how to write an assignment using word

14 Best Steps on How to Make an Assignment on MS Word

Nowadays, it is very common for students to complete their assignments using Microsoft Word. Thus, they look up how to make an assignment on MS Word. Because of the numerous options provided by MS Word, it might be difficult for a beginner to handle. All you have to do is become familiar with MS Word’s options before moving on to the assignment. 

Here in this blog, we will explain 14 best steps you need to follow in order to know how to make an assignment on MS word.

How to make an assignment on MS word 

Table of Contents

Yes, we understand that completing an assignment is challenging for most students. Because some of them are worried about completing the task like write my paper , and even if they aren’t worried, they don’t know how to use Microsoft Word effectively, which can be disastrous for many. Similarly, we are publishing this blog to teach you how to make an assignment in Microsoft Word.

Yes, we understand that completing an assignment is challenging for most students. Because some of them are worried about completing the task, and even if they aren’t worried, they don’t know how to use Microsoft Word effectively, which can be disastrous for many. This blog is being published to teach you how to make an assignment in Microsoft Word.

1. Setting the layout of the page for your assignment

On the Toolbar, select the Page Layout tab. Likewise, Page Setup options will appear.

2. Set Margins

Set the margins as follows (Standard measure for the margin):

• Bottom: 2.5cm
• Left: 2.5cm (or 3.2cm)
• Right: 2.5cm (or 3.2cm)

3. Setting Orientation of the page

• Orientation: Portrait

4. Setting Size

• Set to A4 unless otherwise specified. 

5. Setting styles

Go Back to the Home tab, You will find the Styles options in the right of the toolbar you will need to use these steps to set the headings and paragraph text for your work.

6. For Headings

Always use the first three headings (Heading 1,2 and 3)

• H1: Arial 14 pt bold
• H2: Arial 12 pt bold, italics
• H3: Arial 10.5-11 pt bold

And the text type should be Normal text

• Times New Roman 12 pt (or equivalent) 

7. To set the headings styles for your work, you will have to

• Click the small Styles icon/button.
• Select/highlight the style to modify (e.g. ‘H1’), and then right-click >Modify. Likewise, the Modify Style dialog box will appear.
• Under Formatting, You can change the font style and size as per your need.
• Click OK. 

8. Setting up your assignment as the one document

Also, your Work, including the title page and references ( not the Assignment Attachment form*), must be aggregated as a single word (.docx) report. 

Therefore, it is simpler to make one record, embed your significant headings, and enter the content from that point. But, if you decide to make separate documents while setting up your task (for example, a different record for references), you will need to copy and paste the final contents into the one-word document and finalize the formatting there.

*The assignment attachment structure is either submitted electronically as a different document or attached to a submitted printed copy.

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9. Inserting section breaks, page breaks, and page numbers

The document has two sections

Section 1 Contains

• The title page
• Table of contents 

Section 2 Contains

• The remainder of the assignment.

There are then page breaks within each section i.e

(e.g. between ‘Abstract’ and ‘Table of contents’; ‘Conclusion’ and ‘References’). 

To insert the Section break (i.e. make two sections)

• Position your cursor at the end of the Table of contents. (Just have this as a heading; the actual table will be added at the end.)
• From the toolbar at the top of your document, open the Page Layout tab and select Breaks>Section Breaks>Next Page. Under Section break types, select ‘Next page’. This has now divided the assignment into two sections.

Now to insert the page breaks

• Place your cursor at the foot of the title (cover) page.
• Select the Page Layout tab>Breaks>Page Breaks>Page. This has now created a page break between the title page and Abstract.
• Place the cursor at the foot of the Abstract page and repeat to make the break between the Abstract and Table of contents.
• Place a page break between the Conclusion in the next section.

10. Now to add the page numbers

For section 1:.

• Place your cursor within the title page. Click on the Insert tab and then select Page Number in the Header & Footer set of options.
• Select Top of Page>Plain Number 3 (‘right’ alignment). Do not close the Header and Footer just yet.
• Check the box for Different First Page. (This will remove the page number from the title page.)
• In the Header & Footer group of options to the left of the toolbar, select Page Number>Format Page Numbers. Select i, ii, iii .. from the Number format
• Drop-down list. Under Page numbering, click the Start at the radio button (if not already activated) and select i. Click OK.
• Close the Header and Footer. [This will paginate slightly differently from the example, with Abstract on page ii. ]

For section 2:

• Go to the start of section 2 (i.e. beginning at the ‘Introduction’) and double click on the existing page number. This will open the Header settings options.
• In the Header & Footer options section on the toolbar, select Page Number>Format Page Numbers.
• Make sure the ‘Show number on the first page is selected (i.e. the box is ticked).
• Select 1, 2, 3 from the Number format drop-down list. Under Page numbering, Click on the Start at the radio button and set the start on page 1.

11. Inserting the Table of contents

• Move the cursor under the ‘Table of contents’ heading. 
• Check the checkboxes for ‘Show page numbers’ and ‘Right align page numbers’.In the (last) Show levels box, set it to either just ‘1’ (i.e. list only the heading 1 level headings) or ‘2’ (to show both H1, and H2 headings).
• To update the table anytime, right-click on the table and it’s almost done.

12. The title page

Follow these steps as the model for your work:

• Assignment title: Arial 28 pt, italics, centered
• (Assignment number): Arial 18 pt, italics, centered
• Other details: Times New Roman 14 pt, left-justified; single tab spacing for items on the one line.

13. Word count

Show the word count properly for the body of your assignment, because it’s’ important.

• Place your cursor on the Introduction title, hold the Shift key down, and got to the end of the Conclusion.
• And then Tools>Word Count and record the number of words. 

14. Spelling and Grammar Check

Always keep an eye on spelling and sentence structure and Before you get a printed copy of your task,

What you have to do is

• Run the word spell and sentence structure, and carefully look at your Work. (Tools>Spelling and Grammar.)
• Ensure the Dictionary Language is set to English (Australia, UK, Canada).

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To this end, now you know the 14 best steps on how to make an assignment on MS Word in detail. Many times students are worried about their assignments but we are here to assist you with all your problems. You can contact our experts anytime if you have an issue with MS Office assignment help.

