• …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
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.
Prepared by allison boye, ph.d. teaching, learning, and professional development center.
Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning. And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment. This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.
First Things First…
Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor:
In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78):
1. What are the main units/modules in my course?
2. What are my main learning objectives for each module and for the course?
3. What thinking skills am I trying to develop within each unit and throughout the course?
4. What are the most difficult aspects of my course for students?
5. If I could change my students' study habits, what would I most like to change?
6. What difference do I want my course to make in my students' lives?
What your students need to know
Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment. However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible.
A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration:
• Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories.
• Set the grading categories yourself, but ask the students to help write the descriptions.
• Draft the complete grading scale yourself, then give it to your students for review and suggestions.
A Few Do's and Don'ts…
Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design. First, here are a few things you should do :
Next are a few elements to avoid in your assignments:
The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few:
Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations
Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below.
Online Resources
“Creating Effective Assignments” http://www.unh.edu/teaching-excellence/resources/Assignments.htm This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning, provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations.
Gardner, T. (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten. http://www.tengrrl.com/tens/034.shtml This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English . The website will also link you to several other lists of “ten tips” related to literacy pedagogy.
“How to Create Effective Assignments for College Students.” http:// tilt.colostate.edu/retreat/2011/zimmerman.pdf This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments.
“Learner-Centered Assessment” http://cte.uwaterloo.ca/teaching_resources/tips/learner_centered_assessment.html From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind. “Matching Learning Goals to Assignment Types.” http://teachingcommons.depaul.edu/How_to/design_assignments/assignments_learning_goals.html This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals.
Additional References Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass.
Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum , 3.2, pp. 15 – 24.
Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange . Retrieved Jan. 9, 2008 from http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf
Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4.
Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines . Boston: Bedford/St. Martin's.
Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments. Teaching Sociology , 31, pp. 195 – 202.
Leahy, R. (2002). Conducting writing assignments. College Teaching , 50.2, pp. 50 – 54.
Miller, H. (2007). Designing effective writing assignments. Teaching with writing . University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from http://writing.umn.edu/tww/assignments/designing.html
MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html .
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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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.
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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.
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In order to help our students best engage with the writing tasks we assign them, we need as a program to scaffold the assignments with not only effectively designed activities, but equally effectively designed assignment sheets that clearly explain the learning objectives, purpose, and logistics for the assignment.
As a program, instructors should compose assignment sheets that contain the following elements.
A clear description of the assignment and its purpose . How does this assignment contribute to their development as writers in this class, and perhaps beyond? What is the genre of the assignment? (e.g., some students will be familiar with rhetorical analysis, some will not).
Learning objectives for the assignment . The learning objectives for each assignment are available on the TeachingWriting website. While you might include others objectives, or tweak the language of these a bit to fit with how you teach rhetoric, these objectives should appear in some form on the assignment sheet and should be echoed in your rubric.
Due dates or timeline, including dates for drafts . This should include specific times and procedures for turning in drafts. You should also indicate dates for process assignments and peer review if they are different from the main assignment due dates.
Details about format (including word count, documentation form) . This might also be a good place to remind them of any technical specifications (even if you noted them on the syllabus).
Discussion of steps of the process. These might be “suggested” to avoid the implication that there is one best way to achieve a rhetorical analysis.
Evaluation criteria / grading rubric that is in alignment with learning objectives . While the general PWR evaluation criteria is a good starting place, it is best to customize your rubric to the specific purposes of your assignment, ideally incorporating some of the language from the learning goals. In keeping with PWR’s elevation of rhetoric over rules, it’s generally best to avoid rubrics that assign specific numbers of points to specific features of the text since that suggests a fairly narrow range of good choices for students’ rhetorical goals. (This is not to say that points shouldn’t be used: it’s just more in the spirit of PWR’s rhetorical commitments to use them holistically.)
Canvas offers an "assignment" function you can use to share assignment sheet information with students. It provides you with the opportunity to upload a rubric in conjunction with assignment details; to create an upload space for student work (so they can upload assignments directly to Canvas); to link the assignment submissions to Speedgrader, Canvas's internal grading platform; and to sync your assigned grades with the gradebook. While these are very helpful features, don't hesitate to reach out to the Canvas Help team or our ATS for support when you set them up for the first time. In addition, you should always provide students with access to a separate PDF assignment sheet. Don't just embed the information in the Canvas assignment field; if students have trouble accessing Canvas for any reason (Canvas outage; tech issues), they won't be able to access that information.
In addition, you might creating video mini-overviews or "talk-throughs" of your assignments. These should serve as supplements to the assignment sheets, not as a replacement for them.
