklist to review your assignment descriptions.
For some more tips on writing assignments, such as general riders to include in assignments, see this post.
Sara Kafashan
Sara Kafashan, PhD, has worked in post-secondary education since 2009. With a Master’s in Neuroscience and Cognitive Applied Sciences and a PhD in Applied Social Psychology, she has prior teaching experience within the field of Social Sciences. Sara brings a lens of equity, diversity, and inclusion, and a focus on wellness strategies, to teaching and learning. She has expertise in inclusive and accessible educational practices, including curriculum development, resource creation, and engagement with various campus stakeholders.
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Sample assignments.
This page provides two downloadable documents: a set of Low Stakes writing assignments, and guidelines for High Stakes writing assignments. The documents are available in .docx copies to allow for revision and customization. You’re welcome to take what you need, please keep the Augsburg logo intact (other downloadable logos are available here ).
Click HERE to download a full set of sample Low Stakes assignment prompts.
Click HERE to download a set of sample High Stakes assignment guidelines.
You can learn more about the benefits of differentiating between low and high stakes assignments in Peter Elbow’s (1997) essay, “High stakes and low stakes in assigning and responding to writing” from Writing to Learn: Strategies for Assigning and Responding to Writing across the Discipline: New Directions for Teaching and Learning.
low stakes writing is:.
High stakes writing assignments:.
Click HERE to download a more detailed set of sample High Stakes assignment guidelines.
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In the Effective Writing Center, we sometimes have to tell students, "Your paper is well written and interesting, but it doesn't fulfill the assignment. You've done good work, but it's not what your professor is looking for. Let's analyze this assignment closely . . . ."
Now, whose fault is this? Nobody's. Learning how to analyze academic assignments is a skill that requires practice and experience. They call it "education" for a reason--students come to college to learn things. One of the things you learn is how to use the thought patterns of academic disciplines you study before earning that coveted degree.
So in the EWC we recommend that whenever you receive a writing assignment from a professor your first step should be to analyze it--preferably with input from us at the Effective Writing Center . In other words, let us help you break down the assignment and determine what the professor really wants so that you can be successful in the experience. In some situations like timed essay exams, you must perform this step quickly. But with formal writing assignments like this one, you have the opportunity to:
This practice of planning out a task before starting it--and receiving feedback on that plan--is common practice in the professional workplace. Whether you share the plan with coworkers or a supervisor, your professor or an EWC advisor , the purpose is the same: For everyone to be "on the same page."
Here is the basic question that you are trying to answer in this thread or whenever you analyze a writing assignment:
What must my paper contain in order to meet all of my professor's expectations?
Let's say that in another course you received this assignment:
Topic: "The Influence of Television Violence on Children."
What do you think is the overall effect of televised violence on children? Research this question to determine the amount of violence that the average child watches on American television, the concerns of parents and parent groups, what experts in psychology and medicine say about the effects, and what changes, if any, need to be made to safeguard our children.
You might want to limit your definition of a child to a certain age group. At the end of your paper, be sure to give your position on this issue and what actions you would take as a parent.
If you study it closely, you will see that the assignment above provides a clear indication of what your outline must contain:
See how a preliminary outline can ensure that you understand all assignment requirements before writing? For us at the EWC, it does not matter if your outline is formal or informal. All that matters is that you pre-plan what your paper should contain so that you provide everything the professor is expecting.
After reading your teacher's directions closely, write a starter outline and get feedback on it. When writing this outline, focus on the categories of information required in the paper and the examples provided.
The purpose of this outline is to demonstrate that you have an organized way to answer the assignment description with relevant, persuasive points.
When a teacher writes an assignment, the teacher has in mind a correct way for students to respond. View the Effective Writing Center's Video on Assignment Analysis.
Click through to view the Effective Writing Center's video on sentence outlines and how to use them.
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presents multiple, even conflicting, perspectives on a topic or event, in order to provide a rich context and present an aesthetically appealing product for an audience. Your multigenre project should reflect the following: You should not only include documents that relate to a general topic or event, but you should ensure that the documents forward a point of significance, a rhetorical purpose.Documents should be created and organized in order to lead readers through the project, to help them understand your focus and purpose. A series of seemingly unconnected pieces, though they may share a similar topic, will not result in a strong multigenre project. Instead, readers should experience a sense of cohesion, a sense of connection and transition between each generic document in the project. You can create coherence through transitional pieces between genres, your table of contents, etc. Begin with an informal In this proposal, you have an opportunity to think-in-writing about your plans for your multigenre research. This is an informal piece of writing about your research interests, the questions guiding those interests, and the potential genre documents you’d like to produce. We’ll then give you feedback and suggestions about your ideas and guide you in the right direction for research. Your proposal should include: a list of 5 questions that might guide your research; an explanation of WHY you’re interested in this topic; ideas about primary and secondary sources that might be useful? Ideas about genres are you thinking about producing for your project (see list of genres); and a projection of how you will ensure that those genres can are connected, so that the mgp becomes a coherent whole, a clear argument? includes at least 8 documents (including an Introduction, Table of Contents, 5 documents of different genres, and a works cited page) that offer a sustained argument about your chosen issue. By creating documents in different genres (e.g., the academic research essay, editorials, feature stories, brochures, short fiction, charts, scripts, etc.), you learn to write for multiple audiences, multiple purposes, and multiple forums. Past students have “packaged” their MGPs as a CD, a scrapbook, a photo album, a patient file, an employee handbook, a manual, a newspaper, a magazine—the options are endless! Just be sure to offer us a table of contents (TOC) that provides an overview of and title for each document. helping us understand the issue you’re addressing, offering us insight about why you chose the genres you chose, etc. The intro is your chance to help us understand why this topic is important, how we should “read” your documents, etc. The intro may be written as a letter to readers, a magazine article, an editorial, etc. Aim for a good balance of genres, and be sure that at least three of your documents use the sources you’ve gathered from your library research. By writing a traditional researched essay, a brochure that utilizes your research sources, a chart or other visual, a story drawing from the information you’ve gathered, a quiz based on researched sources, etc.—by approaching your research findings in a creative way, your MGP helps an audience understand many different perspectives about your topic. Some of the documents you’ll include may be more time-intensive than others. But the 5 documents that make up the body of your MGP should show your knowledge, creativity, and ability to persuade your audience(s) toward your central claim. As you cite sources for each document, your citation approach should be appropriate for each genre. It’s a rare ghost story, for example, that includes parenthetical citation practices! But there are creative ways to ensure that you a) give credit to the source from which you draw information (e.g., discussing that info in your introduction, using endnotes/acknowledgment pages, etc.), and b) establish your credibility as a writer who has conducted significant research to support your opinion. |
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In order to help our students best engage with the writing tasks we assign them, we need as a program to scaffold the assignments with not only effectively designed activities, but equally effectively designed assignment sheets that clearly explain the learning objectives, purpose, and logistics for the assignment.
As a program, instructors should compose assignment sheets that contain the following elements.
A clear description of the assignment and its purpose . How does this assignment contribute to their development as writers in this class, and perhaps beyond? What is the genre of the assignment? (e.g., some students will be familiar with rhetorical analysis, some will not).
Learning objectives for the assignment . The learning objectives for each assignment are available on the TeachingWriting website. While you might include others objectives, or tweak the language of these a bit to fit with how you teach rhetoric, these objectives should appear in some form on the assignment sheet and should be echoed in your rubric.
Due dates or timeline, including dates for drafts . This should include specific times and procedures for turning in drafts. You should also indicate dates for process assignments and peer review if they are different from the main assignment due dates.