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How to Write a Perfect Assignment: Step-By-Step Guide

14 Sep 2022

Quick Navigation

❓How to Structure an Assignment?

✍️Main Steps of Assignment Writing

• 📖The research part
• 🗒Planning your text
• ✒️Writing major parts

📑Expert Tips for your Writing Assignment

✅Will I succeed with my assignments?

📎Conclusion

It is common for students of institutes and universities to get a task as a written assignment for a page or two. This academic type of work is widespread in the subjects of literature, history, or philosophy, but students of other specialties usually have to complete them too. For many, this becomes a real difficulty because not everyone has the talent for writing. In addition, even having decent knowledge in the field does not mean a well-executed written assignment.

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• Language: English
• Length: 1000-5000 words
• Font size: 11 or 12

How to Structure an Assignment?

To cope with assignments, you should familiarize yourself with the tips on formatting and presenting assignments or any written paper, which are given below. It is worth paying attention to the content of the paper, making it structured and understandable so that ideas are not lost and thoughts do not refute each other.

If the topic is free or you can choose from the given list — be sure to choose the one you understand best. Especially if that could affect your semester score or scholarship. It is important to select an  engaging title that is contextualized within your topic. A topic that should captivate you or at least give you a general sense of what is needed there. It’s easier to dwell upon what interests you, so the process goes faster.

To construct an assignment structure, use outlines. These are pieces of text that relate to your topic. It can be ideas, quotes, all your thoughts, or disparate arguments. Type in everything that you think about. Separate thoughts scattered across the sheets of Word will help in the next step.

Then it is time to form the text. At this stage, you have to form a coherent story from separate pieces, where each new thought reinforces the previous one, and one idea smoothly flows into another.

Main Steps of Assignment Writing

These are steps to take to get a worthy paper. If you complete these step-by-step, your text will be among the most exemplary ones.

The research part

If the topic is unique and no one has written about it yet, look at materials close to this topic to gain thoughts about it. You should feel that you are ready to express your thoughts. Also, while reading, get acquainted with the format of the articles, study the details, collect material for your thoughts, and accumulate different points of view for your article. Be careful at this stage, as the process can help you develop your ideas. If you are already struggling here, pay for assignment to be done , and it will be processed in a split second via special services. These services are especially helpful when the deadline is near as they guarantee fast delivery of high-quality papers on any subject.

If you use Google to search for material for your assignment, you will, of course, find a lot of information very quickly. Still, the databases available on your library’s website will give you the clearest and most reliable facts that satisfy your teacher or professor. Be sure you copy the addresses of all the web pages you will use when composing your paper, so you don’t lose them. You can use them later in your bibliography if you add a bit of description! Select resources and extract quotes from them that you can use while working. At this stage, you may also create a  request for late assignment if you realize the paper requires a lot of effort and is time-consuming. This way, you’ll have a backup plan if something goes wrong.

Planning your text

Assemble a layout. It may be appropriate to use the structure of the paper of some outstanding scientists in your field and argue it in one of the parts. As the planning progresses, you can add suggestions that come to mind. If you use citations that require footnotes, and if you use single spacing throughout the paper and double spacing at the end, it will take you a very long time to make sure that all the citations are on the exact pages you specified! Add a reference list or bibliography. If you haven’t already done so, don’t put off writing an essay until the last day. It will be more difficult to do later as you will be stressed out because of time pressure.

Writing major parts

It happens that there is simply no mood or strength to get started and zero thoughts. In that case, postpone this process for 2-3 hours, and, perhaps, soon, you will be able to start with renewed vigor. Writing essays is a great (albeit controversial) way to improve your skills. This experience will not be forgotten. It will certainly come in handy and bring many benefits in the future. Do your best here because asking for an extension is not always possible, so you probably won’t have time to redo it later. And the quality of this part defines the success of the whole paper.

Writing the major part does not mean the matter is finished. To review the text, make sure that the ideas of the introduction and conclusion coincide because such a discrepancy is the first thing that will catch the reader’s eye and can spoil the impression. Add or remove anything from your intro to edit it to fit the entire paper. Also, check your spelling and grammar to ensure there are no typos or draft comments. Check the sources of your quotes so that your it is honest and does not violate any rules. And do not forget the formatting rules.

with the right tips and guidance, it can be easier than it looks. To make the process even more straightforward, students can also use an assignment service to get the job done. This way they can get professional assistance and make sure that their assignments are up to the mark. At PapersOwl, we provide a professional writing service where students can order custom-made assignments that meet their exact requirements.

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Expert Tips for your Writing Assignment

Want to write like a pro? Here’s what you should consider:

• Save the document! Send the finished document by email to yourself so you have a backup copy in case your computer crashes.
• Don’t wait until the last minute to complete a list of citations or a bibliography after the paper is finished. It will be much longer and more difficult, so add to them as you go.
• If you find a lot of information on the topic of your search, then arrange it in a separate paragraph.
• If possible, choose a topic that you know and are interested in.
• Believe in yourself! If you set yourself up well and use your limited time wisely, you will be able to deliver the paper on time.
• Do not copy information directly from the Internet without citing them.

Writing assignments is a tedious and time-consuming process. It requires a lot of research and hard work to produce a quality paper. However, if you are feeling overwhelmed or having difficulty understanding the concept, you may want to consider getting accounting homework help online . Professional experts can assist you in understanding how to complete your assignment effectively. PapersOwl.com offers expert help from highly qualified and experienced writers who can provide you with the homework help you need.

Will I succeed with my assignments?

Anyone can learn how to be good at writing: follow simple rules of creating the structure and be creative where it is appropriate. At one moment, you will need some additional study tools, study support, or solid study tips. And you can easily get help in writing assignments or any other work. This is especially useful since the strategy of learning how to write an assignment can take more time than a student has.

Therefore all students are happy that there is an option to  order your paper at a professional service to pass all the courses perfectly and sleep still at night. You can also find the sample of the assignment there to check if you are on the same page and if not — focus on your papers more diligently.