Check out some examples of Stanford instructors' assignment sheets via the links below. Note that these links will route you to our Canvas PWR Program Materials site, so you must have access to the Canvas page in order to view these files:
See examples of rhetorical analysis assignment sheets
See examples of texts in conversation assignment sheets
See examples of research-based argument assignment sheets
Further reading on assignment sheets
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Kate Derrington; Cristy Bartlett; and Sarah Irvine
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 begins with an explanation of how to analyse an assignment task and start putting your ideas together. It continues by breaking down the components of academic writing and exploring the elements you will need to master in your written assignments. This is followed by a discussion of paraphrasing and synthesis, and how you can use these strategies to create a strong, written argument. The chapter concludes with useful checklists for editing and proofreading to help you get the best possible mark for your work.
It is important that before you begin researching and writing your assignments you spend sufficient time understanding all the requirements. This will help make your research process more efficient and effective. Check your subject information such as task sheets, criteria sheets and any additional information that may be in your subject portal online. Seek clarification from your lecturer or tutor if you are still unsure about how to begin your assignments.
The task sheet typically provides key information about an assessment including the assignment question. It can be helpful to scan this document for topic, task and limiting words to ensure that you fully understand the concepts you are required to research, how to approach the assignment, and the scope of the task you have been set. These words can typically be found in your assignment question and are outlined in more detail in the two tables below (see Table 19.1 and Table 19.2 ).
Topic words | These are words and concepts you have to research and write about. |
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 of the assignment, e.g., Australian perspectives, relevant codes or standards or a specific timeframe. |
Make sure you have a clear understanding of what the task word requires you to address.
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 criteria sheet , also known as the marking sheet or rubric, is another important document to look at before you begin your assignment. The criteria sheet 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 task or criteria sheet will also include the:
Task analysis and criteria sheets are also discussed in the chapter Managing Assessments for a more detailed discussion on task analysis, criteria sheets, and marking rubrics.
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 pieces you prepare will require an academic writing style. This is sometimes called ‘academic tone’ or ‘academic voice’. This section will help you to identify what is required when you are writing academically (see Table 19.3 ). The best way to understand what academic writing looks like, is to read broadly in your discipline area. Look at how your course readings, or scholarly sources, are written. This will help you identify the language of your discipline field, as well as how other writers structure their work.
Is clear, concise and well-structured | Is verbose and may use more words than are needed |
Is formal. It writes numbers under twenty in full. | Writes numbers under twenty 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- This essay argues…) | Writes in first person (I think, I found) |
Utilises the language of the field/industry/subject | Uses colloquial language e.g., mate |
Essays are a common form of assessment that you will likely encounter during your university studies. You should apply an academic tone and style when writing an essay, just as you would in in your other assessment pieces. One of the most important steps in writing an essay is constructing your thesis statement. A thesis statement tells the reader the purpose, argument or direction you will take to answer your assignment question. A thesis statement may not be relevant for some questions, if you are unsure check with your lecturer. The thesis statement:
Your thesis statement helps you to structure your essay. It plays a part in each key section: introduction, body and conclusion.
When planning and drafting assignments, it is important to consider the structure of your writing. Academic writing should have 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.
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. These tips below are based on the requirements usually needed for an essay assignment, however, they can be applied to other assignment types.
Most writing at university will require a strong and logically structured introduction. An effective introduction should provide some background or context for your assignment, clearly state your thesis and include the key points you will cover in the body of the essay in order to prove your thesis.
Usually, your introduction is approximately 10% of your total assignment word count. It is much easier to write your introduction once you have drafted your body paragraphs and conclusion, as you know what your assignment is going to be about. An effective introduction needs to inform your reader by establishing what the paper is about and provide four basic things:
The below example demonstrates the four different elements of an introductory paragraph.
1) Information technology is having significant effects on the communication of individuals and organisations in different professions. 2) This essay will discuss the impact of information technology on the communication of health professionals. 3) First, the provision of information technology for the educational needs of nurses will be discussed. 4) This will be followed by an explanation of the significant effects that information technology can have on the role of general practitioner in the area of public health. 5) Considerations will then be made regarding the lack of knowledge about the potential of computers among hospital administrators and nursing executives. 6) The final section will explore how information technology assists health professionals in the delivery of services in rural areas . 7) It will be argued that information technology has significant potential to improve health care and medical education, but health professionals are reluctant to use it.
1 Brief background/ overview | 2 Indicates the scope of what will be covered | 3-6 Outline of the main ideas (structure) | 7 The thesis statement
Note : The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.