Details about format (including word count, documentation form) . This might also be a good place to remind them of any technical specifications (even if you noted them on the syllabus).
Discussion of steps of the process. These might be “suggested” to avoid the implication that there is one best way to achieve a rhetorical analysis.
Evaluation criteria / grading rubric that is in alignment with learning objectives . While the general PWR evaluation criteria is a good starting place, it is best to customize your rubric to the specific purposes of your assignment, ideally incorporating some of the language from the learning goals. In keeping with PWR’s elevation of rhetoric over rules, it’s generally best to avoid rubrics that assign specific numbers of points to specific features of the text since that suggests a fairly narrow range of good choices for students’ rhetorical goals. (This is not to say that points shouldn’t be used: it’s just more in the spirit of PWR’s rhetorical commitments to use them holistically.)
Canvas offers an "assignment" function you can use to share assignment sheet information with students. It provides you with the opportunity to upload a rubric in conjunction with assignment details; to create an upload space for student work (so they can upload assignments directly to Canvas); to link the assignment submissions to Speedgrader, Canvas's internal grading platform; and to sync your assigned grades with the gradebook. While these are very helpful features, don't hesitate to reach out to the Canvas Help team or our ATS for support when you set them up for the first time. In addition, you should always provide students with access to a separate PDF assignment sheet. Don't just embed the information in the Canvas assignment field; if students have trouble accessing Canvas for any reason (Canvas outage; tech issues), they won't be able to access that information.
In addition, you might creating video mini-overviews or "talk-throughs" of your assignments. These should serve as supplements to the assignment sheets, not as a replacement for them.
Check out some examples of Stanford instructors' assignment sheets via the links below. Note that these links will route you to our Canvas PWR Program Materials site, so you must have access to the Canvas page in order to view these files:
See examples of rhetorical analysis assignment sheets
See examples of texts in conversation assignment sheets
See examples of research-based argument assignment sheets
Further reading on assignment sheets
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Sample writing assignments.
Curated by Amy Minervini
Assignment borrowed from: https://canvas.santarosa.edu/courses/15110/pages/rhetorical-analysis-essay-prompt
Write a 4-page rhetorical analysis (analysis of the argument) of the assigned text. You will need to complete two different tasks: (1) summarize the text’s argument and (2) explain how the text’s argument is put together.
In the summary section, you will need to first introduce the text you will be analyzing. Then you will summarize what the text argues, noting the central claims and key evidence.
The analysis section of the paper should take up the majority of the 4 pages. Here you are trying to analyze and explain how the argument was put together (which rhetorical strategies it uses). How are those strategies meant to impact the reader? In other words, how do the strategies attempt to influence the reader’s thoughts and feelings? How do the strategies relate to and support the overall argument?
You will need a thesis that identifies the argumentative strategies you will discuss. Here is a sample thesis: “Author X’s argument is mainly dependent on emotional appeals, and he uses detailed description and narration to support those emotional appeals.” For this thesis, you would then need to go on and explain and give examples of different emotional appeals that use description and narration from the text.
You need to decide which aspects of the argumentative strategy you want to focus on. It would be impossible for you to explain all of the argumentative features of a text in 2-3 pages, so focus on the strategies that are most interesting or obvious to you, or that you think are most important to the success of the argument. You could explain the author’s use of any one of the following rhetorical strategies and concepts we’ve discussed so far in class:
Again, rather than trying to address everything on the list above, which would be impossible, discuss what you think the text’s most important or notable rhetorical features are.
Assignment borrowed from: https://gcccd.instructure.com/courses/20188/pages/essay-1-prompt-read-carefully
We began our journey with “language” this semester with a couple short articles about Growth Mindset and a writing assignment targeting core academic literacy skills. College-level reading and writing can be intimidating for students because it is seen as difficult, an exclusive club to which not many people are invited. However, I would argue that once students understand the “moves,” or common practices, in academic writing, they can be successful scholars.
With this assignment, we introduce the foundational idea that academic writing is a “conversation” between scholars. In other words, intellectual writing is almost always produced in response to other texts, and does not exist as personal responses to random topics. Writing is a social, ongoing, and conversational act.
The purpose of this assignment is to:
1. Use active/critical reading strategies to produce accurate, concise summaries of college level/academic texts. 2. Synthesize researched material from multiple texts to create and support an argument in response to a prompt. Draw direct evidence from texts in support of claims and analyze how that evidence supports the claim. 3. Utilize the various phases in the writing process—prewriting, writing revision, and proofreading—to produce clear, articulate, well-supported, well-organized essays. 4. Avoid plagiarism by properly citing quoted, summarized, and paraphrased material using MLA format.
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Compose an essay, between 900-1200 words in length (about 4 pages NOT counting the Works Cited page), which answers the following question:
Is the idea of growth mindset the most effective/important way to improve our education system and student success?
More Specifically:
Assignments borrowed from: https://www.voorhees.k12.nj.us/cms/lib/NJ01000237/Centricity/Domain/2766/WW-V—Novel-Packet.pdf and Copyrighted by Holt, Rinehart, and Winston
Choose your own issue for your literary analysis of a novel, or use one of the following prompts:
Workplace Think of a novel in which the main character’s profession is integral to the story. What is the author trying to tell you about the character through the character’s profession? How would the story change if you put the character in another, very different profession? Write a literary analysis explaining what the character’s work says about him or her. Present your analysis to a group of career-minded students.
School Select a novel that centers around events at a school. Write a literary analysis explaining how the setting affects the tone and the point of view of the story. Share your analysis with fellow students.
Psychology Select a character such as Huck Finn, Reverend Dimmesdale from The Scarlet Letter , or another character from a novel you know. List in chronological order the actions of the character. What do the actions reveal about the character? Do the character’s actions fit together, or do they contradict each other? Write an analysis of the character; be sure to include paraphrases or quotations from the text to support your analysis. Present your findings to a group of students interested in psychology.
Science Physicists think of time as a fourth dimension, coloring how we perceive the world around us. Similarly, the way time is manipulated in novels affects our perceptions of the present moment of the story. Think of a novel in which time is manipulated: Scenes may be rushed or elongated (for example, an entire novel that takes place over the course of a few hours or a battle scene that seems to flash by in mere moments), or the writer may use flashbacks to take us back in time. Write a literary analysis about how time is manipulated in a novel. Present your findings to a group of students interested in science.
History Most novels are set in specific places and historical periods that are central to the theme of the novel—for example, The Red Badge of Courage , The Grapes of Wrath , and countless others. Select a novel that is set in a historical period familiar to you. Identify the important historical details that the writer includes to bring the novel to life, and write a literary analysis explaining how those details relate to the theme. Present your analysis to group of students interested in history.
Assignment borrowed from: https://phpmysql.howardcc.edu/Instructors/ENGL121/2017/08/visual-analysis-assignment-idea-jeff-moore/
In this essay, you will choose a movie poster to analyze rhetorically, arguing for at least two of the rhetorical strategies outlined in the rhetorical triangle (ethos, logos, and pathos) used in the poster, and at least two additional visual rhetorical strategies. Put another way, you will be using two of the rhetorical strategies to discuss at least three visual elements from the poster of your choice. While you are free to choose a movie poster you feel would be interesting to discuss, you’ll also want to be certain that there is enough content to write about, and that you can identify at least two rhetorical features within it. For example, the movie poster from Titanic , seen below, can be said to rely heavily on pathos, but there are other rhetorical strategies at play (this is followed by an example of how to cite a movie poster on your Works Cited page):
Titanic . Directed by James Cameron, performances by Leonardo DiCaprio and Kate Winslet, Twentieth Century Fox, 1997.