So, in the times of studies online, the desire and skill to research and write may be lost. Planning your assignment carefully and presenting arguments step-by-step is necessary to succeed with your homework. When going through your references, note the questions that appear and answer them, building your text. Create a cover page, proofread the whole text, and take care of formatting. Feel free to use these rules for passing your next assignments.

When it comes to writing an assignment, it can be overwhelming and stressful, but Papersowl is here to make it easier for you. With a range of helpful resources available, Papersowl can assist you in creating high-quality written work, regardless of whether you're starting from scratch or refining an existing draft. From conducting research to creating an outline, and from proofreading to formatting, the team at Papersowl has the expertise to guide you through the entire writing process and ensure that your assignment meets all the necessary requirements.

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David Kidwell

David is one of those experienced content creators from the United Kingdom who has a high interest in social issues, culture, and entrepreneurship. He always says that reading, blogging, and staying aware of what happens in the world is what makes a person responsible. He likes to learn and share what he knows by making things inspiring and creative enough even for those students who dislike reading.

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Resources for Teachers: Creating Writing Assignments

This page contains four specific areas:

Creating Effective Assignments

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:

• the kind of writing expected
• the scope of acceptable subject matter
• the length requirements
• formatting requirements
• documentation format
• the amount and type of research expected (if any)
• the writer’s role
• deadlines for the first draft and its revision

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.

Examining your goals for the assignment

• How exactly does this assignment fit with the objectives of your course?
• Should this assignment relate only to the class and the texts for the class, or should it also relate to the world beyond the classroom?
• What do you want the students to learn or experience from this writing assignment?
• Should this assignment be an individual or a collaborative effort?
• What do you want students to show you in this assignment? To demonstrate mastery of concepts or texts? To demonstrate logical and critical thinking? To develop an original idea? To learn and demonstrate the procedures, practices, and tools of your field of study?

Defining the writing task

• Is the assignment sequenced so that students: (1) write a draft, (2) receive feedback (from you, fellow students, or staff members at the Writing and Communication Center), and (3) then revise it? Such a procedure has been proven to accomplish at least two goals: it improves the student’s writing and it discourages plagiarism.
• Does the assignment include so many sub-questions that students will be confused about the major issue they should examine? Can you give more guidance about what the paper’s main focus should be? Can you reduce the number of sub-questions?
• What is the purpose of the assignment (e.g., review knowledge already learned, find additional information, synthesize research, examine a new hypothesis)? Making the purpose(s) of the assignment explicit helps students write the kind of paper you want.
• What is the required form (e.g., expository essay, lab report, memo, business report)?
• What mode is required for the assignment (e.g., description, narration, analysis, persuasion, a combination of two or more of these)?

Defining the audience for the paper

• Can you define a hypothetical audience to help students determine which concepts to define and explain? When students write only to the instructor, they may assume that little, if anything, requires explanation. Defining the whole class as the intended audience will clarify this issue for students.
• What is the probable attitude of the intended readers toward the topic itself? Toward the student writer’s thesis? Toward the student writer?
• What is the probable educational and economic background of the intended readers?

Defining the writer’s role

• Can you make explicit what persona you wish the students to assume? For example, a very effective role for student writers is that of a “professional in training” who uses the assumptions, the perspective, and the conceptual tools of the discipline.

Defining your evaluative criteria

1. If possible, explain the relative weight in grading assigned to the quality of writing and the assignment’s content:

• depth of coverage
• organization
• critical thinking
• original thinking
• use of research
• logical demonstration
• appropriate mode of structure and analysis (e.g., comparison, argument)
• correct use of sources
• grammar and mechanics
• professional tone
• correct use of course-specific concepts and terms.

Here’s a checklist for writing assignments:

• Have you used explicit command words in your instructions (e.g., “compare and contrast” and “explain” are more explicit than “explore” or “consider”)? The more explicit the command words, the better chance the students will write the type of paper you wish.
• Does the assignment suggest a topic, thesis, and format? Should it?
• Have you told students the kind of audience they are addressing — the level of knowledge they can assume the readers have and your particular preferences (e.g., “avoid slang, use the first-person sparingly”)?
• If the assignment has several stages of completion, have you made the various deadlines clear? Is your policy on due dates clear?
• Have you presented the assignment in a manageable form? For instance, a 5-page assignment sheet for a 1-page paper may overwhelm students. Similarly, a 1-sentence assignment for a 25-page paper may offer insufficient guidance.

There are several benefits of sequencing writing assignments:

• Sequencing provides a sense of coherence for the course.
• This approach helps students see progress and purpose in their work rather than seeing the writing assignments as separate exercises.
• It encourages complexity through sustained attention, revision, and consideration of multiple perspectives.
• If you have only one large paper due near the end of the course, you might create a sequence of smaller assignments leading up to and providing a foundation for that larger paper (e.g., proposal of the topic, an annotated bibliography, a progress report, a summary of the paper’s key argument, a first draft of the paper itself). This approach allows you to give students guidance and also discourages plagiarism.
• It mirrors the approach to written work in many professions.

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.

Basic tasks in Word

Word 2016 is designed to help you create professional-quality documents. Word can also help you organize and write documents more efficiently.

When you create a document in Word, you can choose to start from a blank document or let a template do much of the work for you. From then on, the basic steps in creating and sharing documents are the same. And Word's powerful editing and reviewing tools can help you work with others to make your document great.

Tip:  To learn about new features, see What's new in Word 2016 .

Start a document

It’s often easier to create a new document using a template instead of starting with a blank page. Word templates come ready-to-use with pre-set themes and styles. All you need to do is add your content.

Each time you start Word, you can choose a template from the gallery, click a category to see more templates, or search for more templates online.

For a closer look at any template, click it to open a large preview.

If you’d rather not use a template, click Blank document .

Open a document

Every time you start Word, you’ll see a list of your most recently used documents in the left column. If the document you’re looking for isn’t there, click Open Other Documents .

If you’re already in Word, click File > Open and then browse to the file’s location.

When you open a document that was created in earlier versions of Word, you see Compatibility Mode in the title bar of the document window. You can work in compatibility more or you can upgrade the document to use Word 2016. 

