model assignment writing

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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4 key points for effective assignment writing.

Methodology

By Christina Desouza

Writing an effective assignment is more of an art than a science. It demands critical thinking, thorough research, organized planning, and polished execution. As a professional academic writer with over four years of experience, I've honed these skills and discovered proven strategies for creating standout assignments.

In this article, I will delve into the four key steps of assignment writing, offering detailed advice and actionable tips to help students master this craft.

1.    Start With Research

In-depth research is the cornerstone of any high-quality assignment. It allows you to gain a profound understanding of your topic and equip yourself with relevant data, compelling arguments, and unique insights.

Here's how to do it right:

●       Diversify Your Sources

Don't limit yourself to the first page of Google results. Make use of academic databases like JSTOR , Google Scholar , PubMed , or your school's online library. These resources house a plethora of scholarly articles, research papers, and academic books that can provide you with valuable information.

●       Verify Information

Remember, not all information is created equal. Cross-check facts and data from multiple reliable sources to ensure accuracy. Look for consensus among experts on contentious issues.

●       Stay Organized

Keep track of your resources as you go. Tools like Zotero or Mendeley can help you organize your references and generate citations in various formats. This will save you from scrambling to find sources when you're wrapping up your assignment.

1.    Prepare Assignment Structure

Creating a well-planned structure for your assignment is akin to drawing a roadmap. It helps you stay on track and ensures that your ideas flow logically. Here's what to consider:

●       Develop an Outline

The basic structure of an assignment includes an introduction, body, and conclusion. The introduction should present the topic and establish the purpose of your assignment. The body should delve into the topic in detail, backed by your research. The conclusion should summarize your findings or arguments without introducing new ideas.

●       Use Subheadings

Subheadings make your assignment easier to read and follow. They allow you to break down complex ideas into manageable sections. As a rule of thumb, each paragraph should cover one idea or argument.

●       Allocate Word Count

Assignments often come with word limits. Allocate word count for each section of your assignment based on its importance to avoid overwriting or underwriting any part.

1.    Start Assignment Writing

Writing your assignment is where your research and planning come to fruition. You now have a robust foundation to build upon, and it's time to craft a compelling narrative.

Here's how to accomplish this:

●       Write a Gripping Introduction

Your introduction is the gateway to your assignment. Make it captivating. Start with a hook—a surprising fact, an interesting quote, or a thought-provoking question—to grab your readers' attention. Provide an overview of what your assignment is about and the purpose it serves. A well-crafted introduction sets the tone for the rest of the assignment and motivates your readers to delve deeper into your work.

●       Develop a Comprehensive Body

The body of your assignment is where you delve into the details. Develop your arguments, present your data, and discuss your findings. Use clear and concise language. Avoid jargon unless necessary. Each paragraph should cover one idea or argument to maintain readability.

●       Craft a Convincing Conclusion

Your conclusion is your final chance to leave an impression on your reader. Summarize your key findings or arguments without introducing new ideas. Reinforce the purpose of your assignment and provide a clear answer to the question or problem you addressed in the introduction. A strong conclusion leaves your readers with a sense of closure and a full understanding of your topic.

●       Write Clearly

Use straightforward sentences and avoid jargon. Your goal is to communicate, not to confuse. Tools like Hemingway Editor can help ensure your writing is clear and concise.

●       Use Paraphrasingtool.ai

Paraphrasingtool.ai is an AI-powered tool that can enhance your assignment writing. It reformulates your sentences while preserving their meaning. It not only helps you avoid plagiarism but also enhances the readability of your work.

●       Cite Your Sources

Citations are a critical part of assignment writing. They acknowledge the work of others you've built upon and demonstrate the depth of your research. Always include in-text citations and a bibliography at the end. This not only maintains academic integrity but also gives your readers resources to delve deeper into the topic if they wish.

1.    Review and Proofread The Assignment

Reviewing and proofreading are the final but critical steps in assignment writing. They ensure your assignment is free from errors and that your ideas are coherently presented. Here's how to do it effectively:

●       Take a Break

After you finish writing, take a break before you start proofreading. Fresh eyes are more likely to spot mistakes and inconsistencies.

●       Read Aloud

Reading your work aloud can help you identify awkward phrasing, run-on sentences, and typos. You're more likely to catch errors when you hear them, as it requires a different type of processing than reading silently.

●       Use Proofreading Tools

Digital tools like Grammarly can be your second pair of eyes, helping you spot grammatical errors, typos, and even issues with sentence structure. However, don't rely solely on these tools—make sure to manually review your work as well.

Effective assignment writing is a skill that takes practice to master. It requires meticulous research, organized planning, clear writing, and careful proofreading. The steps and tips outlined in this article are by no means exhaustive, but they provide a solid framework to start from.

Remember, there is always room for improvement. Don't be disheartened by initial challenges. Each assignment is an opportunity to learn, grow, and sharpen your writing skills. So, be persistent, stay curious, and keep refining your craft. With time and practice, you will find yourself writing assignments that are not just excellent, but truly outstanding.

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How to Write an Effective Assignment

At their base, all assignment prompts function a bit like a magnifying glass—they allow a student to isolate, focus on, inspect, and interact with some portion of your course material through a fixed lens of your choosing.

The Key Components of an Effective Assignment Prompt

All assignments, from ungraded formative response papers all the way up to a capstone assignment, should include the following components to ensure that students and teachers understand not only the learning objective of the assignment, but also the discrete steps which they will need to follow in order to complete it successfully:

• Preamble.  This situates the assignment within the context of the course, reminding students of what they have been working on in anticipation of the assignment and how that work has prepared them to succeed at it. 
• Justification and Purpose.  This explains why the particular type or genre of assignment you’ve chosen (e.g., lab report, policy memo, problem set, or personal reflection) is the best way for you and your students to measure how well they’ve met the learning objectives associated with this segment of the course.
• Mission.  This explains the assignment in broad brush strokes, giving students a general sense of the project you are setting before them. It often gives students guidance on the evidence or data they should be working with, as well as helping them imagine the audience their work should be aimed at.  
• Tasks.  This outlines what students are supposed to do at a more granular level: for example, how to start, where to look, how to ask for help, etc. If written well, this part of the assignment prompt ought to function as a kind of "process" rubric for students, helping them to decide for themselves whether they are completing the assignment successfully.
• Submission format.  This tells students, in appropriate detail, which stylistic conventions they should observe and how to submit their work. For example, should the assignment be a five-page paper written in APA format and saved as a .docx file? Should it be uploaded to the course website? Is it due by Tuesday at 5:00pm?

For illustrations of these five components in action, visit our gallery of annotated assignment prompts .

For advice about creative assignments (e.g. podcasts, film projects, visual and performing art projects, etc.), visit our  Guidance on Non-Traditional Forms of Assessment .

For specific advice on different genres of assignment, click below:

Response Papers

Problem sets, source analyses, final exams, concept maps, research papers, oral presentations, poster presentations.

• Learner-Centered Design
• Putting Evidence at the Center
• What Should Students Learn?
• Start with the Capstone
• Gallery of Annotated Assignment Prompts
• Scaffolding: Using Frequency and Sequencing Intentionally
• Curating Content: The Virtue of Modules
• Syllabus Design
• Catalogue Materials
• Making a Course Presentation Video
• Teaching Teams
• In the Classroom
• Getting Feedback
• Equitable & Inclusive Teaching
• Advising and Mentoring
• Teaching and Your Career
• Teaching Remotely
• Tools and Platforms
• The Science of Learning
• Bok Publications
• Other Resources Around Campus

NCI LIBRARY

Academic writing skills guide: structuring your assignment.