Keeping the Titanic poster in mind, think about what this assignment is asking you to do. In addition to describing the rhetorical forces at play in your poster, you will have to choose at least two other specific criteria you believe contribute and connect to the specific rhetorical strategies. For example, in the movie poster for Titanic, you can talk about the use of color and how it demonstrates the pathos in the image, or how the lettering in the word Titanic resembles steel, and what this says about ethos. In creating this essay, you will want to make sure to:
What do you mean by “Visual Elements”?
A visual element is any way the movie poster engages with you in a way that you can see. Look at your image more than once. Notice what catches your eye both immediately and after some time spent gazing. What stands out to you, and why? Here are some examples:
When writing your essay, it may help to think of yourself as being in my shoes. Imagine you are trying to explain this image to a room full of people. How would you get them to see the image the same way you do? Your essay should make the point that, without analyzing these details, readers won’t know exactly what choices were made to make the image “work” rhetorically. You will be pointing out the connection between rhetorical elements and visual elements.
Questions to help you plan/think about your draft:
Organization:
Intro : Situate your reader to movie poster analysis; introduce the chosen movie and accompanying poster. Briefly describe what the poster looks like and its visual/rhetorical appeal. (Please note: I DO NOT WANT A PLOT SUMMARY! In theory, your audience – and you, for that matter – does not need to see the movie in order to understand how the movie poster functions as a rhetorical text, so the details of the movie are not needed here).
Thesis : Including at least two rhetorical elements and three visual elements. Here is an example of what an effective thesis statement for this kind of essay looks like:
“The Titanic movie poster from 1997 uses pathos and logos through the use of color, facial expressions/body language, and lettering made to resemble riveted steel to make a statement about elicit love among social classes in the early 1900s.”
3-4 Body Paragraphs: Each of these paragraphs should contain at least one visual criteria connected to at least one rhetorical criteria to help present your own analysis of the movie poster. If I’m talking about the use of pathos and facial expression/body language, I might talk about how the placement of the actors’ faces contributes to a sense of both longing and separation. Maybe I will talk about the strength of love, symbolized by the riveted steel lettering in Titanic, or that the actual ship is used to provide a sense of authenticity. These are the kinds of issues you can explore in your body paragraphs.
Conclusion – Reinforce your “reading” of the image –How do specific visual elements connect with specific rhetorical elements to communicate with the target audience? How is the historical context represented through the poster and what does that mean for your analysis? Are the visual/rhetorical appeals effective for the target audience?
Assignment borrowed from: http://earl-brooks.com/assignment-1-rhetorical-analysis-of-a-filmdocumentary
Purpose: A rhetorical analysis examines and explains how an author attempts to influence an audience. That is, rhetorical analyses use specific evidence from the text to establish a generalization (thesis) about the text’s rhetoric (in short, how it persuades its audience by employing the rhetorical appeals , using good reasons , constituting a fitting response , and using the available means to reach an audience). As you plan and draft your analysis, think of a specific publication that your analysis could be featured in—but in any event, have in mind a particular way of reaching your audience as you write.
Directions : Find a documentary/film that you deem to be interesting and that features issues related to the economy, poverty, gender and income distribution, class, or any other issue that you believe relates to American or global economic issues and policies in an important way. By “interesting,” I mean that the film in question should have some sophistication about it: it should be tantalizing and potentially effective at reaching its audience. (There is no point in analyzing the obvious; pick something that makes an interesting argument that viewers might be resistant to.) No two students can choose the same film. Your analysis should not simply paraphrase or summarize the film. Assume you are writing for an audience that has already seen the film. Your purpose is to provide a way of understanding how the film persuades its audience. There are a number of ways to approach writing this essay, however I recommend that you watch the whole film and then choose a scene (or a few) that you feel captures the most important aspects of the film. Remember, due to the length restrictions of the paper, you don’t have time to discuss everything so must be strategically selective about which parts you choose to write about. No matter what you choose, you will have to have your choice approved along with your proposal for this essay. So….
Step 1. Choose a film. You will submit your top four choices (ranked) in a proposal where you will briefly describe your working thesis and how you might approach analyzing the film. I will then either approve your proposal or provide you with recommendations to improve it.
Step 2. Introduce the film and identify its basic claim/thesis.
Step 3. Then write an analysis that will help your readers understand how the film works to persuade its audience. Consider what type of argument it presents and how it goes about creating that argument (Rhetorical theory!!) How does the film utilize music, set design, camera angles, etc. as tools to further develop a claim/thesis.
Step 4. Arrange the body of your paper so that the readers move through it in an orderly way.
Step 5. Throughout the body of your paper, use specific examples from your chosen film to support your claims.
Step 6. Conclude by making a judgment about the film’s rhetorical effectiveness. Invention : These questions may help you as you plan and draft your analysis: 1. Describe the circumstance – the historical situation, the issues at stake, the purpose of the argument – that make this memorable. 2. Who is the target/intended audience? 3. Pathos: What emotion does this argument generate? How does that emotion work to persuade you? 4. Ethos: Does the writer have the authority to write on the subject? Are all claims qualified reasonably? Is evidence presented in full, not tailored to his/her own agenda? Are objections acknowledged? Are sources documented? 5. Logos: What credible evidence is used to support this argument?
These questions are not meant to provide an outline for the paper; rather, they simply help you to think about the rhetorical aspects of the film.
Length: A well-developed rhetorical analysis will be between five and six, doubled-spaced pages.
Assignment borrowed from: https://courses.lumenlearning.com/suny-fmcc-englishcomp-1/chapter/cause-and-effect-essay-writing-prompt/
Choose one of the following questions, and answer it in an essay developed by analyzing causes or effects. The question you decide on should concern a topic you care about so that the examples are a means of communicating an idea; not an end in themselves.
PEOPLE AND THEIR BEHAVIOR
ART AND ENTERTAINMENT
CONTEMPORARY ISSUES
POLITICS AND SOCIAL ISSUES
MEDIA AND CULTURE
RULES FOR LIVING
Remember that “story starters” are everywhere. Think about it—status updates on social media websites can be a good place to start. You may have already started a “note”on Facebook, and now is your chance to develop that idea into a full narrative. If you keep a journal or diary, a simple event may unfold into a narrative. Simply said, your stories may be closer than you think!
When drafting your essay:
Develop a draft of 4 typed, double-spaced pages, using MLA formatting
By Abby Wolford, licensed CC BY NC 4.0
Due Dates: (include your own)
Length: 5-7 pages, plus an MLA Works Cited page
Assignment:
Write an analysis of the evolution and presentation of a news story over time and around the globe. You may either track one story as it was reported around the globe within the same 24-hour period, or you may track the way a story evolved over the course of approximately a week. Use online news resources to track and evaluate how a fairly current story has been reported by five different media outlets, at least one of which is from outside the United States. Your thesis should assert a claim about the quality and consistency or inconsistency of the coverage.
Source Requirement:
Media Analysis Evaluation Sheet
90-100 (A):
69 or below (F):
“Media Analysis” by Abby Wolford, College of Western Idaho, is licensed CC 4.0 BY NC SA.
Write What Matters Copyright © 2020 by Liza Long; Amy Minervini; and Joel Gladd is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
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Published on July 30, 2020 by Jack Caulfield . Revised on August 14, 2023.
A descriptive essay gives a vivid, detailed description of something—generally a place or object, but possibly something more abstract like an emotion. This type of essay , like the narrative essay , is more creative than most academic writing .