You should aim to end your assignments with a strong conclusion. Your conclusion should restate your thesis and summarise the key points you have used to prove this thesis. Finish with a key point as a final impactful statement. Similar to your introduction, your conclusion should be approximately 10% of the total assignment word length. 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) It is evident, therefore, that not only do employees need to be trained for working in the Australian multicultural workplace, but managers also need to be trained. 2) Managers must ensure that effective in-house training programs are provided for migrant workers, so that they become more familiar with the English language, Australian communication norms and the Australian work culture. 3) In addition, Australian native English speakers need to be made aware of the differing cultural values of their workmates; particularly the different forms of non-verbal communication used by other cultures. 4) Furthermore, all employees must be provided with clear and detailed guidelines about company expectations. 5) Above all, in order to minimise communication problems and to maintain an atmosphere of tolerance, understanding and cooperation in the multicultural workplace, managers need to have an effective knowledge about their employees. This will help employers understand how their employee’s social conditioning affects their beliefs about work. It will develop their communication skills to develop confidence and self-esteem among diverse work groups. 6) The culturally diverse Australian workplace may never be completely free of communication problems, however, further studies to identify potential problems and solutions, as well as better training in cross cultural communication for managers and employees, should result in a much more understanding and cooperative environment.
1 Reference to thesis statement – In this essay the writer has taken the position that training is required for both employees and employers . | 2-5 Structure overview – Here the writer pulls together the main ideas in the essay. | 6 Final summary statement that is based on the evidence.
Note: The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.
Paragraph writing is a key skill that enables you to incorporate your academic research into your written work. 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 increasing specificity; that is, they move from the general to the specific, increasingly refining the reader’s understanding. A common structure for paragraphs in academic writing is as follows.
This is the main idea of the paragraph and should relate to the overall issue or purpose of your assignment is addressing. Often it will be expressed as an assertion or claim which supports the overall argument or purpose of your writing.
The main idea must have its meaning explained and elaborated upon. Think critically, do not just describe the idea.
These explanations must include evidence to support your main idea. This information should be paraphrased and referenced according to the appropriate referencing style of your course.
This should explain why the topic of the paragraph is relevant to the assignment question and link to the following paragraph.
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 sentence fragments . These are incomplete sentences or ideas that are unfinished and create confusion for your reader. Avoid also run on sentences . This happens when you join two ideas or clauses without using the appropriate punctuation. This also confuses your meaning (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 transition words table in the chapter English Language Foundations.
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:
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 (see Table 19.4 ).
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. Note how the blocks of colour have been broken up to see how much the structure has changed from the original text.
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, which indicates how much the structure has changed from the original text.
What is synthesising?
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 (see Table 19.5 ).
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, McCaffrey, and Klassens’ (2016) research results suggested that there was a positive association between procrastination and anxiety. This was corroborated by Custer’s (2018) findings which indicated that students with higher levels of procrastination also reported greater levels of the 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.
What does this mean.
Throughout your university studies, you may be asked to ‘argue’ a particular point or position in your writing. You may already be familiar with the idea of an argument, which in general terms means to have a disagreement with someone. Similarly, 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.
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 (see Table 19.6 ).
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
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.
Teaching handwriting.
Our editors will review what you’ve submitted and determine whether to revise the article.
handwriting , writing with the hand as distinguished from print. The term handwriting has come to be more or less restricted to mean the form of writing peculiar to each person.
Before the introduction of the typewriter for general use, when handwriting had a greater utilitarian value, schools stressed handwriting instruction. Scales were developed for gauging the quality of the script from grade to grade in the elementary schools, and a series of careful investigations of the handwriting movements were undertaken. Studies showed that the pressure on the penholder (grip pressure) as well as the pressure of the pen point on the paper (point pressure) varies continuously during writing, and the speed of writing is not uniform but depends upon the type of stroke being made. For example, speed of movement usually rises slowly as the stroke begins, comes to a maximum in the middle, and drops off toward the end. The direction of the stroke, turns and loops, the complexity of the stroke, and the type of stroke that preceded will alter the speed of a given writing movement. Speed is affected also by length of letter elements, since it usually takes more time to make long strokes than to make short ones. By comparing the handwriting movements of good and poor writers, researchers found that these two groups differ in position of writing hand, speed, and types of movements in fingers and hand. A considerable relationship was found to exist between the changes in speed and the form of letters, and good writers showed greater uniformity in the speed of formation of similar strokes. Later, other educators, experimenting with manuscript writing and printed script, maintained that the latter type of handwriting is learned and executed more speedily because it resembles printed type more.