• 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

Keep referring back to the question and assignment brief and make sure that your structure matches what you have been asked to do and check to see if you have appropriate and sufficient evidence to support all of your points. Plans can be structured/restructured at any time during the writing process.

Once you have decided on your key point(s), draw a line through any points that no longer seem to fit. This will mean you are eliminating some ideas and potentially letting go of one or two points that you wanted to make. However, this process is all about improving the relevance and coherence of your writing. Writing involves making choices, including the tough choice to sideline ideas that, however promising, do not fit into your main discussion.

Eventually, you will have a structure that is detailed enough for you to start writing. You will know which ideas go into each section and, ideally, each paragraph and in what order. You will also know which evidence for those ideas from your notes you will be using for each section and paragraph.

Once you have a map/framework of the proposed structure, this forms the skeleton of your assignment and if you have invested enough time and effort into researching and brainstorming your ideas beforehand, it should make it easier to flesh it out. Ultimately, you are aiming for a final draft where you can sum up each paragraph in a couple of words as each paragraph focuses on one main point or idea.

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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• Last Updated: Apr 23, 2024 1:31 PM
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Structuring your assignment

Getting started with academic writing: the time model, information and videos on being targeted, being in-depth and bringing it all together, further reading, using material on this page.

Evidence-based

• Bringing it all together
• Finally ...

• Writing an assignment takes time, more time than you may expect.  Just because you find yourself spending many weeks on an assignment doesn’t mean that you’re approaching it in the wrong way.
• It also takes time to develop the skills to write well, so don’t be discouraged if your early marks aren’t what you’d hoped for.  Use the feedback from your previous assignments to improve.
• Different types of assignments require different styles, so be prepared for the need to continue to develop your skills.

We’ve broken down TIME into 4 key elements of academic writing: Targeted, In-depth, Measured and Evidence-based.

• What is an academic piece of work

Your assignment needs to be targeted .  It should:

• Be focused on the questions and criteria
• Make a decision
• Follow an argument
• How to be targeted
• Academic keywords or clue words

Your assignment needs to be in-depth .  You should consider your questions and criteria thoroughly, thinking about all possible aspects, and including the argument both for and against different viewpoints.

You should:

• Identify topic areas
• Plan your assignment
• Think about your introduction and conclusion
• How to be in-depth
• How to read quickly

An academic writing style is measured. By this, we mean that it’s:

• Emotionally neutral
• Formal – written in the third person and in full sentences
• How to be measured

Your assignment needs to be evidence-based . You should:

• Reference all the ideas in your work
• Paraphrase your evidence
• Apply critical thinking to your evidence
• How to be evidence-based
• How to paraphrase

Once you’ve found all your evidence, and have decided what to say in each section, you need to write it up as paragraphs.  Each paragraph should be on a single topic, making a single point.  A paragraph is usually around a third of a page. 

We find Godwin’s (2014) WEED model very helpful for constructing paragraphs.

W is for What

You should begin your paragraph with the topic or point that you’re making, so that it’s clear to your lecturer.  Everything in the paragraph should fit in with this opening sentence.

E is for Evidence  

The middle of your paragraph should be full of evidence – this is where all your references should be incorporated.  Make sure that your evidence fits in with your topic.

E is for Examples

Sometimes it’s useful to expand on your evidence.  If you’re talking about a case study, the example might be how your point relates to the particular scenario being discussed.

D is for Do

You should conclude your paragraph with the implications of your discussion.  This gives you the opportunity to add your commentary, which is very important in assignments which require you to use critical analysis. 

So, in effect, each paragraph is like a mini-essay, with an introduction, main body and conclusion.

Allow yourself some TIME to proofread your assignment.  You’ll probably want to proofread it several times. 

You should read it through at least once for sense and structure, to see if your paragraphs flow.  Check that your introduction matches the content of your assignment.  You’ll also want to make sure that you’ve been concise in your writing style. 

You’ll then need to read it again to check for grammatical errors, typos and that your references are correct.

It’s best if you can create some distance from your assignment by coming back to it after a few days. It’s also often easier to pick out mistakes if you read your work aloud.

• How to proofread
• Identifying what the assessment criteria is asking you to do (being targeted/generating ideas)
• Planning your argument (b eing in-depth/organising ideas)
• Structuring paragraphs, conclusions and introductions (b ringing it all together)

The resources below are available in different formats to suit your learning style, including: a full visual and printable guide; bite-size printable guides ; bite-size videos; and infographics.

Full guide:

Content includes: using the assessment criteria; planning your argument and structuring paragraphs, introductions and conclusions.

Bite-size videos ( Link to   example WEED paragraph  used in the videos):

Bite-size guide (visual and printable):.

Tips on how to: generate ideas; organise ideas; and structure paragraphs, introductions and conclusions.

• Structuring your assignment PDF
• Structuring your assignment PPT
• Structuring your assignment workshop: exercise text (PDF)
• Structuring your assignment workshop: exercise text (Word)
• Structuring your assignment: planning templates (PDF)
• Structuring your assignment workshop: planning templates (Word)

Online reading list of additional resources and further reading

If you thought this information was useful you may want to look at some of the other Learning Hub guides aimed at helping students with their assessments:

If you have any comments about this skills guide, we would love to know them. 

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License .

• Last Updated: Feb 7, 2024 2:51 PM
• URL: https://libguides.tees.ac.uk/structure

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Writing Assignments

Kate Derrington; Cristy Bartlett; and Sarah Irvine

Introduction

Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic.  It is not uncommon to be unsure about the processes of writing assignments at university.

• You may be returning to study after a break
• You may have come from an exam based assessment system and never written an assignment before
• Maybe you have written assignments but would like to improve your processes and strategies

This chapter has a collection of resources that will provide you with the skills and strategies to understand assignment requirements and effectively plan, research, write and edit your assignments.  It begins with an explanation of how to analyse an assignment task and start putting your ideas together.  It continues by breaking down the components of academic writing and exploring the elements you will need to master in your written assignments. This is followed by a discussion of paraphrasing and synthesis, and how you can use these strategies to create a strong, written argument. The chapter concludes with useful checklists for editing and proofreading to help you get the best possible mark for your work.

Task Analysis and Deconstructing an Assignment

It is important that before you begin researching and writing your assignments you spend sufficient time understanding all the requirements. This will help make your research process more efficient and effective. Check your subject information such as task sheets, criteria sheets and any additional information that may be in your subject portal online. Seek clarification from your lecturer or tutor if you are still unsure about how to begin your assignments.

The task sheet typically provides key information about an assessment including the assignment question. It can be helpful to scan this document for topic, task and limiting words to ensure that you fully understand the concepts you are required to research, how to approach the assignment, and the scope of the task you have been set. These words can typically be found in your assignment question and are outlined in more detail in the two tables below (see Table 19.1 and Table 19.2 ).

Table 19.1 Parts of an Assignment Question

Make sure you have a clear understanding of what the task word requires you to address.

Table 19.2 Task words

The criteria sheet , also known as the marking sheet or rubric, is another important document to look at before you begin your assignment. The criteria sheet outlines how your assignment will be marked and should be used as a checklist to make sure you have included all the information required.

The task or criteria sheet will also include the:

• Word limit (or word count)
• Referencing style and research expectations
• Formatting requirements

Task analysis and criteria sheets are also discussed in the chapter Managing Assessments for a more detailed discussion on task analysis, criteria sheets, and marking rubrics.