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Descriptive essay topics, tips for writing descriptively, descriptive essay example, other interesting articles, frequently asked questions about descriptive essays.
When you are assigned a descriptive essay, you’ll normally be given a specific prompt or choice of prompts. They will often ask you to describe something from your own experience.
You might also be asked to describe something outside your own experience, in which case you’ll have to use your imagination.
Sometimes you’ll be asked to describe something more abstract, like an emotion.
If you’re not given a specific prompt, try to think of something you feel confident describing in detail. Think of objects and places you know well, that provoke specific feelings or sensations, and that you can describe in an interesting way.
The key to writing an effective descriptive essay is to find ways of bringing your subject to life for the reader. You’re not limited to providing a literal description as you would be in more formal essay types.
Make use of figurative language, sensory details, and strong word choices to create a memorable description.
Figurative language consists of devices like metaphor and simile that use words in non-literal ways to create a memorable effect. This is essential in a descriptive essay; it’s what gives your writing its creative edge and makes your description unique.
Take the following description of a park.
This tells us something about the place, but it’s a bit too literal and not likely to be memorable.
If we want to make the description more likely to stick in the reader’s mind, we can use some figurative language.
Here we have used a simile to compare the park to a face and the trees to facial hair. This is memorable because it’s not what the reader expects; it makes them look at the park from a different angle.
You don’t have to fill every sentence with figurative language, but using these devices in an original way at various points throughout your essay will keep the reader engaged and convey your unique perspective on your subject.
Another key aspect of descriptive writing is the use of sensory details. This means referring not only to what something looks like, but also to smell, sound, touch, and taste.
Obviously not all senses will apply to every subject, but it’s always a good idea to explore what’s interesting about your subject beyond just what it looks like.
Even when your subject is more abstract, you might find a way to incorporate the senses more metaphorically, as in this descriptive essay about fear.
Writing descriptively involves choosing your words carefully. The use of effective adjectives is important, but so is your choice of adverbs , verbs , and even nouns.
It’s easy to end up using clichéd phrases—“cold as ice,” “free as a bird”—but try to reflect further and make more precise, original word choices. Clichés provide conventional ways of describing things, but they don’t tell the reader anything about your unique perspective on what you’re describing.
Try looking over your sentences to find places where a different word would convey your impression more precisely or vividly. Using a thesaurus can help you find alternative word choices.
However, exercise care in your choices; don’t just look for the most impressive-looking synonym you can find for every word. Overuse of a thesaurus can result in ridiculous sentences like this one:
An example of a short descriptive essay, written in response to the prompt “Describe a place you love to spend time in,” is shown below.
Hover over different parts of the text to see how a descriptive essay works.
On Sunday afternoons I like to spend my time in the garden behind my house. The garden is narrow but long, a corridor of green extending from the back of the house, and I sit on a lawn chair at the far end to read and relax. I am in my small peaceful paradise: the shade of the tree, the feel of the grass on my feet, the gentle activity of the fish in the pond beside me.
My cat crosses the garden nimbly and leaps onto the fence to survey it from above. From his perch he can watch over his little kingdom and keep an eye on the neighbours. He does this until the barking of next door’s dog scares him from his post and he bolts for the cat flap to govern from the safety of the kitchen.
With that, I am left alone with the fish, whose whole world is the pond by my feet. The fish explore the pond every day as if for the first time, prodding and inspecting every stone. I sometimes feel the same about sitting here in the garden; I know the place better than anyone, but whenever I return I still feel compelled to pay attention to all its details and novelties—a new bird perched in the tree, the growth of the grass, and the movement of the insects it shelters…
Sitting out in the garden, I feel serene. I feel at home. And yet I always feel there is more to discover. The bounds of my garden may be small, but there is a whole world contained within it, and it is one I will never get tired of inhabiting.
If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!
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The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.
Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.
If you’re not given a specific prompt for your descriptive essay , think about places and objects you know well, that you can think of interesting ways to describe, or that have strong personal significance for you.
The best kind of object for a descriptive essay is one specific enough that you can describe its particular features in detail—don’t choose something too vague or general.
If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.
Caulfield, J. (2023, August 14). How to Write a Descriptive Essay | Example & Tips. Scribbr. Retrieved July 30, 2024, from https://www.scribbr.com/academic-essay/descriptive-essay/
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Home » 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.
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.
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:
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:
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:
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:
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:
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:
Following are Examples of Assignment templates samples:
Essay template:
I. Introduction
II. Body paragraphs
III. Conclusion
Research paper template:
I. Title page
II. Abstract
III. Introduction
IV. Literature review
V. Methodology
VI. Results
VII. Discussion
VIII. Conclusion
Case study template:
II. Analysis
III. Solution/recommendations
IV. Conclusion
Lab report template:
IV. Materials and methods
VI. Discussion
VII. Conclusion
Presentation template:
II. Main points
Creative writing template:
Here is a general guide on how to write an assignment:
Assignments have many applications across different fields and industries. Here are a few examples:
The purpose of an assignment varies depending on the context in which it is given. However, some common purposes of assignments include:
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.
Here are some common characteristics of assignments:
There are several advantages of assignment, including:
There are also some limitations of assignments that should be considered, including:
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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 assignments at university.
This chapter has a collection of resources that will provide you with the skills and strategies to understand assignment requirements and effectively plan, research, write, and edit your assignments.
It is important that you spend sufficient time understanding all the requirements before you begin researching and writing your assignments.
The assessment task description (located in your subject outline) provides key information about an assessment item, including the question. It is essential to scan this document for topic, task, and limiting words. If there are any elements you do not understand, you should clarify these as early as possible.
Topic words | These are words and concepts you have to research. |
Task words | These will tell you how to approach the assignment and structure the information you find in your research (e.g. discuss, analyse). |
Limiting words | These words define the scope or parameters of the assignment, e.g., Australian perspectives, a particular jurisdiction (this would be relevant then to which laws, codes or standards you consulted) or a timeframe. |
Make sure you have a clear understanding of what the task word requires you to address.