The handwriting of adults is so individual that it is considered unlikely that any two people could really write identically. This high degree of individualization occurs even among those who learned to write from the same school and under the same teacher. Investigations into the handwriting characteristics of children have indicated that individualization in graphomotor development begins very early in life. The scribblings of the preschool child as well as the early versions of the child’s copy work are often found to show individual characteristics sufficient to identify the author of a handwriting specimen.
Among the anomalies of early writing development is mirror writing—that is, reversed script which reads from right to left and is seen as ordinary writing only when reflected from a mirror. Reversal of individual letters to some degree is part of normal spatial and motor development in children, but students of the subject disagree on the physiological processes involved in mirror writing. Most agree that it is the left-handed child’s natural form of writing; these children however, tend to conform to the school standard as they gradually assimilate the conventional left-right direction. Brain injuries may result in partial or total mirror writing, which in these instances is considered a regression to the earlier reversal state. The most famous instance of mirror writing is that of Leonardo da Vinci who allegedly did it to keep his scientific work secret.
Identification of handwriting assumes great importance in courts of law when the authenticity of signature is contested. Even when the handwriting itself is not to be doubted, the conditions under which it was written sometimes become of great moment. Such questions as whether the writer’s hand was forced or guided and whether alterations were introduced after the completion of the document often have to be answered by the expert. One of the first steps in the investigation of a suspected or disputed writing is to find some genuine writing of the disputed author with which to make a comparison. The writing characteristics which experts use in determining authenticity presuppose that each handwriting has certain permanent characteristic features from which the available handwriting sample may vary, and the question is whether the observed variation is within expected limits or beyond them. Many ingenious methods have been developed to determine the authenticity of a given piece of writing: comparison of dates with age of paper, determining whether writing at the creases preceded or followed the creasing, and chemical and physical examination of the paper and the ink to determine its origin, date of manufacture, and date of writing. The presence of tremors, types of final strokes for ending words, and other characteristics of handwriting are also utilized by handwriting experts for identification purposes. However, handwriting experts usually limit themselves to questions of identification only and do not embark on the kind of speculative personality analysis seen in graphology .
Teaching handwriting is one of the basic tasks of the elementary grades in all school systems. The form of instruction differs according to the nature of language script, the system of instruction, and the availability of writing materials and instruments. Where Roman-type letters are in use, instruction tends toward the use of whole words. Many countries have adopted simplified forms of writing to help children overcome difficulties in beginning instruction. In countries using an alphabetic language, the simplified form is called variously script, printscript, or manuscript writing. Most children are expected to have some skill in handwriting by the age of eight or nine. In the United States , children then traditionally progressed from manuscript to cursive (slanted, connected, with special letter forms) writing, although changing educational standards in the 21st century led to a dramatic decline in cursive instruction. The handwriting scripts commonly taught to British children, after the initial experience with manuscript writing, include the Vere Foster “civil service” script, Marion Richardson’s script, and the so-called italic script .
Teachers generally emphasize correctness of letter formation, neatness of writing, uniformity of letters, spacing of letters and words, alignment of words and sentences, and speed of writing. Instruction begins with drawing or tracing of letter forms or words and moves to more rapid writing of words as skill is gained. Speed is not emphasized early in instruction, however. Greatest attention is paid to proper body and paper position, less attention to wrist and least to proper arm movements. Many devices are used in teaching handwriting—copying from letter form models, exercises and drills in drawing lines or circles, tracing of letter forms with stylus or pencil—as well as procedures that emphasize rhythm (counting or music). Ordinarily, lowercase letters are introduced first, then uppercase. Failure to close letters, closing looped strokes, looping nonlooped strokes, and straight rather than rounded strokes are the major causes for poor letter forms.
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IMAGES
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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
As Eodice, Geller, and Lerner (2016) have shown, meaningful writing assignments do occur across all disciplines and they are typically ones that "offer students opportunities to engage with instructors, peers, and texts and are relevant to past experiences and passions as well as to future aspirations and identities.". Maximized learning time.
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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 ...
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.
Description of the mechanics and instruction of handwriting. Before the introduction of the typewriter for general use, when handwriting had a greater utilitarian value, schools stressed handwriting instruction. Scales were developed for gauging the quality of the script from grade to grade in the elementary schools, and a series of careful investigations of the handwriting movements were ...
Handwriting is writing that is done by hand using a pen, pencil, digital stylus, or another instrument. The art, skill, or manner of handwriting is called penmanship. The two main handwriting styles are print and cursive. These are separate from formal calligraphy or typeface. Because each person's handwriting is unique and evolves differently ...
Here is how you can convert text to handwriting with this tool: Type or copy-paste your content in the input field. Or, you can directly upload a file from your device's local storage. Select the output settings from the options given below the input field. Click on the 'Download PNG' button to save the converted text to your device.