Save a document

To save a document for the first time, do the following:

On the File tab, click Save As .

Browse to the location where you’d like to save your document.

Note:  To save the document on your computer, choose a folder under This PC or click Browse . To save your document online, choose an online location under Save As or click Add a Place . When your files are online, you can share, give feedback and work together on them in real time.

Click Save .

Note:  Word automatically saves files in the .docx file format. To save your document in a format other than .docx, click the Save as type list, and then select the file format that you want.

To save your document as you continue to work on it, click Save in the Quick Access Toolbar.

Read documents

Open your document in Read Mode to hide most of the buttons and tools so you can get absorbed in your reading without distractions.

Open the document you want to read.

Note:  Some documents open in Read Mode automatically, such as protected documents or attachments.

Click View > Read Mode .

To move from page to page in a document, do one of the following:

Click the arrows on the left and right sides of the pages.

Press page down and page up or the spacebar and backspace on the keyboard. You can also use the arrow keys or the scroll wheel on your mouse.

If you’re on a touch device, swipe left or right with your finger.

Tip:  Click View > Edit Document to edit the document again.

Track changes

When you’re working on a document with other people or editing a document yourself, turn on Track Changes to see every change. Word marks all additions, deletions, moves, and formatting changes.

Open the document to be reviewed.

Click Review and then on the Track Changes button, select Track Changes .

Read Track changes to learn more.

Print your document

All in one place, you can see how your document will look when printed, set your print options, and print the file.

On the File tab, click Print .

Do the following:

Under Print , in the Copies box, enter the number of copies you want.

Under Printer , make sure the printer you want is selected.

Under Settings , the default print settings for your printer are selected for you. If you want to change a setting, just click the setting you want to change and then select a new setting.

When you’re satisfied with the settings, click Print .

For details, see Print a document .

Beyond the basics

For more on the fundamentals of using Word, see What's new in Word 2016 .

Top of Page

With Word for the web, you use your web browser to create, view, and edit the personal documents that you store on OneDrive . If your organization or college has a Microsoft 365 plan or SharePoint site, start using Word for the web by creating or storing documents in libraries on your site.Save changes

Word saves your changes automatically. Look on the status bar at the bottom left corner of Word for the web. It will either show Saved or Saving .

Share documents online

Because your document is online, you can share it by sending a link instead of an email attachment. People can read it in their web browser or mobile device.

Click File > Share > Share with People .

Comment in the browser

A comment balloon shows where comments have been made in the doc.

Reply to comments, and check off items you’ve addressed.

Edit in the browser

If you try to type in the document and nothing happens, you’re probably in Reading view. Switch to Editing view: click Edit Document > Edit in Word for the web .

Type and format text, add pictures, adjust the layout of the page, and more. For more advanced editing, click Open in Word .

Work together on the same doc

To work together in Word for the web, you edit a document as you normally would. If others are also editing it, Word for the web alerts you to their presence. You can see everyone who is currently working in the document by clicking in the ribbon.

Clicking on an author’s name jumps you to where they’re working in the doc. And you’ll see the changes they make as they’re happening. They can be working in Word for the web, Word 2010 or later, or Word for Mac 2011.

Add a header or footer

Go to Insert > Header & Footer to add headers and footers to your document.

Click Options to choose how you’d like them to appear.

Add page numbers

Click Insert > Page Numbers and then choose from the gallery where you’d like the page numbers to appear.

Select Include Page Count to show the current page number along with the total number of pages (page X of Y).

Find and replace text

Quickly search for every occurrence of a specific word or phrase in your document by clicking Home > Find (or type Ctrl+F). Results appear next to your document so you can see the term in context. Clicking on a search result jumps you to that occurrence.

Click Replace (or type Ctrl+H) to find and replace text.

Print in Word for the web

Go to File > Print . Word for the web creates a PDF preview of your document that keeps all the layout and formatting of your document. Send the PDF to your printer and it will print the way you expect.

Microsoft Word 2013 is a word-processing program designed to help you create professional-quality documents. Word helps you organize and write your documents more efficiently.

Your first step in creating a document in Word 2013 is to choose whether to start from a blank document or to let a template do much of the work for you. From then on, the basic steps in creating and sharing documents are the same. Powerful editing and reviewing tools help you work with others to make your document perfect.

Tip:  For a training course to help you create your first document, see Create your first Word 2013 document . To learn about the features that are new to Word 2013, see What's new in Word 2013 .

Choose a template

It’s often easier to create a new document using a template instead of starting with a blank page. Word templates are ready to use with themes and styles. All you need to do is add your content.

Each time you start Word 2013, you can choose a template from the gallery, click a category to see the templates it contains, or search for more templates online. (If you’d rather not use a template, just click the Blank document .)

For a closer look at any template, just click it to open a large preview.

When you open a document that was created in earlier versions of Word, you see Compatibility Mode in the title bar of the document window. You can work in compatibility more or you can upgrade the document to use features that are new or enhanced in Word 2013 . 

Click the File tab.

Click Save As .

Note:  To save the document on your computer, choose a folder under Computer or click Browse . To save your document online, choose a location under Places or Add a Location . When your files are online, you can share, give feedback and work together on them in real time.

Open your document in Read M ode to hide most of the buttons and tools so you can get absorbed in your reading without distractions.

Click the File tab and then click Print .

For details, see Print and preview documents .

Go beyond the basics with your documents by creating a table of contents  or  saving a document as a template.

Important:  Office 2010 is no longer supported . Upgrade to Microsoft 365 to work anywhere from any device and continue to receive support. Upgrade now

In this article

What is word, find and apply a template, create a new document, track changes and insert comments.

Microsoft Word 2010 is a word-processing program, designed to help you create professional-quality documents. With the finest document-formatting tools, Word helps you organize and write your documents more efficiently. Word also includes powerful editing and revising tools so that you can collaborate with others easily.

Word 2010 allows you to apply built-in templates, to apply your own custom templates, and to search from a variety of templates available on the web.

To find and apply a template in Word, do the following:

On the File tab, click New .

