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Assignment – Types, Examples and Writing Guide

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Definition:

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

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

History of Assignment

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

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

Types of Assignment

Here are some of the most common types of assignments:

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

Essay structure:

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

Research paper

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

Research paper structure:

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

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

Case study structure:

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

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

Lab report structure:

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

Presentation

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

Presentation structure:

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

Creative Project

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

Creative project structure:

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

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

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

II. Body paragraphs

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

III. Conclusion

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

Research paper template:

I. Title page

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

II. Abstract

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

III. Introduction

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

IV. Literature review

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

V. Methodology

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

VI. Results

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

VII. Discussion

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

VIII. Conclusion

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

Case study template:

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

II. Analysis

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

III. Solution/recommendations

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

IV. Conclusion

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

Lab report template:

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

IV. Materials and methods

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

VI. Discussion

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

VII. Conclusion

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

Presentation template:

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

II. Main points

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

Creative writing template:

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

How to Write Assignment

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

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

Applications of Assignment

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

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

Purpose of Assignment

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

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

When to write Assignment

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

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

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

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

Characteristics of Assignment

Here are some common characteristics of assignments:

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

Advantages of Assignment

There are several advantages of assignment, including:

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

Limitations of Assignment

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

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

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Common Writing Assignments

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These OWL resources will help you understand and complete specific types of writing assignments, such as annotated bibliographies, book reports, and research papers. This section also includes resources on writing academic proposals for conference presentations, journal articles, and books.

Understanding Writing Assignments

This resource describes some steps you can take to better understand the requirements of your writing assignments. This resource works for either in-class, teacher-led discussion or for personal use.

Argument Papers

This resource outlines the generally accepted structure for introductions, body paragraphs, and conclusions in an academic argument paper. Keep in mind that this resource contains guidelines and not strict rules about organization. Your structure needs to be flexible enough to meet the requirements of your purpose and audience.

Research Papers

This handout provides detailed information about how to write research papers including discussing research papers as a genre, choosing topics, and finding sources.

Exploratory Papers

This resource will help you with exploratory/inquiry essay assignments.

Annotated Bibliographies

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

Book Report

This resource discusses book reports and how to write them.

Definitions

This handout provides suggestions and examples for writing definitions.

Essays for Exams

While most OWL resources recommend a longer writing process (start early, revise often, conduct thorough research, etc.), sometimes you just have to write quickly in test situations. However, these exam essays can be no less important pieces of writing than research papers because they can influence final grades for courses, and/or they can mean the difference between getting into an academic program (GED, SAT, GRE). To that end, this resource will help you prepare and write essays for exams.

Book Review

This resource discusses book reviews and how to write them.

Academic Proposals

This resource will help undergraduate, graduate, and professional scholars write proposals for academic conferences, articles, and books.

In this section

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Types of Assignments

Cristy Bartlett and Kate Derrington

Introduction

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

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

Different Types of Written Assignments

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

Components of an essay

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

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

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

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

Table 20.1 An effective essay

An effective essay body paragraph needs to:

An effective essay conclusion needs to:

Common types of essays

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

Analytical essays

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

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

Argumentative essays

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

Case Study Responses

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

Students typically lose marks for not:

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

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

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

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

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

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

Table 20.2 Explanations of different types of reports

Reflective writing.

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

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

The Gibbs’ Reflective Cycle

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

The 4 R’s of reflective thinking

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

Annotated Bibliography

What is it.

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

How do I know what to include?

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

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

What do I say?

Important considerations include:

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

Literature Reviews

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

Table 20.4 Comparison of Literature Reviews

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

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

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

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

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

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

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

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Writing Guide: Types of Assignments & Best Practices

• Home & Appointments
• Types of Assignments & Best Practices
• Tables & Figures
• Thesis & Project Guide

The most common types of writing assignments you will encounter at MLTS

• How to approach a writing assignment
• Expository writing & research papers
• Compare & Contrast paper
• Book & Literature Reviews
• Reflective writing
• Online discussion posts
• Thesis/Project

As a graduate student, you will be assigned a variety of types of writing projects.  A good rule of thumb in approaching any writing project is to ask yourself: for whom am I writing and why?  Or, who is my audience and what do they expect from my writing?  Your assignments will almost invariably require you to make one or more arguments.   A good argument is well-written, logical, and supported by evidence.

Expository writing involves understanding, explaining, analyzing, and/or evaluating a topic.  It includes your standard graduate school essay, book review, or research paper where your instructor requires you to analyze and/or study a topic.  In general, your audience for such assignments will be your course instructor. You can think of such writing assignments as your instructor asking you to make an argument.  Your instructor wants to gauge your creative thinking skills and how well you understand the course material by seeing how well you can make an argument related to that material.  Remember: a good argument is well-written, logical, and supported by evidence.

An expository paper is therefore not about you (at least not directly); it is about the facts you have learned and researched and the argument you have built from those facts. Therefore, unless you are quoting someone, you should avoid using first person pronouns (the words I, me, my, we, us, our ) in your writing.  Let your facts and arguments speak for themselves instead of beginning statements with "I think" or "I believe."

A compare & contrast assignment is a type of expository & research paper assignment.  It is important to organize your writing around the themes you are comparing & contrasting.  If, for example, you are assigned to compare & contrast, say, Augustine's Confessions and The Autobiography of Malcolm X , a common mistake students make is to write the first part of their essay strictly about Augustine's Confessions , and the second part of the essay strictly about The Autobiography of Malcolm X .  In a good compare & contrast essay, you instead explore an issue in every paragraph or two, and show how, in this case, both Augustine & Malcolm X share common ground or differ on that issue.  Then, move onto another issue and show how both Augustne and Malcolm X covered it.

Unless your instructor directs you otherwise, you should not use first person pronouns ( I, me, my ) in such a paper.

A book review assignment is meant to be an analysis of a book, not a chapter-by-chapter summary of a book.  Instead of organizing your paper sequentially (the first paragraph is about chapter 1, the second paragraph is about chapter 2, etc.), organize your paragraphs around the themes of the book that are thread throughout the book.  Topics to consider in a book review include (but are not limited to):

• What are the author's arguments, and how successful is she in making those arguments?
• What sort of sources does the author utilize?
• What methodology/methodologies does the author utilize?
• What are the strengths and weaknesses of the book?

A literature review is similar to a book review assignment in that it is meant to be an analysis of a theme or themes across several books/articles.   What have various authors written about your topic?   That said, as you will typically have less space to talk about each work (perhaps a paragraph or less for each work as opposed to multiple pages), you might end up moving from one author's findings to another.  For a literature review in a thesis, think of a literature review as a mini-essay within your broader thesis with its own mini-introduction, thesis statement, and conclusion.

Unless your instructor directs you otherwise, book reviews and literature reviews should be written like expository & research papers.  In particular, you should not use first person pronouns ( I, me, my ).  So, instead of writing: "I think this book is a good analysis of ___," write: "This book is a good analysis of ___."

Reflective essays are especially common in theology courses.  Reflective writing requires that you explicitly write about yourself and your own views.  To put it another way, you typically have two audiences to write for in such an assignment: your instructor and yourself.   As such, and unlike a standard expository paper, such essays require you to write about yourself using first person pronouns ( I, me, my) and use statements like “I think” and “I believe.”  Otherwise, a reflective essay shares a lot with expository writing.  You are still making arguments, and you still need evidence from cited sources!  Unless your instructor tells you otherwise, you should still include a good title, introduction paragraph, thesis statement, conclusion, and bibliography.