Preparing your ideas

Brainstorm or concept map:  List possible ideas to address each part of the assignment task based on what you already know about the topic from lectures and weekly readings.

Finding appropriate information: Learn how to find scholarly information for your assignments which is

See the chapter Working With Information for a more detailed explanation .

What is academic writing?

Academic writing tone and style.

Many of the assessment pieces you prepare will require an academic writing style.  This is sometimes called ‘academic tone’ or ‘academic voice’.  This section will help you to identify what is required when you are writing academically (see Table 19.3 ). The best way to understand what academic writing looks like, is to read broadly in your discipline area.  Look at how your course readings, or scholarly sources, are written. This will help you identify the language of your discipline field, as well as how other writers structure their work.

Table 19.3 Comparison of academic and non-academic writing

Thesis statements.

Essays are a common form of assessment that you will likely encounter during your university studies. You should apply an academic tone and style when writing an essay, just as you would in in your other assessment pieces. One of the most important steps in writing an essay is constructing your thesis statement.  A thesis statement tells the reader the purpose, argument or direction you will take to answer your assignment question. A thesis statement may not be relevant for some questions, if you are unsure check with your lecturer. The thesis statement:

• Directly  relates to the task .  Your thesis statement may even contain some of the key words or synonyms from the task description.
• Does more than restate the question.
• Is specific and uses precise language.
• Let’s your reader know your position or the main argument that you will support with evidence throughout your assignment.
• The subject is the key content area you will be covering.
• The contention is the position you are taking in relation to the chosen content.

Your thesis statement helps you to structure your essay.  It plays a part in each key section: introduction, body and conclusion.

Planning your assignment structure

When planning and drafting assignments, it is important to consider the structure of your writing. Academic writing should have clear and logical structure and incorporate academic research to support your ideas.  It can be hard to get started and at first you may feel nervous about the size of the task, this is normal. If you break your assignment into smaller pieces, it will seem more manageable as you can approach the task in sections. Refer to your brainstorm or plan. These ideas should guide your research and will also inform what you write in your draft. It is sometimes easier to draft your assignment using the 2-3-1 approach, that is, write the body paragraphs first followed by the conclusion and finally the introduction.

Writing introductions and conclusions

Clear and purposeful introductions and conclusions in assignments are fundamental to effective academic writing. Your introduction should tell the reader what is going to be covered and how you intend to approach this. Your conclusion should summarise your argument or discussion and signal to the reader that you have come to a conclusion with a final statement.  These tips below are based on the requirements usually needed for an essay assignment, however, they can be applied to other assignment types.

Writing introductions

Most writing at university will require a strong and logically structured introduction. An effective introduction should provide some background or context for your assignment, clearly state your thesis and include the key points you will cover in the body of the essay in order to prove your thesis.

Usually, your introduction is approximately 10% of your total assignment word count. It is much easier to write your introduction once you have drafted your body paragraphs and conclusion, as you know what your assignment is going to be about. An effective introduction needs to inform your reader by establishing what the paper is about and provide four basic things:

• A brief background or overview of your assignment topic
• A thesis statement (see section above)
• An outline of your essay structure
• An indication of any parameters or scope that will/ will not be covered, e.g. From an Australian perspective.

The below example demonstrates the four different elements of an introductory paragraph.

1) Information technology is having significant effects on the communication of individuals and organisations in different professions. 2) This essay will discuss the impact of information technology on the communication of health professionals.   3)  First, the provision of information technology for the educational needs of nurses will be discussed.  4)  This will be followed by an explanation of the significant effects that information technology can have on the role of general practitioner in the area of public health.  5)  Considerations will then be made regarding the lack of knowledge about the potential of computers among hospital administrators and nursing executives.  6)   The final section will explore how information technology assists health professionals in the delivery of services in rural areas .  7)  It will be argued that information technology has significant potential to improve health care and medical education, but health professionals are reluctant to use it.

1 Brief background/ overview | 2 Indicates the scope of what will be covered |   3-6 Outline of the main ideas (structure) | 7 The thesis statement

Note : The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing conclusions

You should aim to end your assignments with a strong conclusion. Your conclusion should restate your thesis and summarise the key points you have used to prove this thesis. Finish with a key point as a final impactful statement.  Similar to your introduction, your conclusion should be approximately 10% of the total assignment word length. If your assessment task asks you to make recommendations, you may need to allocate more words to the conclusion or add a separate recommendations section before the conclusion. Use the checklist below to check your conclusion is doing the right job.

Conclusion checklist 

• Have you referred to the assignment question and restated your argument (or thesis statement), as outlined in the introduction?
• Have you pulled together all the threads of your essay into a logical ending and given it a sense of unity?
• Have you presented implications or recommendations in your conclusion? (if required by your task).
• Have you added to the overall quality and impact of your essay? This is your final statement about this topic; thus, a key take-away point can make a great impact on the reader.
• Remember, do not add any new material or direct quotes in your conclusion.

This below example demonstrates the different elements of a concluding paragraph.

1) It is evident, therefore, that not only do employees need to be trained for working in the Australian multicultural workplace, but managers also need to be trained.  2)  Managers must ensure that effective in-house training programs are provided for migrant workers, so that they become more familiar with the English language, Australian communication norms and the Australian work culture.  3)  In addition, Australian native English speakers need to be made aware of the differing cultural values of their workmates; particularly the different forms of non-verbal communication used by other cultures.  4)  Furthermore, all employees must be provided with clear and detailed guidelines about company expectations.  5)  Above all, in order to minimise communication problems and to maintain an atmosphere of tolerance, understanding and cooperation in the multicultural workplace, managers need to have an effective knowledge about their employees. This will help employers understand how their employee’s social conditioning affects their beliefs about work. It will develop their communication skills to develop confidence and self-esteem among diverse work groups. 6) The culturally diverse Australian workplace may never be completely free of communication problems, however,   further studies to identify potential problems and solutions, as well as better training in cross cultural communication for managers and employees,   should result in a much more understanding and cooperative environment. 

1  Reference to thesis statement – In this essay the writer has taken the position that training is required for both employees and employers . | 2-5 Structure overview – Here the writer pulls together the main ideas in the essay. | 6  Final summary statement that is based on the evidence.

Note: The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing paragraphs

Paragraph writing is a key skill that enables you to incorporate your academic research into your written work.  Each paragraph should have its own clearly identified topic sentence or main idea which relates to the argument or point (thesis) you are developing.  This idea should then be explained by additional sentences which you have paraphrased from good quality sources and referenced according to the recommended guidelines of your subject (see the chapter Working with Information ). Paragraphs are characterised by increasing specificity; that is, they move from the general to the specific, increasingly refining the reader’s understanding. A common structure for paragraphs in academic writing is as follows.

Topic Sentence 

This is the main idea of the paragraph and should relate to the overall issue or purpose of your assignment is addressing. Often it will be expressed as an assertion or claim which supports the overall argument or purpose of your writing.

Explanation/ Elaboration

The main idea must have its meaning explained and elaborated upon. Think critically, do not just describe the idea.

These explanations must include evidence to support your main idea. This information should be paraphrased and referenced according to the appropriate referencing style of your course.

Concluding sentence (critical thinking)

This should explain why the topic of the paragraph is relevant to the assignment question and link to the following paragraph.

Use the checklist below to check your paragraphs are clear and well formed.