Under Available Templates , do one of the following:

To use one of the built-in templates, click Sample Templates , click the template that you want, and then click Create .

To reuse a template that you’ve recently used, click Recent Template s, click the template that you want, and then click Create .

To use your own template that you previously created, click My Templates , click the template that you want, and then click OK .

To find a template on Office.com, under Office.com Templates , click the template category that you want, click the template that you want, and click Download to download the template from Office.com to your computer.

Note:  You can also search for templates on Office.com from within Word. In the Search Office.com for templates box, type one or more search terms, and then click the arrow button to search.

Click the File tab and then click New .

Under Available Templates , click Blank Document .

Click Create .

For more information about how to create a new document, see Create a document .

Click the File tab, and then click Open .

In the left pane of the Open dialog box, click the drive or folder that contains the document.

In the right pane of the Open dialog box, open the folder that contains the drawing that you want.

Click the document and then click Open .

To save a document in the format used by Word 2010 and Word 2007, do the following:

In the File name box, enter a name for your document.

To save a document so that it is compatible with Word 2003 or earlier, do the following:

Open the document that you want to be used in Word 2003 or earlier.

In the Save as type list, click Word 97-2003 Document . This changes the file format to .doc.

In the File name box, type a name for the document.

For more information about how to create a document that is compatible with Word 2003 or earlier versions, see Create a document to be used by previous versions of Word .

Open the document that you want to read.

On the View tab, in the Document Views group, click Full Screen Reading

Click the arrows in the lower corners of the pages.

Press PAGE DOWN and PAGE UP or SPACEBAR and BACKSPACE on the keyboard.

Click the navigation arrows at the top center of the screen.

For more information about how to view documents, see Read documents in Word .

To turn on change tracking, on the Review tab, in the Tracking group, click Track Changes .

To insert a comment, on the Review tab, in the Comments group, click New Comment .

For more information about how to track changes made while revising, see Track changes and insert comments .

Under Print , in the Copies box, enter the number of copies that you want to print.

Under Printer , make sure that the printer that you want is selected.

Under Settings , the default print settings for your printer are selected for you. If you want to change a setting, click the setting you want to change and then select the setting that you want.

When you are satisfied with the settings, click Print .

For more information about how to print a file, see Preview and print a file .

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Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that he or she will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove her point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, he or she still has to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and she already knows everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality she or he expects.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

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How to write the best college assignments.

By Lois Weldon

When it comes to writing assignments, it is difficult to find a conceptualized guide with clear and simple tips that are easy to follow. That’s exactly what this guide will provide: few simple tips on how to write great assignments, right when you need them. Some of these points will probably be familiar to you, but there is no harm in being reminded of the most important things before you start writing the assignments, which are usually determining on your credits.

The most important aspects: Outline and Introduction

Preparation is the key to success, especially when it comes to academic assignments. It is recommended to always write an outline before you start writing the actual assignment. The outline should include the main points of discussion, which will keep you focused throughout the work and will make your key points clearly defined. Outlining the assignment will save you a lot of time because it will organize your thoughts and make your literature searches much easier. The outline will also help you to create different sections and divide up the word count between them, which will make the assignment more organized.

The introduction is the next important part you should focus on. This is the part that defines the quality of your assignment in the eyes of the reader. The introduction must include a brief background on the main points of discussion, the purpose of developing such work and clear indications on how the assignment is being organized. Keep this part brief, within one or two paragraphs.

This is an example of including the above mentioned points into the introduction of an assignment that elaborates the topic of obesity reaching proportions:

Background : The twenty first century is characterized by many public health challenges, among which obesity takes a major part. The increasing prevalence of obesity is creating an alarming situation in both developed and developing regions of the world.

Structure and aim : This assignment will elaborate and discuss the specific pattern of obesity epidemic development, as well as its epidemiology. Debt, trade and globalization will also be analyzed as factors that led to escalation of the problem. Moreover, the assignment will discuss the governmental interventions that make efforts to address this issue.

Practical tips on assignment writing

Here are some practical tips that will keep your work focused and effective:

–         Critical thinking – Academic writing has to be characterized by critical thinking, not only to provide the work with the needed level, but also because it takes part in the final mark.

–         Continuity of ideas – When you get to the middle of assignment, things can get confusing. You have to make sure that the ideas are flowing continuously within and between paragraphs, so the reader will be enabled to follow the argument easily. Dividing the work in different paragraphs is very important for this purpose.

–         Usage of ‘you’ and ‘I’ – According to the academic writing standards, the assignments should be written in an impersonal language, which means that the usage of ‘you’ and ‘I’ should be avoided. The only acceptable way of building your arguments is by using opinions and evidence from authoritative sources.

–         Referencing – this part of the assignment is extremely important and it takes a big part in the final mark. Make sure to use either Vancouver or Harvard referencing systems, and use the same system in the bibliography and while citing work of other sources within the text.  

–         Usage of examples – A clear understanding on your assignment’s topic should be provided by comparing different sources and identifying their strengths and weaknesses in an objective manner. This is the part where you should show how the knowledge can be applied into practice.

–         Numbering and bullets – Instead of using numbering and bullets, the academic writing style prefers the usage of paragraphs.

–         Including figures and tables – The figures and tables are an effective way of conveying information to the reader in a clear manner, without disturbing the word count. Each figure and table should have clear headings and you should make sure to mention their sources in the bibliography.

–         Word count – the word count of your assignment mustn’t be far above or far below the required word count. The outline will provide you with help in this aspect, so make sure to plan the work in order to keep it within the boundaries.

The importance of an effective conclusion

The conclusion of your assignment is your ultimate chance to provide powerful arguments that will impress the reader. The conclusion in academic writing is usually expressed through three main parts:

–         Stating the context and aim of the assignment

–         Summarizing the main points briefly

–         Providing final comments with consideration of the future (discussing clear examples of things that can be done in order to improve the situation concerning your topic of discussion).

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Lois Weldon is writer at  Uk.bestdissertation.com . Lives happily at London with her husband and lovely daughter. Adores writing tips for students. Passionate about Star Wars and yoga.