For online courses, you will likely have to take part in classroom or group discussions online, in which you will be encouraged or even required to respond to your classmates.  Such writing assignments often include a reflective element. Discussion posts are almost always shorter than essays and as such may not need long introductions or conclusions.  That said, a discussion post is not like a Facebook or social media post!  Good discussion posts are long and well-written enough to convey one or more thoughtful, insightful observations; you cannot just "like" someone else's post or only write "Good job!"  If you decide to challenge or critique a classmate’s post—and you are certainly encouraged to do so!—you should do so in a respectful and constructive manner.   As your main audience for online discussions are your own classmates and, to a lesser extent, your instructor, it is often okay to use relatively more informal language and to refer to yourself using first person pronouns ( I, me, my ).  Finally, as with reflective essays, discussion posts still benefit from evidence.  Even if a discussion post is relatively less formal than an essay, if you quote, paraphrase, or draw ideas from outside sources, you still must cite them!  If the online medium does not allow for footnotes, use parenthetical references for citations (see chapter 19 of Turabian).

Those of you taking preaching courses or earning a DMin degree will have to write and submit your sermons. On one hand, your main audience for such a writing assignment is the congregation to whom you may preach.  The language, tone, message, level of detail, etc. of a good sermon will depend on the precise context of your congregation and the message you want to impart.  Therefore, unlike an expository essay or a reflective essay, you have a lot more freedom in how you chose to organize your sermon, as well as how formal or not you want the language to be.

On the other hand, in submitting such assignments, you also have a secondary audience: your instructor.  As such, you may still need to include citations, even if you would not read them out loud in your sermon.  In submitting a sermon as an assignment, you may also need to include some sort of write up or commentary, which your instructor may require to be expository and/or reflective in nature.

Those of you earning an MAR or DMin will finish your coursework by proposing, researching, writing, and defending a thesis or project.   A thesis/project should be an original contribution to your field of study.  To put it another way, the audience for your thesis/project is not just your advisor, but the broader academic and/or ministerial community.   A good thesis/project can go on to become the first draft of a published academic journal article or a chapter or two of a book.  Your thesis/project should be largely expository, but it may also include reflective sections.

It is never too early to start thinking about what you want to do for your thesis/project! You can try to make your thesis/project writing process easier by writing your course papers on topics within or adjacent to what you think you want to do for your thesis/project; that said, if you do so, you will need to cite these earlier works in your final thesis.   See our citation guide for help with that.

For more information on writing a thesis or project, from choosing a topic to submitting it, check out our Thesis & Project Guide .

Tips for Composing Good Academic Prose

• Proofread, proofread, proofread!
• Find evidence to support your thesis statement from good quality sources
• Use quotations as evidence, not filler
• Be careful not to turn long sentences into run-on sentences
• Relatively longer paragraphs are generally better than short ones
• Make sure your paper flows well from one idea to the next
• When possible, avoid using the passive voice
• Be precise and crystal-clear in your statements and arguments
• Use the present tense when paraphrasing an author or setting up a quotation
• Use repetition of words carefully

First and most importantly: Proofread your paper over before you submit it to make sure that it reads well and is without errors!  Read your paper over as you are writing it.  Check over your work with spell check.  Before you submit it, read it over one last time to catch anything you missed.  If possible, consider reading the work out loud: you will be more likely to spot problems in your writing than if you read it in your head.  If you are able to do so, ask a friend or schedule an appointment with the Writing Center for a review.  Another pair of eyes can often spot a mistake or problem that the writer has overlooked.

Find evidence to support your thesis from good quality sources.   Your research and writing should be based on the study of reputable primary and secondary sources.  Typically, this means books published by academic presses and academic journal articles.  Wikipedia, YouTube, random websites, and dictionary entries are generally not considered to be good sources for academic writing, although there are instances when it is acceptable to use and cite them, like if you were researching how topics in Black theology are represented or misrepresented on Wikipedia.  If you need help in finding good resources for your paper, consult a librarian.

Quotations are meant to be evidence to support your argument; they are not filler to meet a length requirement.   While you must quote and paraphrase sources, you should not quote or paraphrase more than you need.  When possible, consider paraphrasing over quoting.  Keep in mind that your writing assignments are supposed to showcase your thinking and writing, not the thinking and writing of whoever you are citing.

Be careful not to turn long sentences into run-on sentences.   Long sentences are not always bad: when well-written, a long sentence can read better and help convey complex ideas better than a series of short sentences.  A run-on sentence, on the other hand, occurs when multiple sentences are inappropriately lumped into a single sentence.  Therefore, when reading your paper over, keep an eye out for any sentence that you can break into multiple sentences.

Relatively longer paragraphs are generally better than short ones.   If your paragraph is three sentences or less, consider if you can write more about that paragraph's topic or incorporate it into another paragraph.  If a paragraph represents one idea, then a longer paragraph typically shows that you have better considered and flushed out that idea.  That said, if your paragraph is longer than a page, you could probably shorten it or break it into two paragraphs.

Make sure your paper flows well from one idea to the next.   Does your third paragraph make sense following your second paragraph?  Do you drop ideas and only pick them up much later?  Cut and paste sentences and paragraphs around as necessary.

When possible, avoid using the passive voice.   This can be tricky!  The passive voice is when you use the verb “to be” next to and in conjunction with another verb to make the object of the sentence into the subject.  For example, compare the active sentence: “Kate Turabian wrote the book” to its passive equivalent: “The book was written by Kate Turabian.”  Grammatically speaking, in the latter, passive sentence, "The book" is the subject, even though in a real world active sense, it is the object.

Writers consider passive sentences not as good because, like in the above example, they can be wordier than necessary and take the focus off the real subject. There are exceptions in which it is good to use the passive voice. For example, if you were writing an article about Kate Turabian, it would be better to write: “Kate Turabian was born in 1893” instead of “Kate Turabian’s mother gave birth to her in 1893.”  The former sentence keeps Kate Turabian, the focus of the paper, as the subject, while the latter sounds a little weird (maybe English speakers are too squeamish, but we typically do not recount someone's birth in that way).

At its worst, the passive voice can obscure the subject and make facts unclear. Consider the sentence: "Jackie Robinson's signing with the Brooklyn Dodgers in 1946 was considered a crucial moment in the Civil Rights movement." With the passive voice, the reader does not know who exactly considered that so?  Did all Americans in 1946 think this?  Did some specific people come to recognize it later?  Compare that sentence to: "Martin Luther King, Jr. considered Jackie Robinson's signing with the Brooklyn Dodgers in 1946 a crucial moment in the Civil Rights movement."

Be precise and crystal-clear in your statements and arguments.   Similar to how the passive voice can make facts unclear, overly general language can make for weak arguments.  Consider the argument: "Many people now support same-sex marriage."  Many people?  Which people?  "Many" and "people" are very general terms and do not tell us much in this statement; the more specific you can be, the better your argument:

• Despite official church statements, many American Catholics now support same-sex marriage.
• [Specific number]% of Chicagoans now support same-sex marriage.
• Many South African theologians, including [so-and-so] and [so-and so], now support same-sex marriage.

In general, use the present tense when paraphrasing an author or setting up a quotation.  While you should use the past tense when writing about events in the past, you should in general use the present tense when discussing a scholar's writing.  Scholarship is a ongoing discussion.  When you read and discuss an author's work, that author is making an argument right now in the present, even if she is dead.  So, do not write:

   Carl Jung wrote: "The psyche...    Carl Jung said, "The psyche...    Carl Jung argued that...

but instead:

   Carl Jung writes: "The psyche...    Carl Jung says, "The psyche...    Carl Jung argues that...

Use repetition of words carefully.   When done well, repeating words can sound good and emphasize ideas.  When done poorly, repetition sounds monotonous. Avoid, for example, starting too many sentences or paragraphs with the same word, or overutilizing the same verb.  If you need help in bringing variety to your word choices, purchase a thesaurus or check out thesaurus.com .

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Academic writing skills guide: understanding assignments.