Task word | Definition | Example |
---|---|---|
Give reasons for or explain something has occurred. This task directs you to consider contributing factors to a certain situation or event. You are expected to make a decision about why these occurred, not just describe the events. | the factors that led to the global financial crisis. | |
Consider the different elements of a concept, statement or situation. Show the different components and show how they connect or relate. Your structure and argument should be logical and methodical. | the political, social and economic impacts of climate change. | |
Make a judgement on a topic or idea. Consider its reliability, truth and usefulness. In your judgement, consider both the strengths and weaknesses of the opposing arguments to determine your topic’s worth (similar to evaluate). | the efficacy of cogitative behavioural therapy (CBT) for the treatment of depression. | |
Divide your topic into categories or sub-topics logically (could possibly be part of a more complex task). | the artists studied this semester according to the artistic periods they best represent. Then choose one artist and evaluate their impact on future artists. | |
State your opinion on an issue or idea. You may explain the issue or idea in more detail. Be objective and support your opinion with reliable evidence. | the government’s proposal to legalise safe injecting rooms. | |
Show the similarities and differences between two or more ideas, theories, systems, arguments, or events. You are expected to provide a balanced response, highlighting similarities and differences. | the efficiency of wind and solar power generation for a construction site. | |
Point out only the differences between two or more ideas, theories, systems, arguments, or events. | virtue ethics and utilitarianism as models for ethical decision making. | |
(this is often used with another task word, e.g. critically evaluate, critically analyse, critically discuss) | It does not mean to criticise; instead, you are required to give a balanced account, highlighting strengths and weaknesses about the topic. Your overall judgment must be supported by reliable evidence and your interpretation of that evidence. | analyse the impacts of mental health on recidivism within youth justice. |
Provide a precise meaning of a concept. You may need to include the limits or scope of the concept within a given context. | digital disruption as it relates to productivity. | |
Provide a thorough description, emphasising the most important points. Use words to show appearance, function, process, events or systems. You are not required to make judgements. | the pathophysiology of Asthma. | |
Highlight the differences between two (possibly confusing) items. | between exothermic and endothermic reactions. | |
Provide an analysis of a topic. Use evidence to support your argument. Be logical and include different perspectives on the topic (This requires more than a description). | how Brofenbrenner’s ecological system’s theory applies to adolescence. | |
Review both positive and negative aspects of a topic. You may need to provide an overall judgement regarding the value or usefulness of the topic. Evidence (referencing) must be included to support your writing. | the impact of inclusive early childhood education programs on subsequent high school completion rates for First Nations students. | |
Describe and clarify the situation or topic. Depending on your discipline area and topic, this may include processes, pathways, cause and effect, impact, or outcomes. | the impact of the COVID-19 pandemic on the film industry in Australia. | |
Clarify a point or argument with examples and evidence. | how society’s attitudes to disability have changed from a medical model to a wholistic model of disability. | |
Give evidence which supports an argument or idea; show why a decision or conclusions were made. Justify may be used with other topic words, such as outline, argue. | Write a report outlining the key issues and implications of a welfare cashless debit card trial and make three recommendations for future improvements. your decision-making process for the recommendations. | |
A comprehensive description of the situation or topic which provides a critical analysis of the key issues. | Provide a of Australia’s asylum policies since the Pacific Solution in 2001. | |
An overview or brief description of a topic. (This is likely to be part of a larger assessment task.) | the process for calculating the correct load for a plane. |
The marking criteria or rubric , is an important document to look at before you begin your assignment. This outlines how your assignment will be marked and should be used as a checklist to make sure you have included all the information required.
The assessment task description will also include the:
For a more detailed discussion on task analysis, criteria sheets, and marking rubrics, visit the chapter Managing Assessments .
Brainstorm or concept map: List possible ideas to address each part of the assignment task based on what you already know about the topic from lectures and weekly readings.
Finding appropriate information: Learn how to find scholarly information for your assignments which is:
See the chapter Working With Information for a more detailed explanation .
Academic writing tone and style.
Many of the assessment items you prepare will require an academic writing style. Sometimes this feels awkward when you begin. However, it is good to know that practice at academic writing reduces this feeling.
Academic writing | Non-academic writing |
Is clear, concise and well-structured. | Is verbose and may use more words than are needed. |
Is formal. It writes numbers under ten in full. | Writes numbers under ten as numerals and uses symbols such as “&” instead of writing it in full. |
Is reasoned and supported (logically developed). | Uses humour – puns, sarcasm. |
Is authoritative (writes in third person- “Evidence suggests that…”). | Writes in first person “I think”, “I found”. |
Utilises the language of the field/industry/subject. | Uses colloquial language e.g., “mate”. |
One of the most important steps in writing an essay is constructing your working thesis statement. A thesis statement tells the reader the purpose, argument, or direction you will take to answer your assignment question. It is found in the introduction paragraph. The thesis statement:
A key element of your thesis statement should be included in the topic sentence of each paragraph.
When planning and drafting assignments, it is important to consider the structure of your writing. Academic writing should have a clear and logical structure and incorporate academic research to support your ideas. It can be hard to get started and at first you may feel nervous about the size of the task. This is normal. If you break your assignment into smaller pieces, it will seem more manageable as you can approach the task in sections. Refer to your brainstorm or plan. These ideas should guide your research and will also inform what you write in your draft. It is sometimes easier to draft your assignment using the 2-3-1 approach, that is, write the body paragraphs first followed by the conclusion and finally the introduction.
No one’s writing is the best quality on the first few drafts, not even professional writers. It is strongly advised that you accept that your first few drafts will feel rough. Ultimately, it is the editing and review processes which lead to good quality ideas and writing.
Clear and purposeful introductions and conclusions in assignments are fundamental to effective academic writing. Your introduction should tell the reader what is going to be covered and how you intend to approach this. Your conclusion should summarise your argument or discussion and signal to the reader that you have come to a conclusion with a final statement.
An effective introduction needs to inform your reader by establishing what the paper is about and provide four basic elements:
The below example demonstrates the different elements of an introductory paragraph.
1) Information technology is having significant effects on the communication of individuals and organisations in different professions. 2) Digital technology is now widely utilised in health settings, by health professionals. Within the public health field, doctors and nurses need to engage with ongoing professional development relating to digital technology in order to ensure efficient delivery of services to patients and communities. 3) Clearly, information technology has significant potential to improve health care and medical education, but some health professionals are reluctant to use it.
1 Brief background/overview | 2 Scope of what will be covered | 3 The thesis statement
You should aim to end your assignments with a strong conclusion. Your conclusion should restate your thesis statement and summarise the key points you have used to prove this thesis. Finish with a key point as a final impactful statement. If your assessment task asks you to make recommendations, you may need to allocate more words to the conclusion or add a separate recommendations section before the conclusion. Use the checklist below to check your conclusion is doing the right job.
Conclusion checklist
This below example demonstrates the different elements of a concluding paragraph.
1) Clearly, communication of individuals and organisations is substantially influenced or affected by information technology across professions. 2) Managers must ensure that effective in-house training programs are provided for public health professionals, so that they become more familiar with the particular digital technologies 3) In addition, the patients and communities being served by public health professionals benefit when communication technologies are effectively implemented. 4) The Australian health system may never be completely free of communication problems, however, ensuring appropriate and timely professional development, provision of resource sand infrastructure will enhance service provision and health outcomes.
1 Reference to thesis statement – In this essay the writer has taken the position that training is required for both employees and employers . | 2-3 Structure overview – Here the writer pulls together the main ideas in the essay. | 4 Final summary statement that is based on the evidence.
Note: The examples in this document are adapted from the University of Canberra and used under a CC-BY-SA-3.0 licence.
Each paragraph should have its own clearly identified Topic Sentence or main idea which relates to the argument or point (thesis) you are developing. This idea should then be explained by additional sentences which you have paraphrased from good quality sources and referenced according to the recommended guidelines of your subject (see the chapter Working with Information ). Paragraphs are characterised by moving from general information to the specific details. A common structure for paragraphs in academic writing is as follows.
The first sentence of the paragraph is the Topic Sentence. This is the main idea of the paragraph and tells the reader what you will discuss in more detail below. Each Topic Sentence should address one aspect of your overall argument.
Supporting Sentences provide more explanation, evidence, data, analogies, and/or analysis of the main idea.
Some paragraphs are best linked to the following paragraph through a Linking/Concluding Sentence. Not every paragraph lends itself to this type of sentence.
Use the checklist below to check your paragraphs are clear and well formed.
Paragraph checklist
Make sure all the sentences in your paragraphs make sense. Each sentence must contain a verb to be a complete sentence. Avoid incomplete sentences or ideas that are unfinished and create confusion for your reader. Also avoid overly long sentences, which happens when you join two ideas or clauses without using the appropriate punctuation. Address only one key idea per sentence. See the chapter English Language Foundations for examples and further explanation.
Use transitions (linking words and phrases) to connect your ideas between paragraphs and make your writing flow. The order that you structure the ideas in your assignment should reflect the structure you have outlined in your introduction. Refer to the transition words table in the chapter English Language Foundations .
What is paraphrasing.