7 comments on “How To Write The Best College Assignments”

Extremely useful tip for students wanting to score well on their assignments. I concur with the writer that writing an outline before ACTUALLY starting to write assignments is extremely important. I have observed students who start off quite well but they tend to lose focus in between which causes them to lose marks. So an outline helps them to maintain the theme focused.

Hello Great information…. write assignments

Well elabrated

Thanks for the information. This site has amazing articles. Looking forward to continuing on this site.

This article is certainly going to help student . Well written.

Really good, thanks

Practical tips on assignment writing, the’re fantastic. Thank you!

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Home / Blog / 15 foolproof tips for writing a great assignment

15 foolproof tips for writing a great assignment

15th Aug 2015

Student advice

If you’re the kind of person that only has to hear the word “assignment” and immediately has flashbacks to stuffy classrooms, ticking clocks and staring a blank page for hours….DON’T PANIC.

Our 15 foolproof tips for writing a great assignment will guide you to success.

Before you start…

1. do your reading.

Your course or module will have a reading list; make sure you actually use it! Your tutors choose texts to specifically help with your assignments and modules, and you’ll gain some valuable insights into the topic that are sure to make writing your assignment easier.

Expert tip:  If you have the time, do some reading from other sources not on your list to back up your argument.

2. Check the deadline

There’s nothing worse than scheduling time to sit down and write then glancing at the calendar and realising you’ve only got a few days left. Double-checking the deadline means you’ll have no nasty surprises.

Expert tip:  There are many apps out there that can add a ‘countdown’ to your phone or tablet. Use these to keep your assignment deadline front of mind.

3. Plan your time

Finding time to write is easier said than done, but if you break your time down into manageable chunks you’ll find it’s much easier to keep on top of your workload. Try scheduling mini-deadlines along the way (e.g. aim to have the first section done by a certain day) to keep your momentum going.

Expert tip:  Be realistic about the time you have spare, and the time you’re willing to give up. If you schedule a writing session at 9 p.m. on Friday evening when you’d rather be relaxing, chances are you won’t get anything done.

4. Ask for help (if you need it)

If there’s any doubt in your mind about the question or the requirements of the assignment, ask your tutor. It’s better to start right than have to re-write in the last few days.

Expert tip:  Remember, your tutor wants you to do well. He or she will not be annoyed if you need to ask a few questions.

5. Plan your assignment structure

Before you start, it can help to create a basic assignment structure. This can be as detailed as you like but the basic structure should contain your introduction points, your key arguments and points, and your planned conclusion.

Expert tip:  Try writing out your plan on sticky notes. These will allow you to rearrange your arguments and points easily as your plan develops.

As you’re writing…

6. introduction.

You wouldn’t start a conversation without introducing yourself; your assignment is the same. Your first paragraph should introduce your key argument, add a bit of context and the key issues of the question, and then go on to explain how you plan to answer it.

Expert tip:  Some people find it easier to write their introduction after they’ve finished the rest of their assignment. Give it a try!

7. Structure your argument

As you write the body of your assignment, make sure that each point you make has some supporting evidence. Use statistics or quotes you gathered during your reading to support your argument, or even as something to argue against.

Expert tip:  If you’re using a lot of different sources, it’s easy to forget to add them to your reference list. Make things easier for yourself by writing it as you go along.

8. Conclusion

Your conclusion is your final chance to summarise your argument and leave a lasting impression with your reader. Make sure you recap the key points and arguments you made in your assignment, including supporting evidence if needed.

Expert tip:  Make sure that you don’t introduce any new ideas in your conclusion; this section is purely for summarising your previous arguments.

9. Getting over writer’s block

Struggling to write? There’s nothing more frustrating than putting aside time to write and then just staring at a blank page. Luckily, there are lots of thing to try to get you inspired : a change of scenery, putting on some music, writing another section of the essay or just taking a short break.

Expert tip:  If you find yourself unable to write, try to use your time to read ahead or re-read what you’ve already written.

10. Make sure you use your ‘essay voice’

While each university, school or each college will probably have its own style guide, you should always use a neutral and professional tone when writing an assignment. Try to avoid slang, overly-familiar phrases and definitely don’t use text-speak!

Expert tip:  If you’re not sure about a phrase or word, search for it online to see what other publications use it. If it’s in a dictionary or used by a national newspaper it’s probably OK to use in your assignment.

After you finish…

11. get a little distance.

If you’ve got time (and you should have if you managed to stick to your schedule!), put your first draft aside for a day or two before re-reading it. This will give you time to step back and read your assignment objectively, making it easier to spot mistakes and issues.

Expert tip:  If you find it easier to review on paper, print out your assignment with double-line spacing to accommodate your notes and corrections.

12. Make sure you’ve answered the question

As you’re reading through your first draft of your assignment, check that all your points are relevant to the original question. It’s easy to drift off on a tangent when you’re in mid-flow.

Expert tip:  Read each paragraph and consider it on its own merit as to whether it answers the question, and also to check that it contributes to your overall argument.

13. Don’t be afraid to cut text out

Sometimes, when you’ve struggled to reach a word count it can be hard to remove text that you’ve slaved over. But if a piece of text isn’t supporting your argument then it doesn’t have a place in your assignment.

Expert tip:  With word processing software, the ‘Track Changes’ feature allows you to edit text without losing it forever. And if you realise later that you’ve made a mistake, just reject the change.

14. Check and double-check your spelling

Nothing can give a bad impression as quickly as a spelling mistake. Errors are distracting, look unprofessional and in the worst case they can undermine your argument. If you’re unsure about the correct use of a word, look it up online or use an alternative that you’re more comfortable with.

Expert tip:  While you’re running your spell-checker, check your word count too. You’re usually allowed to deviate by 10% above or below the assignment word count, but check with your institution’s guidelines.

15. Cite your sources

References and creating a bibliography are key skills that you unfortunately have to master when writing an assignment. Check your institution’s guidelines before you start to make sure you’re including all the information you need.

Expert tip:  Some eBooks have a citation feature that automatically collates all the information you need for your bibliography.

Want to apply these skills? Download a prospectus to choose your course!