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

Below is a list of interpretations for some of the more common directive/instructional words. These interpretations are intended as a guide only but should help you gain a better understanding of what is required when they are used. 

Communications from the Library:  Please note all communications from the library, concerning renewal of books, overdue books and reservations will be sent to your NCI student email account.

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Introduction

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

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

Different Types of Written Assignments

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

Components of an essay

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

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

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

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

An effective essay body paragraph needs to:

An effective essay conclusion needs to:

Common types of essays

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

Analytical essays

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

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

Argumentative essays

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

Case study responses

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

Students typically lose marks for not:

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

When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure, but include examples and data from the case as additional evidence to support your points (see Figure 68). The colours in the sample paragraph below show the function of each component.

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

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

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

Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case. Reports may be written for different audiences, including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 18.2).

Reflective writing

Reflective writing is a popular method of assessment at university. It is used to help you explore feelings, experiences, opinions, events, or new information to gain a clearer and deeper understanding of your learning.

A reflective writing task requires more than a description or summary. It requires you to analyse a situation, problem or experience, consider what you may have learnt, and evaluate how this may impact your thinking and actions in the future. This requires critical thinking, analysis, and usually the application of good quality research, to demonstrate your understanding or learning from a situation.

Essentially, reflective practice is the process of looking back on past experiences and engaging with them in a thoughtful way and drawing conclusions to inform future experiences. The reflection skills you develop at university will be vital in the workplace to assist you to use feedback for growth and continuous improvement. There are numerous models of reflective writing and you should refer to your subject guidelines for your expected format. If there is no specific framework, a simple model to help frame your thinking is What? So what? Now what? (Rolfe et al., 2001).

The Gibbs’ Reflective Cycle

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

The 4 R’s of reflective thinking

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

Annotated bibliography

What is it.

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

How do I know what to include?

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

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

What do I say?

Important considerations include:

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

Literature reviews

Generally, a literature review requires that you review the scholarly literature and establish the main ideas that have been written about your chosen topic. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 18.10). You may also be expected to identify gaps in the research.

It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 15.4). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.

When conducting a literature review, use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 18.5).

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

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

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

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

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

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Depending on what you are studying, there may be a few different types of assessments you need to do to meet the learning outcomes for your course.

Here’s a quick overview of the most common assessment types you may be asked to do.

An essay is a piece of writing on a specific subject, topic or issue. Essays are made up of the following:

• introduction  – which states what you will be talking about, how you will talk about it, and what you will show in the essay
• body  – this is where you introduce your main points, explain them and give supporting evidence about each point and how it relates to your essay
• conclusion – in your conclusion you need to restate the topic discussed (similar to the introduction, but rephrased) and summarise your main points, making the context of your argument clear. Where appropriate, you may also end with your recommendations. No new content is added in a conclusion.

Tip – Check out the Writing Skills section for tips on flow, linking words and paragraph structure.

Presentations

This is where you need to present key ideas from a piece of work, such as research on a particular topic. This could mean creating a poster or slide presentation (such as PowerPoint).

Like an essay, a presentation will need:

• an introduction – to introduce the topic and outline what you will cover
• body – to introduce and explain your main points
• a conclusion – to sum up your main points.

Unlike an essay, you only need to show key information.

Ways you can present information includes:

• bullet points

Quizzes could include a range of question types, such as:

• multiple choice
• short answer
• fill in the blanks
• extended response
• essay style.

Make sure you read the questions carefully to make sure your responses cover the key points in each question.

A report is where you present your investigation and analysis of information or an issue, recommending actions and making proposals.

When writing a report, always keep the reader in mind. Be clear, concise and accurate, and use a recognisable structure.

Structuring a report

All reports have a similar structure and can include:

• a title page
• an executive summary
• a contents page
• an introduction
• terms of reference
• conclusions
• recommendations
• references/bibliography
• appendices.

Depending on the type of report you are writing some details may differ. For example, it may be a research report, building report, or laboratory report. So, be sure to check your assessment instructions and learning outcomes. If you’re still not sure check with your course leader.

The basic structure of a report  (PDF, 297KB)

Other assessment types

Annotated bibliography.

This is a list of resources (books, articles, documents), which includes a brief summary and evaluation of the resource.

These describe real situations and events over a given length of time. Case studies present detailed information about a person, group or situation. You may need to try to understand what has happened and why, or to analyse the situation to solve a problem.

Reflective writing

This is where you think and write about your learning experience. The aim is to help you focus on the insights you may have gained – for example, on a practicum.

Review/literature review or summary

A review focuses on the purpose of something, and whether the purpose has been achieved. They summarise and synthesise arguments and ideas, but don't add new ideas.

If you need help with any assessments, contact your course leader or the Library and Learning Centre | Te Whare Pukapuka Wāhanga Whakapakari.

• 0508 650 200, Option 3
• [email protected] .

Remember – The trick to assessment writing is getting started!

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1-College Writing

Common Types of Writing Assignments

While much of the writing you did in high school may have been for an English or literature class, in college, writing is a common form of expression and scholarship in many fields and thus in many courses.

You may have to write essays, reflections, discussion board posts, or research papers in your history, biology, psychology, art history, or computer science classes.

Writing assignments in college vary in length, purpose, and the relationship between the writer (you) and the topic.  Sometimes you may be asked to gather information and write a report on your findings .  Sometimes you may be asked to compare opinions expressed by experts.  You might be asked to answer a question or state your position and defend it with evidence .  Some assignments require a mixture of several of these tasks.

When a writing assignment is mentioned in the syllabus of a course, make sure you understand the assignment long before you begin to do it.   The university’s Writing Center recommends that you note the vocabulary used in assignment descriptions and make sure you understand what actions certain words suggest or require.  You should also talk to peers in your class to compare understandings and expectations.

The university’s Writing Center consultants will help you with questions about an assignment and how to ask your instructor for more information if necessary. They will help you strengthen your writing, give you feedback on your ideas, and offer suggestions for organizing your content.  They can tell you if you are appropriately using sources.

The Writing Center is not only for students who have questions or are puzzled about assignments.  It offers support to experienced writers, too.  Faculty and graduate students routinely schedule sessions with Writing Center consultants.

Strong, experienced writers enjoy conversation about their writing decisions and find it helpful to have an outside reader for their work. 

Conferences with a writing consultant can be face-to-face or online.

If you are uneasy about talking with your instructor, make an appointment at the Writing Center:  https://cstw.osu.edu/writing-center

Common characteristics of writing in college: 

• Based on evidence
• Is written for a very or moderately knowledgeable audience rather than general public
• Style is formal, objective, often technical
• Uses conventional formatting
• Documents evidence using a professional citation style

                                                                                                                                                        (From:  Lunsford & Ruszkiewicz, p. 367)

An Introduction to Choosing & Using Sources Copyright © 2015 by Teaching & Learning, Ohio State University Libraries is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

Chap. 3: Introduction to College Writing

Types of writing assignments, three common types of college writing assignments.

We have been decoding the expectations of the academic writing task so far, and I want to turn now to examine the types of assignments you might receive. From my experience, you are likely to get three kinds of writing assignments based upon the instructor’s degree of direction for the assignment. We’ll take a brief look at each kind of academic writing task.

The Closed Writing Assignment

•       Is Creon a character to admire or condemn?

•       Does your advertisement employ techniques of propaganda, and if so what kind?

•       Was the South justified in seceding from the Union?

•       In your opinion, do you believe Hamlet was truly mad?

These kinds of writing assignments present you with two counter claims and ask you to determine from your own analysis the more valid claim. They resemble yes-no questions. These topics define the  claim for you, so the major task of the writing assignment then is working out the support for the claim. They resemble a math problem in which the teacher has given you the answer and now wants you to “show your work” in arriving at that answer.