Paraphrasing is changing the writing of another author into your words while retaining the original meaning. You must acknowledge the original author as the source of the information in your citation. Follow the steps in this table to help you build your skills in paraphrasing. Note: paraphrasing generally means that the rewritten section is the same or a similar length to the original.
1 | Make sure you understand what you are reading. Look up keywords to understand their meanings. |
2 | Record the details of the source so you will be able to cite it correctly in text and in your reference list. |
3 | Identify words that you can change to synonyms (but do not change the key/topic words). |
4 | Change the type of word in a sentence (for example change a noun to a verb or vice versa). |
5 | Eliminate unnecessary words or phrases from the original that you don’t need in your paraphrase. |
6 | Change the sentence structure (for example, change a long sentence to several shorter ones or combine shorter sentences to form a longer sentence). |
Please note that these examples and in-text citations are for instructional purposes only.
Original text
Health care professionals assist people, often when they are at their most vulnerable . To provide the best care and understand their needs, workers must demonstrate good communication skills . They must develop patient trust and provide empathy to effectively work with patients who are experiencing a variety of situations including those who may be suffering from trauma or violence, physical or mental illness or substance abuse (French & Saunders, 2018).
Poor quality paraphrase example
This is a poor example of paraphrasing. Some synonyms have been used and the order of a few words changed within the sentences. However, the colours of the sentences indicate that the paragraph follows the same structure as the original text.
Health care sector workers are often responsible for vulnerable patients. To understand patients and deliver good service , they need to be excellent communicators . They must establish patient rapport and show empathy if they are to successfully care for patients from a variety of backgrounds and with different medical, psychological and social needs (French & Saunders, 2018).
A good quality paraphrase example
This example demonstrates a better quality paraphrase. The author has demonstrated more understanding of the overall concept in the text by using the keywords as the basis to reconstruct the paragraph.
Empathetic communication is a vital skill for health care workers. Professionals in these fields are often responsible for patients with complex medical, psychological and social needs. Empathetic communication assists in building rapport and gaining the necessary trust to assist these vulnerable patients by providing appropriate supportive care (French & Saunders, 2018).
The good quality paraphrase example demonstrates understanding of the overall concept in the text by using key words as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up to see how much the structure has changed from the original text.
Synthesising means to bring together more than one source of information to strengthen your argument. Once you have learnt how to paraphrase the ideas of one source at a time, you can consider adding additional sources to support your argument. Synthesis demonstrates your understanding and ability to show connections between multiple pieces of evidence to support your ideas and is a more advanced academic thinking and writing skill.
Follow the steps in this table to improve your synthesis techniques.
1 | Check your referencing guide to learn how to correctly reference more than one author at a time in your paper. |
2 | While taking notes for your research, try organising your notes into themes. This way you can keep similar ideas from different authors together. |
3 | Identify similar language and tone used by authors so that you can group similar ideas together. |
4 | Synthesis can not only be about grouping ideas together that are similar, but also those that are different. See how you can contrast authors in your writing to also strengthen your argument. |
Example of synthesis
There is a relationship between academic procrastination and mental health outcomes. Procrastination has been found to have a negative effect on students’ well-being (Balkis, & Duru, 2016). Yerdelen et al.’s (2016) research results suggest that there is a positive association between procrastination and anxiety. This is corroborated by Custer’s (2018) findings which indicate that students with higher levels of procrastination also report greater levels of anxiety. Therefore, it could be argued that procrastination is an ineffective learning strategy that leads to increased levels of distress.
Topic sentence | Statements using paraphrased evidence | Critical thinking (student voice) | Concluding statement – linking to topic sentence
This example demonstrates a simple synthesis. The author has developed a paragraph with one central theme and included explanatory sentences complete with in-text citations from multiple sources. Note how the blocks of colour have been used to illustrate the paragraph structure and synthesis (i.e. statements using paraphrased evidence from several sources). A more complex synthesis may include more than one citation per sentence.
Paraphrasing and synthesising are powerful tools that you can use to support the main idea of a paragraph. It is likely that you will regularly use these skills at university to incorporate evidence into explanatory sentences and strengthen your essay. It is important to paraphrase and synthesise because:
What does this mean.
In academic writing, if you are asked to create an argument, this means you are asked to have a position on a particular topic, and then justify your position using evidence from valid scholarly sources.
In order to create a good and effective argument, you need to be able to:
For tips on how to read and write critically, refer to the chapter Thinking for more information. A formula for developing a strong argument is presented below.
As can be seen from the figure above, including evidence is a key element of a good argument. While this may seem like a straightforward task, it can be difficult to think of wording to express your argument. The table below provides examples of how you can illustrate your argument in academic writing.
Introducing your argument | • This paper will argue/claim that… • …is an important factor/concept/idea/ to consider because… • … will be argued/outlined in this paper. |
Introducing evidence for your argument | • Smith (2014) outlines that…. • This evidence demonstrates that… • According to Smith (2014)… • For example, evidence/research provided by Smith (2014) indicates that… |
Giving the reason why your point/evidence is important | • Therefore this indicates… • This evidence clearly demonstrates…. • This is important/significant because… • This data highlights… |
Concluding a point | • Overall, it is clear that… • Therefore, … are reasons which should be considered because… • Consequently, this leads to…. • The research presented therefore indicates… |
Once you have finished writing your first draft it is recommended that you spend time revising your work. Proofreading and editing are two different stages of the revision process.
As can be seen in the figure above, there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.
Editing checklist
During proofreading, it is important to check your work for word choice, grammar and spelling, punctuation, and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas, or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.
Proofreading checklist
This chapter has examined the experience of writing assignments. It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proofreading. Combining these skills and practising them can greatly improve your success with this very common form of assessment.
Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.
Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing Education Perspectives, 39 (3), 162-163.
Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1), 5-22.
Writing Assignments Copyright © 2023 by Lyle Cleeland and Lisa Moody is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
Narrative and description essay.
Length: 2-4 pages of typed, double-spaced text
Due date: First quarter
Write a personal narrative essay on one of the approved topics below (SLO 2). The essay must tell a clear story about a real experience. Use narration and description in the essay (SLO 3). Your tone should be conversational; tell the story as if you were telling it to a close friend. The essay must be in MLA format with double spacing and Times New Roman 12-point font. The length of the essay should be between 2 and 4 full pages of text. Your essay should be free of grammar and spelling errors (SLO 7).
Tell an engaging true story that has a clear purpose (thesis) and a believable narrator.
Content = 30%.
A: 30-27 points
B: 26-23 points
C: 22-19 points
D: 18-15 points
F: 14-0 points
A: 20-18 points
B: 17-16 points
C: 15-14 points
D: 13-11 points
F: 10-0 points
A: 10-9 points
B: 8-7 points
C: 6-5 points
D: 4-3 points
F: 2-0 points
Personal narratives based on the author’s experience are usually written in the first person using the “I” pronoun. Personal narratives based on others’ experiences are usually written in the third person using “he,” “she,” or “they” pronouns. Personal narratives are usually written in the past tense, but they can be written in the present tense. Successful narratives are often written in chronological order with a beginning, a middle, and an end. This helps readers develop a sense of time in the story. Many writers use dialogue to show how the narrator and other characters are feeling about the events that are unfolding.
Some stories are told by focusing on scene. This means the author will provide details as vividly and precisely as if he or she is there (imagine if the story is a movie and the reader is watching). Other stories might be told by focusing on summary. This means the author will tell the essentials of what happened rather than providing great details about people and their surroundings. Either technique can be used to write a compelling narrative.