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Annotated Bibliography Samples

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

This handout provides information about annotated bibliographies in MLA, APA, and CMS.

Below you will find sample annotations from annotated bibliographies, each with a different research project. Remember that the annotations you include in your own bibliography should reflect your research project and/or the guidelines of your assignment.

As mentioned elsewhere in this resource, depending on the purpose of your bibliography, some annotations may summarize, some may assess or evaluate a source, and some may reflect on the source’s possible uses for the project at hand. Some annotations may address all three of these steps. Consider the purpose of your annotated bibliography and/or your instructor’s directions when deciding how much information to include in your annotations.

Please keep in mind that all your text, including the write-up beneath the citation, must be indented so that the author's last name is the only text that is flush left.

Sample MLA Annotation

Lamott, Anne. Bird by Bird: Some Instructions on Writing and Life . Anchor Books, 1995.

Lamott's book offers honest advice on the nature of a writing life, complete with its insecurities and failures. Taking a humorous approach to the realities of being a writer, the chapters in Lamott's book are wry and anecdotal and offer advice on everything from plot development to jealousy, from perfectionism to struggling with one's own internal critic.

In the process, Lamott includes writing exercises designed to be both productive and fun. Lamott offers sane advice for those struggling with the anxieties of writing, but her main project seems to be offering the reader a reality check regarding writing, publishing, and struggling with one's own imperfect humanity in the process. Rather than a practical handbook to producing and/or publishing, this text is indispensable because of its honest perspective, its down-to-earth humor, and its encouraging approach.

Chapters in this text could easily be included in the curriculum for a writing class. Several of the chapters in Part 1 address the writing process and would serve to generate discussion on students' own drafting and revising processes. Some of the writing exercises would also be appropriate for generating classroom writing exercises. Students should find Lamott's style both engaging and enjoyable.

In the sample annotation above, the writer includes three paragraphs: a summary, an evaluation of the text, and a reflection on its applicability to his/her own research, respectively.

For information on formatting MLA citations, see our MLA 9th Edition (2021) Formatting and Style Guide .

Sample APA Annotation

Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America . Henry Holt and Company.

In this book of nonfiction based on the journalist's experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum-wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.

An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.

The annotation above both summarizes and assesses the book in the citation. The first paragraph provides a brief summary of the author's project in the book, covering the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not reflect on the source’s potential importance or usefulness for this person’s own research.

For information on formatting APA citations, see our APA Formatting and Style Guide .

Sample Chicago Manual of Style Annotation

Davidson, Hilda Ellis. Roles of the Northern Goddess . London: Routledge, 1998.

Davidson's book provides a thorough examination of the major roles filled by the numerous pagan goddesses of Northern Europe in everyday life, including their roles in hunting, agriculture, domestic arts like weaving, the household, and death. The author discusses relevant archaeological evidence, patterns of symbol and ritual, and previous research. The book includes a number of black and white photographs of relevant artifacts.

This annotation includes only one paragraph, a summary of the book. It provides a concise description of the project and the book's project and its major features.

For information on formatting Chicago Style citations, see our Chicago Manual of Style resources.

13 Best Tips To Write An Assignment

Whenever the new semester starts, you will get a lot of assignment writing tasks. Now you enter the new academic session; you have been given your course material and assigned assignment writing tasks for every subject and are ready to go. Are you ready? 

If you say A BIG NO, we can understand your situation. Many students don’t know the tips to write an assignment; they open a blank document and think about how to write an assignment, and nothing happens for a long time!

If you want to score well on your assignments? You must need to know the important things about how to  write an assignment .

Using these 13 tips to write an assignment. These will help you to write a good assignment.

What Is An Assignment?

Table of Contents

An assignment is an academic assignment or work. It allows students to learn, exercise, and show they have gained their learning objectives. Also, it gives proof to the teacher that the students have gained their objectives.

It is a process of giving a certain job or piece of work to someone or transmitting someone to a selected place to do a job: assigning different assignments. These are the following types of assignments, such as;

• Business Reports
• Case Study Assignments
• Class Presentations
• Lab Reports
• Research Papers
• Simulations

How To Write An Assignment?

These are the following best 13 tips to write an assignment. It is such as;

1. Select And Understand The Topic

• If you are free to choose your assignment topic, select the topic that interests you, which will help you develop an interesting and informative assignment.
• If your professor has assigned you a topic, you need to start researching this topic.

2. Research Your Topic Well

• After deciding on the assignment topic, it is important to research it well.
• Take help from books and classroom notes.
• You can also search online and visit the library or contact the librarian for better references.

3. Collect Information

• A good way to start collecting information is to recollect your books, lecture notes, and course materials.
• You can collect the information from the internet as well.

4. Structure Of Your Assignment

• Every assignment has a different assignment structure.
• Three sections must always appear on writing an assignment.
• It includes an introduction, a body section, and, finally, a conclusion.
• Other different forms of assignment structure are headings.
• If you are unaware of an assignment format, you can get help from your professor.

5. Outline For Write An Assignment

• First of all, outline the general assignment to save your time.
• It makes it easy for you to organize their ideas or points.
• It also helps to divide the assignment into sections.
• The outline contains the main points as well as the assignment’s theme.

6. Start With the Introduction

• An introduction is a key aspect that hints the reader into further discussion.
• Keep the introduction short.
• Keeping the word count in control is necessary, but it doesn’t mean you make the introduction boring.
• It would help if you made the introduction interesting and attractive.
• In the introduction, you must define the purpose or goal of the assignment.

7. Take Care With The Language

• The language that you use should be simple and understandable.
• Try using easy and simple words.
• Avoid using complex sentences.
• Also, check the readability of your assignment.

8. Main Body Of An Assignment

• You can use five to six sentences in body paragraphs.
• When you start to discuss a new idea, create a new paragraph
• Always mention the question in the main body of your assignment

9. Conclusion

• Conclusions are easy to write but can also be challenging if ignored the initial instructions.
• Your conclusion is your final step to summarise your assignment.
• A conclusion for an assignment should leave a lifelong impression on your reader.
• You don’t introduce any new ideas in your conclusion. This section is only used for summarising your previous arguments.