Paragraph checklist

• Does your paragraph have a clear main idea?
• Is everything in the paragraph related to this main idea?
• Is the main idea adequately developed and explained?
• Do your sentences run together smoothly?
• Have you included evidence to support your ideas?
• Have you concluded the paragraph by connecting it to your overall topic?

Writing sentences

Make sure all the sentences in your paragraphs make sense. Each sentence must contain a verb to be a complete sentence. Avoid sentence fragments . These are incomplete sentences or ideas that are unfinished and create confusion for your reader. Avoid also run on sentences . This happens when you join two ideas or clauses without using the appropriate punctuation. This also confuses your meaning (See the chapter English Language Foundations for examples and further explanation).

Use transitions (linking words and phrases) to connect your ideas between paragraphs and make your writing flow. The order that you structure the ideas in your assignment should reflect the structure you have outlined in your introduction. Refer to transition words table in the chapter English Language Foundations.

Paraphrasing and Synthesising

Paraphrasing and synthesising are powerful tools that you can use to support the main idea of a paragraph. It is likely that you will regularly use these skills at university to incorporate evidence into explanatory sentences and strengthen your essay. It is important to paraphrase and synthesise because:

• Paraphrasing is regarded more highly at university than direct quoting.
• Paraphrasing can also help you better understand the material.
• Paraphrasing and synthesising demonstrate you have understood what you have read through your ability to summarise and combine arguments from the literature using your own words.

What is paraphrasing?

Paraphrasing is changing the writing of another author into your words while retaining the original meaning. You must acknowledge the original author as the source of the information in your citation. Follow the steps in this table to help you build your skills in paraphrasing (see Table 19.4 ).

Table 19.4 Paraphrasing techniques

Example of paraphrasing.

Please note that these examples and in text citations are for instructional purposes only.

Original text

Health care professionals   assist people often when they are at their most  vulnerable . To provide the best care and understand their needs, workers must demonstrate good communication skills .  They must develop patient trust and provide empathy   to effectively work with patients who are experiencing a variety of situations including those who may be suffering from trauma or violence, physical or mental illness or substance abuse (French & Saunders, 2018).

Poor quality paraphrase example

This is a poor example of paraphrasing. Some synonyms have been used and the order of a few words changed within the sentences however the colours of the sentences indicate that the paragraph follows the same structure as the original text.

Health care sector workers are often responsible for vulnerable  patients.   To understand patients and deliver good service , they need to be excellent communicators .  They must establish patient rapport and show empathy if they are to successfully care for patients from a variety of backgrounds  and with different medical, psychological and social needs (French & Saunders, 2018).

A good quality paraphrase example

This example demonstrates a better quality paraphrase. The author has demonstrated more understanding of the overall concept in the text by using the keywords as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up to see how much the structure has changed from the original text.

Empathetic   communication is a vital skill for health care workers.   Professionals in these fields   are often responsible for patients with complex medical, psychological and social needs. Empathetic   communication assists in building rapport and gaining the necessary trust   to assist these vulnerable patients  by providing appropriate supportive care (French & Saunders, 2018).

The good quality paraphrase example demonstrates understanding of the overall concept in the text by using key words as the basis to reconstruct the paragraph.  Note how the blocks of colour have been broken up, which indicates how much the structure has changed from the original text.

What is synthesising?

Synthesising means to bring together more than one source of information to strengthen your argument. Once you have learnt how to paraphrase the ideas of one source at a time, you can consider adding additional sources to support your argument. Synthesis demonstrates your understanding and ability to show connections between multiple pieces of evidence to support your ideas and is a more advanced academic thinking and writing skill.

Follow the steps in this table to improve your synthesis techniques (see Table 19.5 ).

Table 19.5 Synthesising techniques

Example of synthesis

There is a relationship between academic procrastination and mental health outcomes.  Procrastination has been found to have a negative effect on students’ well-being (Balkis, & Duru, 2016). Yerdelen, McCaffrey, and Klassens’ (2016) research results suggested that there was a positive association between procrastination and anxiety. This was corroborated by Custer’s (2018) findings which indicated that students with higher levels of procrastination also reported greater levels of the anxiety. Therefore, it could be argued that procrastination is an ineffective learning strategy that leads to increased levels of distress.

Topic sentence | Statements using paraphrased evidence | Critical thinking (student voice) | Concluding statement – linking to topic sentence

This example demonstrates a simple synthesis. The author has developed a paragraph with one central theme and included explanatory sentences complete with in-text citations from multiple sources. Note how the blocks of colour have been used to illustrate the paragraph structure and synthesis (i.e., statements using paraphrased evidence from several sources). A more complex synthesis may include more than one citation per sentence.

Creating an argument

What does this mean.

Throughout your university studies, you may be asked to ‘argue’ a particular point or position in your writing. You may already be familiar with the idea of an argument, which in general terms means to have a disagreement with someone. Similarly, in academic writing, if you are asked to create an argument, this means you are asked to have a position on a particular topic, and then justify your position using evidence.

What skills do you need to create an argument?

In order to create a good and effective argument, you need to be able to:

• Read critically to find evidence
• Plan your argument
• Think and write critically throughout your paper to enhance your argument

For tips on how to read and write critically, refer to the chapter Thinking for more information. A formula for developing a strong argument is presented below.

A formula for a good argument

What does an argument look like?

As can be seen from the figure above, including evidence is a key element of a good argument. While this may seem like a straightforward task, it can be difficult to think of wording to express your argument. The table below provides examples of how you can illustrate your argument in academic writing (see Table 19.6 ).

Table 19.6 Argument

Editing and proofreading (reviewing).

Once you have finished writing your first draft it is recommended that you spend time revising your work.  Proofreading and editing are two different stages of the revision process.

• Editing considers the overall focus or bigger picture of the assignment
• Proofreading considers the finer details

As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.

Editing checklist

• Have I answered the question accurately?
• Do I have enough credible, scholarly supporting evidence?
• Is my writing tone objective and formal enough or have I used emotive and informal language?
• Have I written in the third person not the first person?
• Do I have appropriate in-text citations for all my information?
• Have I included the full details for all my in-text citations in my reference list?

There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.

Proofreading checklist

• Is my spelling and grammar accurate?
•  Are they complete?
• Do they all make sense?
• Do they only contain only one idea?
• Do the different elements (subject, verb, nouns, pronouns) within my sentences agree?
• Are my sentences too long and complicated?
• Do they contain only one idea per sentence?
• Is my writing concise? Take out words that do not add meaning to your sentences.
• Have I used appropriate discipline specific language but avoided words I don’t know or understand that could possibly be out of context?
• Have I avoided discriminatory language and colloquial expressions (slang)?
• Is my referencing formatted correctly according to my assignment guidelines? (for more information on referencing refer to the Managing Assessment feedback section).

This chapter has examined the experience of writing assignments.  It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.

• Academic writing requires clear and logical structure, critical thinking and the use of credible scholarly sources.
• A thesis statement is important as it tells the reader the position or argument you have adopted in your assignment. Not all assignments will require a thesis statement.
• Spending time analysing your task and planning your structure before you start to write your assignment is time well spent.
• Information you use in your assignment should come from credible scholarly sources such as textbooks and peer reviewed journals. This information needs to be paraphrased and referenced appropriately.
• Paraphrasing means putting something into your own words and synthesising means to bring together several ideas from sources.
• Creating an argument is a four step process and can be applied to all types of academic writing.
• Editing and proofreading are two separate processes.