Be careful with these writing assignments, however, because often these topics don’t have a simple yes/no, either/or answer (despite the nature of the essay question). A close analysis of the subject matter often reveals nuances and ambiguities within the question that your eventual claim should reflect. Perhaps a claim such as, “In my opinion, Hamlet was mad” might work, but I urge you to avoid such a simplistic thesis. This thesis would be better: “I believe Hamlet’s unhinged mind borders on insanity but doesn’t quite reach it.”

The Semi-Open Writing Assignment

•       Discuss the role of law in Antigone .

•       Explain the relationship between character and fate in Hamlet.

•       Compare and contrast the use of setting in two short stories.

•       Show how the Fugitive Slave Act influenced the Abolitionist Movement.

Although these topics chart out a subject matter for you to write upon, they don’t offer up claims you can easily use in your paper. It would be a misstep to offer up claims such as, “Law plays a role in Antigone ” or “In Hamlet we can see a relationship between character and fate.” Such statements express the obvious and what the topic takes for granted. The question, for example, is not whether law plays a role in Antigone, but rather what sort of role law plays. What is the nature of this role? What influences does it have on the characters or actions or theme? This kind of writing assignment resembles a kind of archeo- logical dig. The teacher cordons off an area, hands you a shovel, and says dig here and see what you find.

Be sure to avoid summary and mere explanation in this kind of assignment. Despite using key words in the assignment such as “ex- plain,” “illustrate,” analyze,” “discuss,” or “show how,” these topics still ask you to make an argument. Implicit in the topic is the expectation that you will analyze the reading and arrive at some insights into pat- terns and relationships about the subject. Your eventual paper, then, needs to present what you found from this analysis—the treasure you  found from your digging. Determining your own claim represents the biggest challenge for this type of writing assignment.

The Open Writing Assignment

•       Analyze the role of a character in Dante’s The Inferno.

•       What does it mean to be an “American” in the 21st Century?

•       Analyze the influence of slavery upon one cause of the Civil War.

•       Compare and contrast two themes within Pride and Prejudice.

These kinds of writing assignments require you to decide both your writing topic and you claim (or thesis). Which character in the Inferno will I pick to analyze? What two themes in Pride and Prejudice will I choose to write about? Many students struggle with these types of assignments because they have to understand their subject matter well before they can intelligently choose a topic. For instance, you need a good familiarity with the characters in The Inferno before you can pick one. You have to have a solid understanding defining elements of American identity as well as 21st century culture before you can begin to connect them. This kind of writing assignment resembles riding a bike without the training wheels on. It says, “You decide what to write about.” The biggest decision, then, becomes selecting your topic and limiting it to a manageable size.

Picking and Limiting a Writing Topic

Let’s talk about both of these challenges: picking a topic and limit- ing it. Remember how I said these kinds of essay topics expect you to choose what to write about from a solid understanding of your subject? As you read and review your subject matter, look for things that in- terest you. Look for gaps, puzzling items, things that confuse you, or connections you see. Something in this pile of rocks should stand out as a jewel: as being “do-able” and interesting. (You’ll write best when you write from both your head and your heart.) Whatever topic you choose, state it as a clear and interesting question. You may or may not state this essay question explicitly in the introduction of your paper (I actually recommend that you do), but it will provide direction for your paper and a focus for your claim since that claim will be your answer to this essay question. For example, if with the Dante topic you decid ed to write on Virgil, your essay question might be: “What is the role of Virgil toward the character of Dante in The Inferno?” The thesis statement, then, might be this: “Virgil’s predominant role as Dante’s guide through hell is as the voice of reason.” Crafting a solid essay question is well worth your time because it charts the territory of your essay and helps you declare a focused thesis statement.

Many students struggle with defining the right size for their writ- ing project. They chart out an essay question that it would take a book to deal with adequately. You’ll know you have that kind of topic if you have already written over the required page length but only touched one quarter of the topics you planned to discuss. In this case, carve out one of those topics and make your whole paper about it. For instance, with our Dante example, perhaps you planned to discuss four places where Virgil’s role as the voice of reason is evident. Instead of discuss- ing all four, focus your essay on just one place. So your revised thesis statement might be: “Close inspection of Cantos I and II reveal that Virgil serves predominantly as the voice of reason for Dante on his journey through hell.” A writing teacher I had in college said it this way: A well tended garden is better than a large one full of weeds. That means to limit your topic to a size you can handle and support well.

What Is “Academic” Writing?  by L. Lennie Irvin

This essay is a chapter in Writing Spaces: Readings on Writing, Volume 1, a peer-reviewed open textbook series for the writing classroom, and is published through Parlor Press.

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Understanding the different types of assignments in detail, rachel r.n..

• November 30, 2023
• How to Guides

As students advance in their academics studies, their academic knowledge increases thus increasing the level of assignments issue by their lecturers. Students are given academic assignments to test their level of understanding in a particular topic or subject.

Are you a student struggling to understand the various types of assignments you encounter during your academic journey? Look no further! In this article, I will provide you with a comprehensive overview of the different assignment types commonly found in universities. By gaining a better understanding of these assignment categories , you will be better equipped to meet the requirements and excel in your academics.

Assignments come in different forms and serve different purposes. Some of the most common types of assignments you may encounter include essays, case study responses, reports, reflective writing assignments , annotated bibliographies , and literature reviews . Let’s explore each of these assignment types in detail!

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Essay Assignments

One of the most frequently assigned tasks in university is the essay. Essays require you to present your ideas and arguments in a formal and structured manner. They demand clear and logical thinking, as well as the use of credible academic sources to support your claims. Essays can be further categorized into analytical essays , where you thoroughly examine a topic, and argumentative essays , where you take a stance on an issue and provide supporting evidence.

How to Format Essay Assignments

The following is a general list of sections you should include in your essay assignment:

A good essay title tells people what your essay is about. It helps them know what to expect from your essay, especially if they’re reading it for their own research. If the essay title is interesting, it can also make people curious and want to read your essay.

How important a catchy title is depends on the type of essay you’re writing. If it’s for a class assignment and your teacher is the only one reading it, the title doesn’t have to be super exciting. But if you’re entering a contest, applying to college or grad school, or trying to get it published, a catchy title is crucial. This is because the title is the first thing the editor or admissions committee will see, and it might decide whether they read your essay or not.

In short, a strong essay title gives a clear idea of what your essay is about. It doesn’t have to reveal everything, but it should give a general sense of what to expect and make people want to keep reading.

• Introduction

Your introduction is like the hello of your paper. It’s the first thing your reader sees, and it gives them an idea of how your writing will be. It helps them know what to expect in terms of tone, voice, and style.

Think of it as a warm-up for your reader. It shares some important info about your paper, so your reader understands what you’re talking about and why it matters.

But the introduction is not just about facts. It’s also a chance to grab your reader’s interest. If you start with something cool or make them think, they’ll be more excited to read the rest.

Here’s what you should include in your introduction, no matter what kind of paper you’re writing:

• A hook to get attention : Something that makes your reader go, “Hmm, this is interesting!”
• Background information : The basics your reader needs to understand your paper.
• A clear main point or thesis statement : What your paper is all about in one sentence.

Think of paragraphs as small parts of a bigger piece of writing. Each paragraph is like a mini version of the whole thing, with its own introduction, body, and conclusion in the form of sentences.

Now, let’s break it down. A good paragraph has four important parts, and you might already know some of them from our guide:

• Transitions: These are just a few words at the start or end of a paragraph that link it to the others. They help the writing flow smoothly.
• Topic sentence: This is usually the first sentence in a paragraph. It tells you what the whole paragraph is about.
• Supporting sentences: These sentences make up the main part of your paragraph. There are usually one to three of them, and they give more information or reasons to support the topic sentence.
• Conclusion (Summary): This is the last sentence of your paragraph. It sums up or repeats your main point in light of the evidence you provided.