10. Referencing

References play an important role in assignments. When you write an assignment, you will use the concepts and ideas of other writers.

Referencing is usually considered in two forms-

• End-texting referencing

It appears at the end of the writing section.

• In-texting referencing

It appears on the body of assignments with the author’s name and the date of the source.

Here are some important tips to write an assignment reference-

Arrange the references in an alphabetical list at the end of the assignment.

Suppose your teacher needs to specify a significant referencing style. You can use the APA style of referencing for your assignment.

APA, MLA, Harvard, and Chicago are the various referencing styles used in universities.

11. Revise And Proofread Your Assignment Before Submission

Once you complete your assignment, you need to revise it to ensure that you don’t miss anything. You need to check-

• Is Your assignment structure correct or not?
• The assignment title, introduction, conclusion, and reference list are complete.
• Check if your assignment is well presented or not.

The content of your assignment is well-arranged.

12. Get Expert Help If Needed.

Take online assignment help services from expert writers to get an error-free assignment.

Save your time by taking online homework help services.

You will get a 100% plagiarism-free assignment within the deadline.

13. Submit The Assignment.

After completing an error-free assignment , you should always submit it before the deadline.

The above tips to write an assignment help you in writing your assignment effectively. Follow these tips to write an assignment sincerely and obtain excellent grades.

Brain activity before writing an assignment

Before we explain the tips to write an assignment. Now we will discuss the brain activity or the points you must remember before writing an assignment-

                                                     OR

These are the hints that you must capture in your mind to include your brilliant ideas in an assignment.

Create a Picture in Mind

It would help if you remembered all the ideas and put them on paper. Don’t think which one is right or which one is wrong. The objective of brain activity is not to judge. You can remove the ideas later if it is not appropriate.

Make a sequence of your ideas.

After writing down your ideas, make a sequence of them before starting to write. Sort them as per the priority and can also reshuffle them. Use markers, pens, and highlighters and mark as per the priority.

Try to include questions – What, when, why, who, how.

Consider the word limit.

Always take care of the word limit. Also, break down the main points into the sections of your assignment. For example, If you assign the assignment writing tasks and a word limit of 1500, remember to include relevant content in the introduction and conclusion. In the body paragraph, you will detail all the main points.

Begin writing

Now you can start writing. It is not the time to worry about which ideas you must include because you already make a sequence. You need to turn your rough draft into a perfect assignment.

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We have a team of experts who work the whole day and night. They are well experienced in their special field. Our experts complete their degrees from recognized universities across the world. They can ensure that your assignment is complete according to your requirements.

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• Experienced writers
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Quick Links

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• Tutorial On How To Make Assignment First Page

Conclusion (Tips To Write An Assignment)

The above discussion includes the assignment writing tips. It will help you in writing an assignment. If you want to write an assignment perfectly, then follow these tips to write an assignment. This will help you to achieve good grades in your assignments. or get connected with us.

FAQ (tips to write an assignment)

What is the body of an assignment.

It is the main part of an assignment where you present all your arguments and logically analyze them by following the tips to write an assignment.

What word can I use to start a conclusion?

Following words you can use to start a conclusion: Taking everything into account in the synopsis, all things considered, to summarize, etc.

What is the context of the assignment?

Context refers to the situation which tells the reader why the document is written and how it was written.

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1. assignment

• Rhymes with Writing-assignment

2. assignment

3. assignment, 4. assignment, 5. assignment, 10. writing.

• Writing-assignment in a sentence

noun. ['əˈsaɪnmənt'] a duty that you are assigned to perform (especially in the armed forces).

• service abroad
• duty assignment
• shipboard duty
• reassignment
• fatigue duty
• assignement (Old French (842-ca. 1400))

Rhymes with Writing Assignment

• realignment
• consignment
• confinement

noun. ['əˈsaɪnmənt'] the instrument by which a claim or right or interest or property is transferred from one person to another.

• official document
• legal instrument
• irresoluteness

noun. ['əˈsaɪnmənt'] the act of distributing something to designated places or persons.

• distribution
• negative charge
• positive charge

noun. ['əˈsaɪnmənt'] an undertaking that you have been assigned to do (as by an instructor).

• written assignment
• school assignment
• writing assignment
• undertaking
• continuance
• continuation
• monetization

noun. ['əˈsaɪnmənt'] (law) a transfer of property by deed of conveyance.

• transferred possession
• transferred property
• acknowledged
• unacknowledged
• connotative

noun. ['ˈraɪtɪŋ'] the act of creating written works.

• adoxography
• lexicography
• fictionalisation
• versification
• verbal creation
• metrification
• dramatization
• fictionalization
• novelization
• dramatisation
• composition
• historiography
• fabrication

noun. ['ˈraɪtɪŋ'] the work of a writer; anything expressed in letters of the alphabet (especially when considered from the point of view of style and effect).

• dramatic composition
• literary composition
• dramatic work
• religious writing
• written language
• literary criticism
• cryptograph
• black and white
• bowdlerization
• religious text
• subdivision
• bowdlerisation
• written document
• secret writing
• written communication
• literary work
• inscription
• piece of writing
• sacred text
• sacred writing
• written material
• disassembly
• discontinuance
• discontinuation

noun. ['ˈraɪtɪŋ'] (usually plural) the collected work of an author.

• body of work
• peristalsis

noun. ['ˈraɪtɪŋ'] letters or symbols that are written or imprinted on a surface to represent the sounds or words of a language.

• writing system
• coding system
• handwriting
• printing process
• typewriting
• capitalization
• capitalisation
• hieroglyphic
• orthography
• notational system
• misconception

noun. ['ˈraɪtɪŋ'] the activity of putting something in written form.

• committal to writing
• steganography
• inconsequence

Sentences with writing-assignment

1. Noun Phrase Journals are different from many classroom writing s" aria-label="Link to assignment s"> assignment s in that they require the conversational, personal tone of the informal " aria-label="Link to voice "> voice . 2. Noun Phrase Like with any writing ," aria-label="Link to assignment ,"> assignment , the first thing you should do is create an outline and organize your overall essay structure.

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