Academic Skills Centre. (2013). Writing an introduction and conclusion . University of Canberra, accessed 13 August, 2013, http://www.canberra.edu.au/studyskills/writing/conclusions

Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.

Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39 (3), 162-163.

Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1).

Writing Assignments Copyright © 2021 by Kate Derrington; Cristy Bartlett; and Sarah Irvine is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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• Steps for writing assignments
• Information and services
• Student support
• Study skills and learning advice
• Study skills and learning advice overview
• Assignment writing

Follow this step-by-step guide to assignment writing to help you to manage your time and produce a better assignment.

This is a general guide. It's primarily for research essays, but can be used for all assignments. 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.

• Analysing the topic
• Researching and note-taking
• Planning your assignment
• Writing your assignment
• Editing your assignment

1. Analysing the topic

Before you start researching or writing, take some time to analyse the assignment topic to make sure you know what you need to do.

Understand what you need to do

Read through the topic a few times to make sure you understand it. Think about the:

• learning objectives listed in the course profile – understand what you should be able to do after completing the course and its assessment tasks
• criteria you'll be marked on – find out what you need to do to achieve the grade you want
• questions you need to answer – try to explain the topic in your own words.

Identify keywords

Identify keywords in the topic that will help guide your research, including any:

• task words – what you have to do (usually verbs)
• topic words – ideas, concepts or issues you need to discuss (often nouns)
• limiting words – restrict the focus of the topic (e.g. to a place, population or time period).

If you're writing your own topic, include task words, topic words and limiting words to help you to focus on exactly what you have to do.

Example keyword identification - text version

Topic: Evaluate the usefulness of a task analysis approach to assignment writing, especially with regard to the writing skill development of second language learners in the early stages of university study in the Australian university context.   Task words: Evaluate Topic words: task analysis approach, assignment writing, writing skill development Limiting words : second language learners (population), early stages of university (time period), Australian university (place)  

Brainstorm your ideas

Brainstorm information about the topic that you:

• already know
• will need to research to write the assignment.

When you brainstorm:

• use 'Who? What? When? Where? Why? and How?' questions to get you thinking
• write down all your ideas – don't censor yourself or worry about the order
• try making a concept map to capture your ideas – start with the topic in the centre and record your ideas branching out from it.
• Assignment types
• How to write a literature review

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Our advisers can help undergraduate and postgraduate students in all programs clarify ideas from workshops, help you develop skills and give feedback on assignments.

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A simple but effective guide to writing a perfect assignment

The idea of writing assignments can be daunting; feeling under pressure, and unsure of if you've prepared enough to tackle the question effectively. Remember it does not have to be like this; the most important thing is to start – and start early.

Starting your assignment in good time will allow you to keep looming deadline pressures down. This should help you to maintain a better headspace; which will increase your ability to focus.

Keep reading for our quick guide to writing assignments; perfect for all levels. We recommend you also read the more detailed ABE Assignment Guide document below and, of course, work closely with your ABE tutors.

1. Read the Question

This may seem like an obvious step, but it is one that is often overlooked. Many of us do not take the time to carefully read the assignment question, and instead, skim-read. This can be risky as although you may have identified some of the keywords you think are important, you need to fully understand what is being asked and what answer the examiner is looking for.

Read our guide to command words here:

It is easy to get carried away and delve into writing your assignment without really answering the question. A good way to avoid this is to take some time to consider the keywords within the question and what they are prompting you to do. Understanding directive words such as 'evaluate', 'discuss', and 'explain', are vital when writing an assignment, as they provide instruction on how you are supposed to answer the question. It is a good idea to highlight or underline these words within the question, to help you keep them in mind as you progress through your assignment.

Sometimes the question can be written in a manner that makes it appear more intimidating than it is. Once you have read (and re-read) the question, you may find that what is being asked is actually quite straightforward. You may also benefit from rewriting it in a way that you are able to process the instructions  better .

2. Research & Planning

Carefully researching and planning your assignment will give you a structure to follow when it comes to writing it. Research and planning will allow you to be better prepared and could make the difference between a mediocre piece of work and an exceptional one.

This is your chance to consider any specifications for the assignment such as word count, the points you would like to include, and how it needs to be set out.

When planning the points for your assignment it is important to understand what you are working towards. You should refer to the learning outcomes and assessment criteria for the assignment to help you with this. You can find these on the assignment brief as well as within the syllabus, in your Study Guide or in the Qualification Specification document for your course.  

As well as researching the topic, it is also a good idea to find good source materials to include in your assignments beforehand. It's a good idea to do wider reading from reputable sources to gain different perspectives to support your answer.

3. Structure

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

Introduction

This refers to a short paragraph that explains what you are going to be discussing. It should outline your argument and reference the key issues within the question.

This is where you should focus on structuring your argument. You may need to compare or critically evaluate two or more different methods or theories to explain your choices or recommendations. Examiners are looking to see if you can analyse information and make decisions accordingly. You should make sure that your ideas and claims are supported with research when required.

-   When you start to discuss a new idea, you should start another paragraph

- When using a lot of different sources for supporting evidence, it can be easy to forget to add them to your reference list. To avoid this, reference as you go along

The conclusion is your final chance to summarise what you have discussed. You should be careful not to introduce new points that you did not mention within your assignment. A good conclusion will leave a lasting impression on the examiner, so make it count.

- Recap the key points in your assignment, including supporting evidence if needed.

4. Drafting

Ask your teacher for feedback by submitting the first draft of your assignment a few weeks before the final hand-in date. This will help you improve your assignment before submitting your final version.

- Make sure it is your own work; although your teacher can give you some advice on how to improve your work, you must write the assignment yourself

5. Proofread

Editing and proofreading can help you to improve your assignment even after you’ve finished writing it. Before doing this, it is important to get some distance from your work. Taking a short break will help you to come back and check it over with fresh eyes.

When proofreading, as well as grammatical; and spelling errors; you should be checking that the structure of your assignment is clear and that you have properly addressed all of the question.

- It can often be difficult to see mistakes in your own work, if possible ask a friend or family member to proofread your assignment for you

- Refer back to the assignment objectives; have you answered the question?

- Make sure that your assignment reads well, and that you are within the word count

6. Plagiarism & Referencing

Not taking the time out to reference properly is the biggest way to lose marks on an assignment. When using books, cases and journals you must reference to show where you got your information from.

When writing ABE assignments, you should use  Harvard Referencing  to correctly cite information sources and include a bibliography at the end. Citations should be listed in alphabetical order by the author’s last name. If there are multiple sources by the same author, then citations are listed in order by the date of publication. Also, read the ABE Assignment Guide for more helpful information about referencing.

Using your own words, and correctly citing information sources mentioned within your assignment will help you ensure you have not committed  plagiarism .

- Use anti-plagiarism software such as  Quetext  to check your work before submission, to pick up any risk of plagiarism. Your examiner will also be checking for plagiarism when marking; remember it’s not worth the risk – your assignment could be rejected if you get caught.  

Writing assignments is something most of us cannot avoid; following these steps should make the process a lot easier. 

We wish you every success. Do share any top tips of your own.

Happy writing.

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

Table of contents

• 1 How to Structure an Assignment?
• 2.1 The research part
• 2.2 Planning your text
• 2.3 Writing major parts
• 3 Expert Tips for your Writing Assignment
• 4 Will I succeed with my assignments?
• 5 Conclusion

How to Structure an Assignment?