Many people find writing conclusions in essays tough. But, they are super important because they make things clear and give you a better understanding of the topic.

To make a good ending for your essay, follow these steps:

Restate the thesis : A good ending reminds the reader about the main idea of your essay. But don’t just repeat it word for word. Say it in a different way while keeping the main point.

Repeat the important points : Besides talking again about your main idea, also go over the key points you made to support it. Instead of saying the same things you said before, summarize the main ideas.

Connect the beginning and ending statements : It’s helpful to go back to what you talked about at the start of your essay. This gives the reader a clear ending. You can do this by using similar ideas, going back to a story you started with, or using the same images.

Give some new thoughts Your ending should give the reader something to think about. It could be a solution, a new idea, questions for more thinking, or a call to do something. Explain why your ideas matter and why people should care. Answer these kinds of questions to leave your reader with something important to ponder.

• References.

You should include a list of sources (including module materials) that are mentioned in the essay. Find out more in the ACADEMIC STYLE GUIDE

Analytical Essays

Argumentative essays.

Essay assignment example: Applying the Concepts of Epidemiology and Nursing Research on Measles Nursing Paper Essay

Case Study Assignments

In certain fields like health or business, case study assignments are commonly assigned. These assignments require students to analyze a scenario in a particular field and respond to it guided by specific questions posed concerning the situation. In many cases, the scenario or case study involves a number of issues or problems that must be dealt with in a professional workplace.

To effectively respond to a case study, it is important to refer to the case itself, structure your analysis effectively, and use examples and data from the case as evidence to support your points.

Types of Case Studies

Illustrative case study: employed to provide a descriptive portrayal of a particular situation without aiming for generalizations. Often used for educational purposes, it offers readers a tangible example, fostering a clearer understanding of concepts.

Exploratory case studies: serve the purpose of exploring a subject or phenomenon, collecting preliminary insights before conducting a more extensive study. Ideal for gaining an understanding of the scope, scale, and potential variables associated with a problem, these studies help researchers refine their focus and approach.

Explanatory case studies : focus on establishing cause-and-effect relationships. They investigate why and how a specific situation occurred and explore its impact. This type is valuable when researchers seek to uncover underlying principles or factors contributing to a particular outcome, providing a deeper understanding of complex issues.

Critical instance case studies : concentrate on instances deemed uniquely interesting or significant. By delving into cases of exceptional relevance, researchers can extract insights that might be applicable to broader contexts. This type is particularly useful when studying rare or extreme cases that offer a distinctive perspective on an issue or challenge.

Prospective or longitudinal case studies: involve tracking the development of a situation over time. This approach necessitates repeated observations and data collection to analyze changes and patterns, making it well-suited for studying processes, developments, or changes in individuals, groups, or organizations over an extended period.

Steps to writing an answer to a case study assignment

• Carefully read the case study and questions
• Identify the issues being raised in the case study
• Link theory to practice
• Draft your answer
• Start writing your case study
• Proofread and edit

Analyzing Case Studies

When analyzing a case study, consider the following aspects:

• Context: Understand the background and setting of the case.
• Key Issues: Identify the main problems or challenges within the case.
• Analysis: Apply relevant theories or concepts to examine the case in depth.
• Recommendations: Offer practical solutions or suggestions for addressing the issues.

Example Case Study Analysis

“The case study presents a real-world scenario in the healthcare industry, focusing on the challenges faced by a hospital in improving patient satisfaction. Through a detailed analysis of patient feedback and hospital data, I identified the key issues contributing to low satisfaction scores, such as long wait times and inadequate communication. Based on this analysis, I recommended implementing strategies to streamline processes, enhance communication between staff and patients, and improve overall patient experience. This case study provided valuable insights into the complexities of healthcare management and the importance of patient-centered care.” – Student, Health Management Program

Case Study Structure

A well-structured case study analysis typically includes the following sections:

• Introduction: Provide a brief overview of the case and its importance.
• Background: Present relevant background information about the case.
• Analysis: Analyze the case, addressing the key issues identified.
• Findings: Summarize your findings based on the analysis.
• Conclusion: Provide a concise conclusion that ties everything together.

Related blog article: Case Study on Moral Status .

Report Assignments

Reports are a common form of assessment in various professions. They serve as a means of communicating information and analysis to a specific audience. Report assignments can take different structures and formats, depending on the professional requirements and the purpose of the report.

In general, a report consists of several sections that provide a comprehensive overview of the topic being discussed. This may include an executive summary, introduction, methodology, findings, analysis, and conclusion.

The specific sections of a report can vary depending on the field and purpose of the assignment. For example, a business report may include sections on market analysis, financial analysis, and recommendations, while a scientific research report may include sections on hypothesis, methodology, results, and discussion.

When working on a report assignment, it is important to carefully follow the given guidelines and structure the report in a logical and coherent manner. Each section should be clearly labeled and organized, making it easy for the reader to navigate and understand the content.

Additionally, reports often require the use of visual aids such as tables, charts, and graphs to present data and support findings. These visual elements should be properly formatted and referenced within the text.

Overall, report assignments require careful planning, research, and analysis to effectively present information and make informed recommendations. By understanding the structure and components of reports, you can ensure that your assignments meet the requirements and effectively convey your findings and insights to the intended audience.

Report assignment essay: Term-Long Project Nursing Paper Example

Reflective Writing, Annotated Bibliographies, and Literature Reviews

Reflective writing assignments , annotated bibliographies, and literature reviews are important types of assignments that you may encounter in your academic journey. They each serve a unique purpose and require specific approaches to effectively complete them. These assignments encourage self-reflection and exploration of personal experiences and thoughts on a particular topic.

Reflective Writing Assignments

Reflective writing assignments provide an opportunity for self-reflection and personal exploration. In fields such as nursing, education, and human services, these assignments encourage you to think critically about your experiences, thoughts, and emotions related to a particular topic. By analyzing your own reactions and considering the impact of these experiences, you can gain deeper insights and develop a greater understanding of the subject matter.

Annotated Bibliographies

Annotated bibliographies are valuable resources that provide a comprehensive list of sources accompanied by brief descriptions and evaluations. These assignments require you to carefully select relevant sources and provide thoughtful annotations that summarize the key points, strengths, and weaknesses of each source. By creating an annotated bibliography, you demonstrate your ability to critically analyze and evaluate existing literature on a particular topic.

Literature Reviews

Literature reviews involve a thorough examination of existing literature on a specific subject. They aim to identify current trends, research gaps, and areas for further investigation. By conducting a comprehensive review of scholarly articles, books, and other relevant sources, you can contribute to the existing knowledge base and showcase your ability to synthesize information from multiple sources.

Now that you have a better understanding of the different types of assignments , you can confidently tackle any task that comes your way. Remember, at StudyingHq.com, you can find thousands of free essay examples, samples, guides, topics, and research papers to inspire your own work. And if you need writing assistance, our team of expert writers is ready to help you within 2-3 hours. Good luck with your assignments!

What are the different types of assignments in university?

Some common types of assignments include essays, case study responses, reports, reflective writing assignments, annotated bibliographies, and literature reviews.

What do essays require and how can they be categorized?

Essays require formal language, a clear and logical structure, and the use of credible academic sources. They can be categorized into  analytical essays , which involve examining a topic thoroughly, and  argumentative essays , which require taking a position on an issue and presenting arguments supported by evidence.

What are case study assignments and how should I respond to them?

Case study assignments  involve analyzing a specific situation, problem, or organization over a selected period of time. When responding to a case study, it is important to refer to the case, structure your paragraphs effectively, and use examples and data from the case as evidence to support your points.