Writers should begin by selecting a topic and answering the 5 Ws and the H about the topic: What happened? Who took part? When? Where? Why did it happen? How did it happen? The answers to these questions will provide the building blocks for the personal narrative.
Writing Rhetorically: Framing First Year Writing Copyright © 2022 by LOUIS: The Louisiana Library Network is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.
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Gradescope allows you to grade paper-based exams, quizzes, bubble sheets, programming assignments (graded automatically or manually) and lets you create online assignments that students can answer right on Gradescope.
In this guide:
Using gradescope for paper-based assignments, exams & quizzes, homework & problem sets, multi-versioned assignments.
The following table details Gradescope assignment types and features .
Handwritten student responses | ✔️ | ✔️ | ✔️* | ||
Digital student responses | ✔️ | ✔️ | ✔️ | ||
Student-uploaded submissions | ✔️ | ✔️ | ✔️ | ✔️ | ✔️ |
Instructor-uploaded submissions | ✔️ | ||||
Templated assignment | ✔️ | ✔️ | ✔️ | ||
Non-templated assignment | ✔️ | ✔️ | |||
Auto-graded | ✔️** | ✔️ | ✔️ | ||
AI-assisted grading | ✔️ |
*The file-upload question type can be used for students to upload images of their handwritten work.
**Certain question types can be auto-graded: Multiple choice, select all, and fill in the blank.
For paper-based assignments, Gradescope works well for many types of questions: paragraphs, proofs, diagrams, fill-in-the-blank, true/false, and more. Our biggest users so far have been high school and higher-ed courses in Math, Chemistry, Computer Science, Physics, Economics, and Business — but we’re confident that our tool is useful to most subject areas and grade levels. Please reach out to us and we can help you figure out if Gradescope will be helpful in your course.
To grade exams or quizzes you will start by creating a new assignment on Gradescope.
Once the assignment is created, you’ll:
See our tips for formatting the assignment template PDF and outline for automated roster matching of submissions.
When grading is finished you can:
*Not applicable if students are uploading their own work.
You will need to give the assignment a title and upload a blank copy of the homework to create the assignment outline you’ll use for grading. By default, the Homework / Problem Set assignment type is set up for students to submit work. In a typical homework assignment, students will upload their work and be directed to mark where their answers are on their submissions ( Submitting an assignment ), making them even easier for you to grade.
If you want to scan and submit work for your students, you can change the Who will upload submissions? setting to Instructors and follow the steps above in the “Exam and Quizzes” section. If needed, you can also submit on behalf of your students, even if you’ve originally set the assignment to be student-uploaded. See more on that on our Managing Submissions help page.
Next, Gradescope will prompt you to set the assignment release date and due date, choose your submission type and set your group submission policy ( Submission Type ). Next, you can select Enforce time limit and use the Maximum Time Permitted feature to give students a set number of minutes to complete the assignment from the moment they confirm that they’re ready to begin. Under Template Visibility , you can select Allow students to view and download the template to let students view and download a blank copy of the homework after the assignment release date.
Assignments with a set time limit are not compatible for student upload on the Gradescope Mobile App.
Then, you will create the assignment outline ( Creating an outline ) and either create a rubric now or wait for students to submit their work. You can begin grading as soon as a single submission is uploaded (although we recommend waiting until the due date passes, since students can resubmit), and you can view all student-uploaded submissions from the Manage Submissions tab. The rest of the workflow is the same as exams and quizzes: you can publish grades, email students ( Reviewing grades ), export grades ( Exporting Grades ), and manage regrade requests ( Managing regrade requests ).
The Organize Exam Versions feature lets you group together multiple instructor-uploaded Exam or Homework assignments into an Exam Version Set. Please note that assignment versioning is style="color: #d33115;"not available on Online Assignments, Programming Assignments, or any other type of student-uploaded assignment . To see how to use this feature on your instructor-uploaded Exam or Homework assignments, check out the article on Creating and Grading Multi-Version Assignments .
Bubble Sheet Assignments are available with an Institutional license .
If your assignment is completely multiple choice, you should consider using the Bubble Sheet assignment type . With this type of assignment, you need to electronically or manually distribute and have students fill out the Gradescope Bubble Sheet Template . You can then mark the correct answers for each question ahead of time, and all student submissions will be automatically graded.
Bubble Sheet assignments allow up to five versions of the assignment during the creation of instructor-uploaded assignments. To learn how to add more than one version, check out our guide on Creating multiple versions .
By default, the Bubble Sheet assignment type is set up for instructors to scan and upload. However, you can change this by choosing Students under Who will upload submissions? in your assignment settings and following the steps in the Homework and Problem Sets section of this guide. If submissions will be student-uploaded, you can also enable Template Visibility in your assignment settings to let students download a blank, 200-question bubble sheet template from Gradescope when they open the assignment. If you enable template visibility on a Bubble Sheet assignment, please note that you will not need to upload a blank bubble sheet for students to be able to download it, and the template students can download will contain five answer bubbles per question, but no question content.
Once the assignment is created you’ll:
And when grading is completed you can:
However, there is also an additional analysis page for Bubble Sheet Assignments - Item Analysis. We calculate a discriminatory score, or the correlation between getting the question right and the overall assignment score.
Programming assignments are available with an Institutional license .
With Programming Assignments, students submit code projects and instructors can automatically grade student code with a custom written autograder and/or manually grade using the traditional Gradescope interface.
When setting up a Programming Assignment, you’ll have a few unique options to choose from for this specific assignment type which you can learn over in the programming assignment documentation .
After the assignment is created , the workflow is similar to other student submitted assignments:
Programming Assignments are not compatible for student upload on the Gradescope Mobile App.
And when grading is completed you have access to the usual steps:
For more information about programming assignments and autograders, check out the Programming Assignment documentation .
Online assignments are available with an Institutional license .
Currently in beta, an Online Assignment offers the following features:
After creating the assignment:
Online Assignments are not compatible for student upload on the Gradescope Mobile App.
And when grading is completed, you have access to the usual steps:
A July 21 Instagram post ( direct link , archive link ) by Donald Trump Jr. blames Vice President Kamala Harris for the country's immigration problems.
"She was put in charge of the border and we saw the worst invasion of illegals in our history!!!" reads part of the post, which is a screenshot of a post from X, formerly Twitter.
Similar posts on Threads have described Harris as the Biden administration's "border czar."
The Instagram post was liked more than 200,000 times in a day.
More from the Fact-Check Team: How we pick and research claims | Email newsletter | Facebook page
The post exaggerates the vice president's role in addressing migration at the southern border. Harris was never put in charge of the border or made "border czar," immigration experts said. President Joe Biden tasked Harris with leading the administration's diplomatic efforts addressing the "root causes" of migration in El Salvador, Guatemala and Honduras.
Early in his presidency, Biden tasked Harris with addressing the “root causes” of migration in Central America. The assignment came out of an executive order Biden issued in February 2021 that sought to reduce migration from the Northern Triangle countries of El Salvador, Guatemala and Honduras, where gang violence, trafficking networks and economic insecurity have caused people to flee.
But the vice president’s role was more limited than being put in charge of the southern border, or being named a so-called “border czar,” immigration experts said.
"VP Harris was never made the border czar or charged with managing the border," Andrew Selee , president of the Migration Policy Institute , said in an email. "That role has always been held by the secretary of Homeland Security . She was asked to be the chief diplomatic officer with Central American countries at a time when most of the increase in unauthorized immigration was coming from three countries in Central America and to help lead a private investment strategy in the region."