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

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

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

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

Main Steps of Assignment Writing

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

The research part

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

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

Planning your text

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

Writing major parts

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

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

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

Expert Tips for your Writing Assignment

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

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

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

Will I succeed with my assignments?

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

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

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

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

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Six Characteristics of a Model Assignment

How many times have you had a student submit an assignment with few sources, poorly written and several days late? Probably happens more times than not. There are six characteristics of a model assignment which will not only alleviate instructor frustration, but also strengthen student writing and time management skills.

• Create assignments which directly relate to accomplishing the course objective. A model assignment maintains a clear goal toward accomplishing a course objective. For adult online learners, course goals relate less to theory or original research and more to practical approaches for day-to-day application or career advancement.
• More details equals higher quality of student final product. Since adult online learners come from diverse backgrounds, do not assume students will understand the purpose of the assignment. Be prepared to tell students what you expect (e.g. word count, citation format, number of sources, etc.) and how it should be done (e.g. upload to Moodle versus email attachment).
• Give incremental due dates. Large comprehensive assignments due at the course finality leads to unfocused, or even plagiarized, writing. Break down a large assignment into several smaller assignments due sporadically throughout the term. In turn, students receive valuable feedback incrementally as they progress throughout the course.
• Allow students to brainstorm for topics. Allow students to brainstorm topics or share with other students using the Moodle Discussion Board form. Or consider offering students a choice among 3-4 essay questions, case scenarios, or case studies. By allowing student choice, students will find a greater connection in their writing which in turn will lead to better final submissions.
• Give examples. In addition to clear directions, students also appreciate a visual piece of the final product. If you decide to use another student’s work, be sure to ask permission to use from the student. Post model assignments on your Moodle course shell.
• Share student evaluation tools. Share rubrics, or other evaluation tool, early in the assignment rather than at the end so students may clarify expectations firsthand. Post rubrics or evaluation tools on your Moodle course shell so students may refer to it when necessary.

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Modeling Writing and Revising for Students

A high school history teacher demonstrates the writing process for students by composing and editing an article while they observe.

“If I had had more time, I would have written a shorter letter.”

I share this adage—which may have originated with Blaise Pascal—with my high school history students before launching a unit on clear, concise writing. I tell them that as juniors they must omit unneeded words while crafting precise, economical prose.

This isn’t a simple task—most students consider an assignment complete as soon as they write the final sentence. I’m not alone in noting that many high schoolers neglect to revise their writing, resulting in disappointing grades and frustration on all sides. Fortunately, I’ve also experienced success with modeling effective writing, which is critical to helping teenagers develop essential revision skills.

Starting With Small Steps

Before introducing longer writing assignments, early in the year I ask students to respond to short-answer questions about the summer reading. They complete these during class, as I want a clear picture of what they can do without outside assistance. Afterward, I share some of the responses—anonymously—to highlight mistakes of various kinds, including errors in punctuation and grammar, logical fallacies, and generalizations.

As students discuss these oversights, I ask them not to point fingers at suspected authors. “What’s important is that you learn from these mistakes, not focus on trying to find out who made them,” I say, adding that nobody, including their teacher, is beyond benefiting from criticism. To drive this point home, I share drafts of articles I write with my students—including this one—including comments from the editors I work with.

Modeling Writing

To encourage students to think deeply about their writing, I share with them my favorite passage from William Strunk Jr. and E.B. White’s The Elements of Style , one of my preferred writing guides: “A sentence should contain no unnecessary words, a paragraph no unnecessary sentences, for the same reason that a drawing should have no unnecessary lines and a machine no unnecessary parts. This requires not that the writer make all sentences short, or avoid all detail and treat subjects only in outline, but that every word tell.” I also encourage students to embrace clarity.

To practice applying this advice, students each write a 700-word opinion article about Thomas Jefferson’s legacy in American history. I give around two weeks to complete this assignment, which affords ample time for students to hone their work, as well as meet with me if they’re struggling.

Before I send students on their way, however, I take 25 minutes to compose my own response, which I project so students can watch me write. I model laboring over writing a perfect first sentence (the lede), constructing effective transitions, and selecting sharp diction. As I write, students also see how I constantly refine my work, moving often between paragraphs to tweak structure and narrative flow. Meanwhile, I field questions about my thought process, such as why I have decided to tweak a clause or reconsider my syntax.

I also encourage students to call me out on whatever mistakes I might make, from content-related issues to writing style. I sometimes purposefully make mistakes to ensure that students are paying attention, and I’m happy when students spot something I didn’t mean to write that needs addressing.

To deter students from feeling deflated by my productivity—especially as I suspect it will take them several hours to complete this task—I remind them that I’ve had much longer to think about their assignment and that I’ve been teaching these skills for a dozen years.

Modeling Editing

When it’s time for a first submission, I avoid using the word draft , which signals to students the permissibility of submitting unfinished work, or work rife with problems. Instead, I encourage students to give the first completed version their all, explaining that otherwise I’ll be unable to help them achieve their full potential on the assignment.

After students submit their first completed versions of the Jefferson assignment, I project anonymous paragraphs—or grafs, as journalists concisely call them—with a word processor. Keeping clarity in mind, students revise passages like these, provided verbatim:

• Jefferson, President Jefferson, gave the Natives options, the following…..to follow this white civilization, or to get the removal and kicked out the of tribal territory.
• On the other hand, critics toward Jefferson never stops. He called for liberty yet owned over 600 slaves. It is quite concerning for the American citizens that the 7th best president didn’t even obey what himself proposed.
• Just recently, CBS published an article ranking Thomas Jefferson as number 7 for the nation’s best president. Thomas Jefferson was a morally corrupt hypocrite that constantly contradicted his own words. Thomas Jefferson’s ranking is completely absurd and needs to be lowered.

As we edit this work together, students appreciate how revision, though at times laborious, pays off. As a class, they may also discuss several other examples before breaking into smaller groups to suggest revisions in a more intimate setting. By helping each other improve, students also improve at noticing their own mistakes, and that’s the ultimate goal.

In this case, I was so proud of the students’ final versions of the Jefferson assignment that I posted several of them online , including work by the authors of the examples above.

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Sample written assignments

Look at sample assignments to help you develop and enhance your academic writing skills. 

How to use this page

This page features authentic sample assignments that you can view or download to help you develop and enhance your academic writing skills. 

PLEASE NOTE: Comments included in these sample written assignments  are intended as an educational guide only.  Always check with academic staff which referencing convention you should follow. All sample assignments have been submitted using Turnitin® (anti-plagiarism software). Under no circumstances should you copy from these or any other texts.

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Writing Aloud: A Powerful Way to Model Writing

Wondering how to help students improve their writing skills and confidence? Model writing by writing aloud!

To be honest, when I began teaching, I had very little idea how to effectively teach writing. Today, I’m a lot more confident than I was ten years ago, but it’s still a learning process. Many teachers are in that same boat. Modeling is one of the most powerful ways we can help students improve their writing skills. But how?

In order to model writing, we have to go beyond checklists. Telling students what to do or writing a suggested process on the board doesn’t translate to them understanding or being able to apply the skills in their own writing. Two things generally keep us from modeling writing effectively:

• Not knowing how
• Lacking confidence in our own abilities

Later, we’ll cover some strategies that address problem #1. First, let’s explore #2.

How to Model Writing When You Feel Unsure

One of the most valuable lessons teachers can share with students is that we are always learning. If they think they have to strive for perfection, it can be overwhelming. There’s so much power in sharing moments of confusion, frustration, and growth with students.