What are the different types of report assignments?

Reports can take different structures, such as business reports or scientific and research reports. The structure of a report depends on professional requirements and the purpose of the report. It typically includes sections like an executive summary, introduction, process, findings, and conclusion.

What are reflective writing assignments, annotated bibliographies, and literature reviews?

Reflective writing assignments involve self-reflection and exploring personal experiences or thoughts on a particular topic. Annotated bibliographies are lists of sources with brief descriptions and evaluations. Literature reviews examine existing literature on a topic, highlighting current trends and identifying research gaps.

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• Assignment types
• Information and services
• Student support
• Study skills and learning advice
• Study skills and learning advice overview
• Assignment writing

During your studies, you'll need to write different types of assignments. Here's an overview of some common types.

This is just a general guide. The specific requirements for your course may be different. Make sure you read through any assignment requirements carefully and ask your lecturer or tutor if you're unsure how to meet them.

Once you've identified the type of assignment you need to complete, see our steps for writing assignments to help you get started.

Research essay

The purpose of a research essay is to:

• answer a question
• present an argument based on facts.

When you're writing a research essay, think of your target audience as:

• the broader academic community.

Writing style

A research essay should:

• be concise and factual
• use active voice
• have a clear structure with a logical flow .

Structure and content

Don't use headings for sections in a research essay.

Organise your content into:

• introduction
• conclusion.

See an example argumentative essay (PDF, 714.3 KB)

Lab or prac report

The purpose of a lab or prac report is to:

• explain what you did
• draw conclusions.

When you're writing a lab or prac report, think of your target audience as:

• other researchers wanting to replicate your experiments.

Lab or prac reports should:

• be clear and objective
• be written in past tense and passive voice .

Use headings for sections in a lab or prac report.

Describe your actions and results in step-by-step order.

Include the following sections:

• Introduction
• Discussion.

Reports usually include tables, graphs and other graphics to present data and supplement the text. To learn how to design and use these elements effectively, see our guides to:

• incorporating tables, figures, statistics and equations (PDF, 1.2MB)
• graphic presentation (PDF, 2.9MB) .

Case study (report)

The purpose of a case study is to:

• examine a situation
• identify positives and negatives
• make recommendations.

When you're writing a case study, think of your target audience as:

• professionals (not just academics)
• politicians
• the general public.

Case studies should:

• be written in a factual and authoritative tone
• be concise and easy to follow .

Use numbered headings for sections in a case study.

Make sure you include:

• table of contents
• executive summary.

Article review

The purpose of an article review is to:

• evaluate or critique the article's data, research methods and results.

When you're writing an article review, think of your target audience as:

• people interested in your profession.

Article reviews should:

• be written in an analytical and evaluative tone
• use present tense and active voice .

Don't use headings for sections in article reviews.

Your review should include:

• a brief summary of the article being reviewed
• your commentary on the quality of the work.

Literature review

The purpose of a literature review is to:

• identify key areas across literature
• understand current thinking
• find a 'gap' for research.

When you're writing a literature review, think of your target audience as:

• researchers
• fellow professionals.

Literature reviews should be:

• written in a formal style
• objective , but you can include tentative opinions based on the text.

Use meaningful headings for sections in a literature review (not just 'introduction', 'body' and 'conclusion').

See how to write a literature review

Annotated bibliography

The purpose of an annotated bibliography is to:

• identify key literature on a topic
• evaluate the usefulness of the literature in relation to the topic
• inform others.

When you're writing an annotated bibliography, think of your target audience as:

Use a formal and objective tone in an annotated bibliography.

An annotated bibliography should:

• list works alphabetically by author
• include an indented 1-2 paragraph summary and critique for each work.

Reflective journal

The purpose of a reflective journal is to:

• identify your understanding
• reflect on your thinking
• understand how and what you've learned.

When you're writing a reflective journal, think of your target audience as:

In a reflective journal you can use:

• a more informal style, but make sure it's still clear
• a conversational tone - write as if you're thinking aloud
• the first person ('I' or 'me').

In a reflective journal you should:

• refer to texts, lectures and practical situations
• make links between formal learning and personal meaning.

Project report

The purpose of a project report is to:

• report on work that has been done, or
• plan for work to is to be done.

When you're writing a project report, think of your target audience as:

• an outside organisation, such as a government department or non-government organisation (NGO)

Use a factual tone in a project report.

Vary your tense depending on what you're writing about. Use:

• present tense to outline the current situation
• past tense to describe work that has been completed
• future tense to explain work that is proposed.
• Acknowledgements
• Executive summary or abstract
• Table of contents
• Introduction and body (no heading)
• Conclusion and recommendations
• References or bibliography
• Appendices.

Presentation

For advice on writing, designing and delivering a presentation, see the presentation skills guide .

• Steps for writing assignments
• How to write a literature review

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Types of Assignments

Cristy Bartlett and Kate Derrington

Introduction

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

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

Different Types of Written Assignments

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

Components of an essay

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

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

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

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

Table 15.1 An effective essay

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An effective essay body paragraph needs to:

[table “18” not found /]

An effective essay conclusion needs to:

[table “19” not found /]

Common types of essays

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

Analytical essays

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

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

Argumentative essays

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

Case Study Responses

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

Students typically lose marks for not:

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

When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure but include examples and data from the case as additional evidence to support your points (see Figure 15.5). The colours in the sample paragraph below show the function of each component.

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

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

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

Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case.  Reports may be written for different audiences including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 15.2).

Table 15.2 Explanations of different types of reports

[table “20” not found /]

Reflective writing

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

Table 15.3 What? So What? Now What? Explained.

[table “21” not found /]

The Gibbs’ Reflective Cycle

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

The 4 R’s of reflective thinking

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

Annotated Bibliography

What is it.

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

How do I know what to include?

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

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

What do I say?

Important considerations include:

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

Literature Reviews

It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 15.4). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.

Table 15.4 Comparison of Literature Reviews

[table “22” not found /]

Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 15.10). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 15.5).

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

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

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

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

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

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

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Types of assignments

This section provides an overview of how to tailor your writing based on the type of assignment you are required to write.

Discover the basic structure of all essays and see what a good essay introduction and conclusion look like.

Learn about the main elements of a good report and see example paragraphs from the key sections of a well written report.

Literature Reviews

See what a good literature review looks like and learn about the essential steps are for writing one.

Annotated Bibliographies

Discover the main features of an annotated bibliography by examining real examples.

Reflective Tasks

Develop the skill of asking appropriate questions that allow you to write reflectively as well as descriptively.

Case Studies

Identify the differences between a case study and other types of reports, and develop the skill of analysing the essential aspects of the case.

Learn how to do a group assessment task by understanding how to interact and communicate with others to achieve a shared goal.

group presentation skills

Learn how to create effective content and deliver your message in a way that engages your audience.

UTS acknowledges the Gadigal people of the Eora Nation, the Boorooberongal people of the Dharug Nation, the Bidiagal people and the Gamaygal people, upon whose ancestral lands our university stands. We would also like to pay respect to the Elders both past and present, acknowledging them as the traditional custodians of knowledge for these lands.

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Academic Assignment Samples and Examples

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Assignment Samples

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Frequently Ask Questions?

How can these samples help you.

The assignment writing samples we provide help you by showing you versions of the finished item. It’s like having a picture of the cake you’re aiming to make when following a recipe.

Assignments that you undertake are a key part of your academic life; they are the usual way of assessing your knowledge on the subject you’re studying.

There are various types of assignments: essays, annotated bibliographies, stand-alone literature reviews, reflective writing essays, etc. There will be a specific structure to follow for each of these. Before focusing on the structure, it is best to plan your assignment first. Your school will have its own guidelines and instructions, you should align with those. Start by selecting the essential aspects that need to be included in your assignment.