Homeland Security Secretary Alejandro Mayorkas himself noted the different responsibilities between himself and Harris in June 2021 comments at the El Paso, Texas, border.
"The vice president is leading our nation’s efforts to address the root causes – that fundamental question of why people leave their homes," Mayorkas said. "And it is my responsibility as the secretary of Homeland Security to address the security and management of our border."
In March 2021, Biden announced Harris would lead the administration's diplomatic efforts with the Northern Triangle countries to stem migration to the U.S. southern border and work with these nations to enhance migration enforcement at their borders. Harris said at the time that the administration "must address the root causes that – that cause people to make the trek, as the president has described, to come here."
Aaron Reichlin-Melnick , policy director at the American Immigration Council , said the "root causes" work Harris took on is distinct from border policy because it focuses on different problems and targets.
"Border policy focuses on individuals who have already made the decision to leave home and have made it to the U.S.-Mexico border and aims to either prevent them or to quickly process them for humanitarian relief or deportation once they cross," Reichlin-Melnick said in an email. "By contrast, 'root causes' policy focuses on individuals who have not left their homes yet, and aims to convince them to stay in their home countries either through economic development – which discourages migration for economic opportunities – or through reduction of violence and persecution that forces people to seek protection elsewhere."
The White House released the administration's " Root Causes Strategy " in July 2021. Its implementation was ongoing as of March when the vice president and the Partnership for Central America , a non-governmental organization, jointly announced $1 billion in new private-sector commitments to address the underlying conditions leading to migration in Guatemala, El Salvador and Honduras. The public-private partnership has generated more than $5.2 billion since May 2021 , the White House said.
Fact check : Joe Biden dropped out of presidential race but is finishing term
Elina Treyger , a senior political scientist at the RAND Corporation whose research includes migration and immigration enforcement, also said Harris' diplomatic role with the Central American countries "is in no way a 'border czar'-like position." Treyger said border policy involves many other issues such as enforcement policies, how to process migrants expressing fear of prosecution or torture and how to allocate resources at the border.
U.S. Border Patrol encounters with migrants at the southern border have soared under the Biden administration . Illegal crossings at the U.S.-Mexico border hit a record high of 2.2 million in 2022, and the number of people taken into custody by U.S. Border Patrol has reached the highest levels in the agency's history under Biden, the Washington Post reported .
After a bipartisan border security bill failed to advance in Congress, Biden issued a directive in June to turn away migrants who do not enter the country through legal ports of entry when the number of crossings is high.
Trump, the son of former President Donald Trump, did not immediately respond to a request for comment.
Thank you for supporting our journalism. You can subscribe to our print edition, ad-free app or e-newspaper here .
USA TODAY is a verified signatory of the International Fact-Checking Network, which requires a demonstrated commitment to nonpartisanship, fairness and transparency. Our fact-check work is supported in part by a grant from Meta .
COMMENTS
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 ...
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.
Exploratory Essay (15%). Analyzing Texts (Chapter 11) OR Reporting Information (Chapter 12) OR Abstracts (Chapter 14) OR Annotated Bibliographies (Chapter 15) OR Evaluations (Chapter 16). This assignment has multiple purposes. It introduces students to research and citation practices and asks them to interpret and summarize the text.
Writing Assignments Kate Derrington; Cristy Bartlett; and Sarah Irvine. Figure 19.1 Assignments are a common method of assessment at university and require careful planning and good quality research. Image by Kampus Production used under CC0 licence. Introduction. Assignments are a common method of assessment at university and require careful planning and good quality research.
Instructors can often help students write more effective papers by giving students written instructions about that assignment. Explicit descriptions of assignments on the syllabus or on an "assignment sheet" tend to produce the best results. These instructions might make explicit the process or steps necessary to complete the assignment.
translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our online demonstration for more tips. Basic beginnings Consider adopting two habits that will serve you well—regardless of the assignment, department, or instructor: 1. Read the assignment carefully as soon as you ...
In others, faculty may be asking students to write a familiar text but have somewhat different expectations than students have been given in the past. The following types of information, provided in a written prompt and/or during a conversation in class, help college writers understand a writing assignment. Assignment description. Provide a ...
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Cover common mistakes in the original assignment description or when discussing the assignment, use low-stakes writing to reiterate the points; If you don't have time to teach a writing topic, such as citation style, link students to effective guides; Key high stakes writing resources: Harvard College Disciplinary Writing Guides
The purpose of this outline is to demonstrate that you have an organized way to answer the assignment description with relevant, persuasive points. ... View the Effective Writing Center's Video on Assignment Analysis. Assignment Analysis Video. Sentence Outline. Click through to view the Effective Writing Center's video on sentence outlines and ...
Sample Assignment Description. Sample Assignment: Multigenre Project. L. Langstraat, Associate Professor of English. Colorado State University. A Multigenre Project presents multiple, even conflicting, perspectives on a topic or event, in order to provide a rich context and present an aesthetically appealing product for an audience.
Canvas offers an "assignment" function you can use to share assignment sheet information with students. It provides you with the opportunity to upload a rubric in conjunction with assignment details; to create an upload space for student work (so they can upload assignments directly to Canvas); to link the assignment submissions to Speedgrader ...
The types of argumentative modes being used: description, narrative, comparison and contrast, definition, evaluation, and so on; The author's use of emotional appeals (pathos) ... Assignment: Write an analysis of the evolution and presentation of a news story over time and around the globe. You may either track one story as it was reported ...
Academic writing is a formal style of writing used in universities and scholarly publications. You'll encounter it in journal articles and books on academic topics, and you'll be expected to write your essays, research papers, and dissertation in academic style. Academic writing follows the same writing process as other types of texts, but ...
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.
Descriptive essay example. An example of a short descriptive essay, written in response to the prompt "Describe a place you love to spend time in," is shown below. Hover over different parts of the text to see how a descriptive essay works. On Sunday afternoons I like to spend my time in the garden behind my house.
This article provides a brief overview of 5 types of writing assignments that students are likely to encounter in college. 1. Reflective Papers. These assignments typically require students to think about their own experiences that demonstrate a specific concept and/or principle. For instance, a student might write about their own struggle with ...
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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 ...
The assessment task description (located in your subject outline) provides key information about an assessment item, including the question. It is essential to scan this document for topic, task, and limiting words. ... the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been ...
Description of assignment: Write a personal narrative essay on one of the approved topics below (SLO 2). The essay must tell a clear story about a real experience. Use narration and description in the essay (SLO 3). Your tone should be conversational; tell the story as if you were telling it to a close friend. The essay must be in MLA format ...
Listed below are some of the tasks a Writer might expected to complete: Carry out research on topics assigned to them. Fact-check any data collected during the research process. Create content in form of articles, blogs or papers based on the data collected from their research. Develop well-researched pitches and submit to an Editor for review.
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If your assignment is completely multiple choice, you should consider using the Bubble Sheet assignment type. With this type of assignment, you need to electronically or manually distribute and have students fill out the Gradescope Bubble Sheet Template. You can then mark the correct answers for each question ahead of time, and all student ...
Course Description. ... Participants will be asked to complete weekly exercises to meet the learning outcomes and practice the grant writing process. The final assignment will include completing a grant application in response to a grantor's Request for Proposal or published application guidelines for a proposal. Instructors will provide ...
The Astros designated reliever Rafael Montero for assignment on Wednesday, acknowledging the right-hander's struggles under a hefty contract that has proved unfortunate for Houston. Montero is ...
The assignment came out of an executive order Biden issued in February 2021 that sought to reduce migration from the Northern Triangle countries of El Salvador, Guatemala and Honduras, ...