Say, I don’t like this paragraph right now, but I’m not sure how to fix it. Does anyone have any ideas? Or, Let’s come back and revise this later. Even a simple, I don’t know, but we will figure it out together will suffice.

Very few people begin teaching writing and feel like it is second nature. We only improve through trial and error.

The first time I sat down to model writing with a group of Title I students, I had no expectations…or really any specific idea of what I was doing. I knew my freshmen disliked writing, and I was trying to change that. We read an abridged version of Romeo and Juliet , and each class re-wrote the ending to the play. It was a shared writing experience (although I didn’t know that’s what it was called at the time). Not only did the students enjoy it, but also they reveled in having an authentic audience when they performed for their peers.

Lacking confidence? Don’t! Model that vulnerability for students and show them how to overcome it. Have fun with modeling writing so that students do as well. Expect it to be messy; learning is! If it goes well, you’ll know what to do again. If it doesn’t, you’ll know what not to do next time.

So, let’s look at some specific approaches for how we can model writing with students to build confidence and skills.

Strategies for Writing Aloud

Writing aloud basically means you are doing the equivalent of a read aloud. As you write in front of students, explain what is going through your mind. Share your thinking, thereby making the writing process visible to students. There’s no one right way to write aloud, but I’ll share three of my favorites.

Shared Writing

With shared writing, you’re teaching students how to write by writing  with them . This strategy is the one I use most often. For instance, when I teach argumentative research writing , I sprinkle shared writing in with every step. We brainstorm possible topics, discuss pros and cons of each, and select one together. With each paragraph, I model how to write each part. Students share ideas as a class, and I scribe them.

As we write, I think out loud and ask them questions.  Do you think that we need a transition here? Let’s read what we have so far so that we can decide. I wonder if the reader might be confused about how these ideas are connected.

You can use a document camera, smart board, or white board to write or type. It doesn’t really matter as long as everyone can easily see the work.

The benefits of shared writing include allowing students to be part of the writing process without the frustration. Also, they get to hear how the teacher thinks as they write, and they are part of the writing process as it is modeled.

Think Aloud Modeling

When I want to focus on a specific skill, I do a think aloud. For instance, introductions can be tricky for students. So, I break them down into three parts A (ttention getter), B (ackground information), and C (laim). Instead of asking middle school and struggling high school students to write the entire paragraph at once, I do a think aloud with each step.

For example: How could I begin this essay about space exploration? I know I want to argue that we should be spending more money exploring outer space, but I also want people to be hooked at the beginning and keep reading. This attention getter also has to relate to my thesis, which is America needs to allocate more funds to the space program.  I think I want to begin by getting them to understand the need. What if I set the stage by starting with a scenario? 

The year is 2099. Planet Earth is running low on all natural resources.  Maybe I should list a few examples here. What if people can’t picture what resources are limited? …

The benefit to thinking aloud is that it gives students a brief lesson on a skill they will practice immediately following that modeling session. Unlike shared writing, the teacher is both writing and contributing ideas. Afterward, it helps to have a reflective conversation to debrief with students.

Guided Writing

If you have a class where students span wide ranges with writing skills, guided writing can be helpful. With this approach, the teacher meets with a small group of students who has similar writing needs. In the middle or high school classroom, guided writing can help to differentiate for tiers of students. It usually follows whole class lessons.

For instance, maybe one group of students is struggling to see how thesis statements and topic sentences connect. Another group might need help developing strong supporting details. Still, a third and more advanced group might be ready to talk about embedding quotations.

To model writing, you can meet with each small group, provide a short think aloud for them regarding the strategy they are working on, and then listen to what they have written. Students can share with the whole group, or you can ask students to share one-on-one with you after your initial follow up mini lesson while the other students write or revise.

It is helpful to have a dry erase board, chalk board, or anchor chart paper to use for your mini lesson so that all of the students in the guided writing group can see what you are writing as you think aloud.

A Possible Order…

Start by frontloading. Give students a really solid example of the type of paragraph you are asking them to write. Don’t ask them what type of paragraph it is or even what genre. Ask them to tell you who the audience might be, what the author’s purpose is, where it would fit in an essay, and what is good and bad about it. Starting with an example and critical thinking gives students some prior knowledge to refer back to later.

Move into direct instruction.  Conduct a whole class mini lesson on the type of writing you want students to complete. For instance, with argumentative writing, I have structured lessons for thesis statements , introduction paragraphs , body paragraphs , and conclusions .

Evaluate some examples. Provide examples for students to evaluate. I include both strong and weak so they get a better idea of what to do and what not to do.

Guide students through thinking. Conduct some think alouds and shared writing experiences. I chunk these lessons based on skills students need to demonstrate within different types of paragraphs.

Support growth with small groups. Follow whole-group shared writing experiences with small group interventions and enrichment opportunities. As students are in the midst of the messy writing process, there are always chances to see what skills they need help with and work with them in a smaller setting.

Final Thoughts

Regardless of which order or writing aloud approach you use, students are going to need your affirmation. Encourage them and compliment them as often as possible in order to build their confidence.

Sometimes when we say we model writing, we really aren’t making thinking transparent. While checklists and talking about good writing are helpful, nothing is better than allowing students a window inside the thinking of a more seasoned writer. Analyzing models can be beneficial as well, but the writer’s thinking process is absent from that approach.

Writing aloud is a practice that requires a certain classroom culture. You have to take time to establish expectations, acceptable behaviors, and a safe learning environment where all ideas are welcome. It doesn’t really work to model writing occasionally. It needs to be part of the classroom culture. Teach students the value of sharing writing experiences!

Modeling writing doesn’t have to be scary. Plus, it helps us to show students that writing takes work. It doesn’t always come easily, even for teachers. But, that doesn’t mean it can’t be enjoyable and rewarding!

RELATED RESOURCE:

Looking for a structured writing unit for middle and high school? This argumentative writing unit is complete with direct instruction, student practice opportunities, models, and more.

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Essays About Role Models: Top 5 Examples and 7 Prompts

Check our guide, including top examples and prompts on essays about role models to write a high-quality piece about your idol and motivator.

How do you label someone a “role model”? Do you look for exemplary qualities like high intelligence, good leadership skills, and confidence? Role models are critical in personality development and life. For example, research proves that adolescents with positive role models, primarily those they know personally, do better academically and have more courage and self-respect. 

A role model is someone who excels in their field of expertise, inspires you to be a better person, and motivates you to follow an excellent path. They influence your life decisions and encourage you to become a lifelong learner. Who individuals decide to be their role models vary. Although most pick their parents , others also choose prominent people like celebrities, politicians, or singers. 

If you want to start writing about your role model, here are five sample essays to inspire you:

1. Best Role Model in Life by Prasanna

2. my role model: essay about my father by anonymous on gradesfixer.com, 3. word essay on true role models by pragati ghosh, 4. the role model qualities of martin luther king junior: leadership, courage, and self-discipline by anonymous on studymoose.com, 5. my mother: my inspiration and my role model by ankita yadav, 1. why should i have a role model, 2. my role models, 3. what is a role model, 4. disney characters and role models, 5. celebrities and singers as role models, 6. characteristics of a good role model, 7. how do role models affect young people.

“But for me, a role model is someone who motivates me and influences me to be a good human and positive person in life, who gives me a supporting hand to walk and run to achieve my dreams and goals. Role model is not someone who is full of ego, attitude or full of selfishness.”