Based on what you understand from the assignment in question, evaluate the critical points that should be made. If the task is research-based, discuss your aims and objectives, research method, and results. For an argumentative essay, you need to construct arguments relevant to the thesis statement.

Your assignment should be constructed according to the outline’s different sections. This is where you might find our samples so helpful; inspect them to understand how to write your assignment.

Adding headings to sections can enhance the clarity of your assignment. They are like signposts telling the reader what’s coming next.

Where structure is concerned, our samples can be of benefit. The basic structure is of three parts: introduction, discussion, and conclusion. It is, however, advisable to follow the structural guidelines from your tutor.

For example, our master’s sample assignment includes lots of headings and sub-headings. Undergraduate assignments are shorter and present a statistical analysis only.

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• Python Basics
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• Python Projects
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Python Operators

Precedence and associativity of operators in python.

• Python Arithmetic Operators
• Difference between / vs. // operator in Python
• Python - Star or Asterisk operator ( * )
• What does the Double Star operator mean in Python?
• Division Operators in Python
• Modulo operator (%) in Python
• Python Logical Operators
• Python OR Operator
• Difference between 'and' and '&' in Python
• not Operator in Python | Boolean Logic

Ternary Operator in Python

• Python Bitwise Operators

Python Assignment Operators

Assignment operators in python.

• Walrus Operator in Python 3.8
• Increment += and Decrement -= Assignment Operators in Python
• Merging and Updating Dictionary Operators in Python 3.9
• New '=' Operator in Python3.8 f-string

Python Relational Operators

• Comparison Operators in Python
• Python NOT EQUAL operator
• Difference between == and is operator in Python
• Chaining comparison operators in Python
• Python Membership and Identity Operators
• Difference between != and is not operator in Python

In Python programming, Operators in general are used to perform operations on values and variables. These are standard symbols used for logical and arithmetic operations. In this article, we will look into different types of Python operators. 

• OPERATORS: These are the special symbols. Eg- + , * , /, etc.
• OPERAND: It is the value on which the operator is applied.

Types of Operators in Python

• Arithmetic Operators
• Comparison Operators
• Logical Operators
• Bitwise Operators
• Assignment Operators
• Identity Operators and Membership Operators

Arithmetic Operators in Python

Python Arithmetic operators are used to perform basic mathematical operations like addition, subtraction, multiplication , and division .

In Python 3.x the result of division is a floating-point while in Python 2.x division of 2 integers was an integer. To obtain an integer result in Python 3.x floored (// integer) is used.

Example of Arithmetic Operators in Python

Division operators.

In Python programming language Division Operators allow you to divide two numbers and return a quotient, i.e., the first number or number at the left is divided by the second number or number at the right and returns the quotient. 

There are two types of division operators: 

Float division

• Floor division

The quotient returned by this operator is always a float number, no matter if two numbers are integers. For example:

Example: The code performs division operations and prints the results. It demonstrates that both integer and floating-point divisions return accurate results. For example, ’10/2′ results in ‘5.0’ , and ‘-10/2’ results in ‘-5.0’ .

Integer division( Floor division)

The quotient returned by this operator is dependent on the argument being passed. If any of the numbers is float, it returns output in float. It is also known as Floor division because, if any number is negative, then the output will be floored. For example:

Example: The code demonstrates integer (floor) division operations using the // in Python operators . It provides results as follows: ’10//3′ equals ‘3’ , ‘-5//2’ equals ‘-3’ , ‘ 5.0//2′ equals ‘2.0’ , and ‘-5.0//2’ equals ‘-3.0’ . Integer division returns the largest integer less than or equal to the division result.

Precedence of Arithmetic Operators in Python

The precedence of Arithmetic Operators in Python is as follows:

• P – Parentheses
• E – Exponentiation
• M – Multiplication (Multiplication and division have the same precedence)
• D – Division
• A – Addition (Addition and subtraction have the same precedence)
• S – Subtraction

The modulus of Python operators helps us extract the last digit/s of a number. For example:

• x % 10 -> yields the last digit
• x % 100 -> yield last two digits

Arithmetic Operators With Addition, Subtraction, Multiplication, Modulo and Power

Here is an example showing how different Arithmetic Operators in Python work:

Example: The code performs basic arithmetic operations with the values of ‘a’ and ‘b’ . It adds (‘+’) , subtracts (‘-‘) , multiplies (‘*’) , computes the remainder (‘%’) , and raises a to the power of ‘b (**)’ . The results of these operations are printed.

Note: Refer to Differences between / and // for some interesting facts about these two Python operators.

Comparison of Python Operators

In Python Comparison of Relational operators compares the values. It either returns True or False according to the condition.

= is an assignment operator and == comparison operator.

Precedence of Comparison Operators in Python

In Python, the comparison operators have lower precedence than the arithmetic operators. All the operators within comparison operators have the same precedence order.

Example of Comparison Operators in Python

Let’s see an example of Comparison Operators in Python.

Example: The code compares the values of ‘a’ and ‘b’ using various comparison Python operators and prints the results. It checks if ‘a’ is greater than, less than, equal to, not equal to, greater than, or equal to, and less than or equal to ‘b’ .

Logical Operators in Python

Python Logical operators perform Logical AND , Logical OR , and Logical NOT operations. It is used to combine conditional statements.

Precedence of Logical Operators in Python

The precedence of Logical Operators in Python is as follows:

• Logical not
• logical and

Example of Logical Operators in Python

The following code shows how to implement Logical Operators in Python:

Example: The code performs logical operations with Boolean values. It checks if both ‘a’ and ‘b’ are true ( ‘and’ ), if at least one of them is true ( ‘or’ ), and negates the value of ‘a’ using ‘not’ . The results are printed accordingly.

Bitwise Operators in Python

Python Bitwise operators act on bits and perform bit-by-bit operations. These are used to operate on binary numbers.

Precedence of Bitwise Operators in Python

The precedence of Bitwise Operators in Python is as follows:

• Bitwise NOT
• Bitwise Shift
• Bitwise AND
• Bitwise XOR

Here is an example showing how Bitwise Operators in Python work:

Example: The code demonstrates various bitwise operations with the values of ‘a’ and ‘b’ . It performs bitwise AND (&) , OR (|) , NOT (~) , XOR (^) , right shift (>>) , and left shift (<<) operations and prints the results. These operations manipulate the binary representations of the numbers.

Python Assignment operators are used to assign values to the variables.

Let’s see an example of Assignment Operators in Python.

Example: The code starts with ‘a’ and ‘b’ both having the value 10. It then performs a series of operations: addition, subtraction, multiplication, and a left shift operation on ‘b’ . The results of each operation are printed, showing the impact of these operations on the value of ‘b’ .

Identity Operators in Python

In Python, is and is not are the identity operators both are used to check if two values are located on the same part of the memory. Two variables that are equal do not imply that they are identical. 

Example Identity Operators in Python

Let’s see an example of Identity Operators in Python.

Example: The code uses identity operators to compare variables in Python. It checks if ‘a’ is not the same object as ‘b’ (which is true because they have different values) and if ‘a’ is the same object as ‘c’ (which is true because ‘c’ was assigned the value of ‘a’ ).

Membership Operators in Python

In Python, in and not in are the membership operators that are used to test whether a value or variable is in a sequence.

Examples of Membership Operators in Python

The following code shows how to implement Membership Operators in Python:

Example: The code checks for the presence of values ‘x’ and ‘y’ in the list. It prints whether or not each value is present in the list. ‘x’ is not in the list, and ‘y’ is present, as indicated by the printed messages. The code uses the ‘in’ and ‘not in’ Python operators to perform these checks.

in Python, Ternary operators also known as conditional expressions are operators that evaluate something based on a condition being true or false. It was added to Python in version 2.5. 

It simply allows testing a condition in a single line replacing the multiline if-else making the code compact.

Syntax :   [on_true] if [expression] else [on_false] 

Examples of Ternary Operator in Python

The code assigns values to variables ‘a’ and ‘b’ (10 and 20, respectively). It then uses a conditional assignment to determine the smaller of the two values and assigns it to the variable ‘min’ . Finally, it prints the value of ‘min’ , which is 10 in this case.

In Python, Operator precedence and associativity determine the priorities of the operator.

Operator Precedence in Python

This is used in an expression with more than one operator with different precedence to determine which operation to perform first.

Let’s see an example of how Operator Precedence in Python works:

Example: The code first calculates and prints the value of the expression 10 + 20 * 30 , which is 610. Then, it checks a condition based on the values of the ‘name’ and ‘age’ variables. Since the name is “ Alex” and the condition is satisfied using the or operator, it prints “Hello! Welcome.”

Operator Associativity in Python

If an expression contains two or more operators with the same precedence then Operator Associativity is used to determine. It can either be Left to Right or from Right to Left.

The following code shows how Operator Associativity in Python works:

Example: The code showcases various mathematical operations. It calculates and prints the results of division and multiplication, addition and subtraction, subtraction within parentheses, and exponentiation. The code illustrates different mathematical calculations and their outcomes.

To try your knowledge of Python Operators, you can take out the quiz on Operators in Python . 

Python Operator Exercise Questions

Below are two Exercise Questions on Python Operators. We have covered arithmetic operators and comparison operators in these exercise questions. For more exercises on Python Operators visit the page mentioned below.

Q1. Code to implement basic arithmetic operations on integers

Q2. Code to implement Comparison operations on integers

Explore more Exercises: Practice Exercise on Operators in Python

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Gen ed writes, writing across the disciplines at harvard college.

• Types of Assignments

Gen Ed courses transcend disciplinary boundaries in a variety of ways, so the types of writing assignments that they include also often venture outside the traditional discipline-specific essays. Students may encounter a wide variety of writing assignments in Gen Ed, but most of them can be categorized into four general types: 

• Traditional academic assignments include the short essays or research papers most commonly associated with college-level assignments.
• Less traditional academic assignments include elements of engagement in academia not normally encountered by undergraduates. 
• Traditional non-academic assignments include types of written communication that students are likely to encounter in real world situations. 
• Less traditional non-academic assignments are those that push the boundaries of typical "writing" assignments and are likely to include some kind of creative or artistic component.

Examples and Resources

Traditional academic.

For most of us, these are the most familiar types of college-level writing assignments. While they are perhaps less common in Gen Ed than in departmental courses, there are still numerous examples we could examine.

Two illustrations of common types include: 

Example 1: Short Essay  Professor Michael Sandel asks the students in his Gen Ed course on Tech Ethics to write several short essays over the course of the semester in which they make an argument in response to the course readings. Because many students will never have written a philosophy-style paper, Professor Sandel offers students a number of resources—from a guide on writing in philosophy, to sample graded essays, to a list of logical fallacies—to keep in mind. 

Example 2: Research Paper In Who Lives, Who Dies, Who Cares?, a Gen Ed course co-taught by multiple global health faculty members, students write a 12–15 page research paper on a biosocial analysis of a global health topic of their choosing for the final assignment. The assignment is broken up into two parts: (1) a proposal with annotated bibliography and (2) the final paper itself. The prompt clearly outlines the key qualities and features of a successful paper, which is especially useful for students who have not yet written a research paper in the sciences. 

Less Traditional Academic

In Gen Ed, sometimes assignments ask students to engage in academic work that, while familiar to faculty, is beyond the scope of the typical undergraduate experience. 

Here are a couple of examples from Gen Ed courses: 

Example 1: Design a conference  For the final project in her Gen Ed course, Global Feminisms, Professor Durba Mitra asks her students to imagine a dream conference  in the style of the feminist conferences they studied in class. Students are asked to imagine conference panels and events, potential speakers or exhibitions, and advertising materials. While conferences are a normal occurrence for graduate students and professors, undergraduates are much less likely to be familiar with this part of academic life, and this kind of assignment might require more specific background and instructions as part of the prompt. 

Example 2: Curate a museum exhibit In his Gen Ed class, Pyramid Schemes, Professor Peter Der Manuelian's final project offers students the option of designing a virtual museum exhibit . While exhibit curation can be a part of the academic life of an anthropologist or archaeologist, it's not often found in introductory undergraduate courses. In addition to selecting objects and creating a virtual exhibit layout, students also wrote an annotated bibliography as well as an exhibit introduction for potential visitors. 

Traditional Non-academic

One of the goals of Gen Ed is to encourage students to engage with the world around them. Sometimes writing assignments in Gen Ed directly mirror types of writing that students are likely to encounter in real-world, non-academic settings after they graduate.

The following are several examples of such assignments: 

Example 1: Policy memo In Power and Identity in the Middle East, Professor Melani Cammett assigns students a group policy memo evaluating "a major initiative aimed at promoting democracy in the Middle East and North Africa (MENA)." The assignment prompt is actually structured as a memo, providing context for students who likely lack experience with the format. It also outlines the key characteristics of a good memo, and it provides extensive advice on the process—especially important when students are working in groups. 

Example 2: Letter In Loss, Professor Kathleen Coleman asks students to write a letter of condolence . The letter has an unusual audience: a mother elephant who lost her calf. Since students may not have encountered this type of writing before, Professor Coleman also provides students with advice on process, pointing to some course readings that might be a good place to start. She also suggests a list of outside resources to help students get into the mindframe of addressing an elephant. 

Example 3: Podcast  Podcasts are becoming increasingly popular in Gen Ed classes, as they are in the real world. Though they're ultimately audio file outputs, they usually require writing and preparing a script ahead of time. For example, in Music from Earth, Professor Alex Rehding asks students to create a podcast in which they make an argument about a song studied in class. He usefully breaks up the assignments into two parts: (1) researching the song and preparing a script and (2) recording and making sonic choices about the presentation, offering students the opportunity to get feedback on the first part before moving onto the second. 

Less Traditional Non-academic

These are the types of assignments that perhaps are less obviously "writing" assignments. They usually involve an artistic or otherwise creative component, but they also often include some kind of written introduction or artist statement related to the work.

The following are several examples from recently offered Gen Ed courses: 

Example 1: Movie Professor Peter Der Manuelian offers students in his class, Pyramid Schemes, several options for the final project, one of which entails creating a 5–8 minute  iMovie making an argument about one of the themes of the course. Because relatively few students have prior experience making films, the teaching staff provide students with a written guide to making an iMovie as well as ample opportunities for tech support. In addition to preparing a script as part of the production, students also submit both an annotated bibliography and an artist’s statement. 

Example 2: Calligram In his course, Understanding Islam and Contemporary Muslim Societies, Professor Ali Asani asks students to browse through a provided list of resources about calligrams, which are an important traditional Islamic art form. Then they are required to "choose a concept or symbol associated with God in the Islamic tradition and attempt to represent it through a calligraphic design using the word Allah," in any medium they wish. Students also write a short explanation to accompany the design itself. 

Example 3: Soundscape In Music from Earth, Professor Alex Rehding has students create a soundscape . The soundscape is an audio file which involves layering sounds from different sources to create a single piece responding to an assigned question (e.g. "What sounds are characteristic of your current geographical region?"). Early on, as part of the development of the soundscape, students submit an artist's statement that explains the plan for the soundscape, the significance of the sounds, and the intention of the work. 

• DIY Guides for Analytical Writing Assignments

• Unpacking the Elements of Writing Prompts
• Teaching the Elements of Writing Assignments
• Giving Feedback to Students

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