Prasanna introduces her role model A.R. Rahman as someone who stimulates her desire to be an excellent musician. She mentions how vital it is to look for a role model in the field that you’re interested in. For her, it’s music. Rahman stirs up her passion for learning guitar and reaching the same achievements he had.

She believes anyone can be someone’s role model as long as they are a good person. Prasanna adds that a good role model must help you reach your dreams. She also shares her wish to meet her role model to thank him personally.

Are you interested in music? Check out these 10 essays about music .

“He is the one I always admire in my life. When I have children, I want to be similar to my father to do for my kids how he takes care of me.”

The essay shows the excellent characteristic of the author’s role model, their father. They describe him as a knowledgeable person who always encourages them to be strong in every situation and supports their goals in life. Further, the writer mentions that their father earns respect and admiration from others because of his hard work in becoming a successful businessman and a reputable human being. 

“A role model is somebody who has influenced us in our lives and whom we try to imitate and learn as we are aspired by them.”

Ghosh’s essay acknowledges that in today’s era, a person’s character, style, body language, virtues, deeds, and actions influence what type of role model they will be for others. She notes that an actual role model has self-confidence and good communication skills, shares similar thoughts with those they inspire, knows how to get credit, and does things with good intentions. She concludes her essay by advising the readers to choose their role models wisely.

“… He was a civil right activist and is one of the reasons why African Americans have rights.”

This essay expounds on Martin Luther King Jr .’s qualities that the author admires. These characteristics pushed the writer to choose him as their most significant role model. The piece recounts how Luther King Jr.’s leadership skills in fighting for equal rights and courage in speaking in front of police officers inspired the writer to be as brave as the activist and Baptist minister. The author also includes that despite being busy, Luther King Jr. finished his work on time because of self-discipline.

“She is a mother, a pilot, a driver, a cook, a good person, all at the same time. I not only want to be a pilot like her but want to copy her overall personality.”

In Yadav’s essay, she discusses how her mother became her role model. Aside from being a hard worker, she points out how she religiously follows schedules to be timely with her firm self-discipline. She believes her mother isn’t only the next Master Chef but also someone with a high sense of fashion. She’s a busy person with style. Yadav’s role model is with her at home – a mother, a mentor, and a perfect friend with a fantastic personality.

7 Writing Prompts for Essays About Role Models

Are you ready to write an essay about your role model? If you don’t have a role model or you’re having trouble coming up with a topic to start your essay writing, feel free to use the prompts below:

Most people, especially students, look for a role model to motivate them to find the right career path. At the same time, this path must also let them focus on goals, develop skills, and build character. Use this prompt to discuss your reasons why you want to have or have a role model. Then, introduce your role model by sharing their characteristics and what makes them special. You might also be interested in these essays about critical thinking.

People have more than one role model. For this prompt, list your heroes and why you consider them as such. Then, pick the top ones and add their lessons’ impact on your life. Finally, you can include some of their inspirational quotes and explain why these sayings resonate with you.

Define what role models are all about and link relevant research or statistics that prove their importance. Then, talk about your understanding of being a role model and what qualities most look for in their role models today. 

Disney characters, especially princesses, are what young girls want to be. Share your stance on the debate of whether it’s okay for kids to use a fictional character as their role model or not. Affix your reasons why. Make your essay more convincing by adding examples, especially if you disagree with the idea that imaginary characters are worth being idolized.

Many look up to different celebrities and singers and consider them their role models. Some take it to the extreme and follow exactly what their idols do. Unfortunately, many become obsessed and follow even the wrong things, thinking they will gather the same fame and status as their idols. They also forget to live their own unique life. First, say something about youngsters worshipping popular artists. Then, add how people can select more positive and influential models to adore.

Discuss the typical characteristics people associate when they think of a “role model.” Then, give examples of these ideal individuals and share your preferences when favoring a role model.

Role models should motivate and inspire the youth to reach their goals and live as good people. Open discourse about the benefits of having a positive role model and how they can help change the unhealthy behaviors of today’s youth. Make your piece more compelling by adding the adverse effects of having a negative role model. 

Excellent grammar and punctuation are crucial to ensuring a good grade in your essay. See our guide to grammar and punctuation  to know more.

For help with your essay, check our round-up of best essay writing apps .

Maria Caballero is a freelance writer who has been writing since high school. She believes that to be a writer doesn't only refer to excellent syntax and semantics but also knowing how to weave words together to communicate to any reader effectively.

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The AI assistant by Anthropic

Anthropic pbc.

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• 4.7 • 563 Ratings
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Get help on a variety of tasks whenever inspiration strikes—on everything from writing to analysis to math—from Claude, your trusted AI assistant. INSTANT ANSWERS With Claude you have a world of intelligence right in your pocket. Just start a chat, send Claude a photo, attach a file—and ask away. FASTER DEEP WORK Collaborate with Claude on critical tasks, brainstorming, and complex problems to make significant progress while you’re on the go. LESS BUSY WORK Claude can help draft your emails, summarize your meetings, and assist with all the small tasks you don't want to do. INTELLIGENCE AT YOUR FINGERTIPS Claude is powered by the Claude 3 model family—powerful AI models built by Anthropic—giving you instant access to knowledge on every subject. TRUSTED PARTNER Claude is designed to be reliable, accurate, and helpful. It's brought to you by Anthropic, an AI research company dedicated to building safe and dependable AI tools. Claude is free to use. If you want access to 5x more Claude usage and our most powerful model (Claude 3 Opus), consider upgrading to our paid Pro plan. Terms of Service: https://www.anthropic.com/legal/consumer-terms Privacy Policy: https://www.anthropic.com/legal/privacy

Version 1.0.3

Improvements & bug fixes

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563 Ratings

Good work + Feature Request

Nice work on the app guys. What I’d love is if you would allow the iPad version to be installed on apple silicon mac devices. The ChatGPT app disallows this currently and I really believe that Claude would appeal more to technically-savvy users (hackernews demographic certainly) if you simply flip the switch and enable your official app on macOS. Using the iPad version on macOS would be particularly tolerable for this type of application. Moreover, typical mac users would not stumble upon your app because the macOS store search is awful; you wouldn’t be dealing with complaints of how the designed-for-iPad app UX is lacking. Please consider enabling it 🙂

Good so far

It appears Claude does not know the privacy policy of Anthropic, when I asked it to summarize it. I recommend copying and pasting the policy into Claude and asking it to help you understand it, if you’re interested in having an idea of what data is collected and shared to third parties. It’s almost a given that reading the various policies doesn’t occur enough by the average user, not the user’s fault. However, using AI, it’s now possible to understand what the end user is agreeing to without spending an hour on the toilet trying to decipher legal/policy jargon. Happy learning!

Amazing just like the web version

I have been waiting for the app publisher to release an iOS app version of this and now that it’s here, I am more than happy. Was so intuitive to use on the web and I can confirm that you get the same experience on the app. Response time to chat inputs is so fast and the accuracy I’m used to is still there. 10/10 I would recommend!

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The developer, Anthropic PBC , indicated that the app’s privacy practices may include handling of data as described below. For more information, see the developer’s privacy policy .

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The following data may be collected and linked to your identity:

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Privacy practices may vary, for example, based on the features you use or your age. Learn More

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Book News & Features

Ai is contentious among authors. so why are some feeding it their own writing.

Chloe Veltman

The vast majority of authors don't use artificial intelligence as part of their creative process — or at least won't admit to it.

Yet according to a recent poll from the writers' advocacy nonprofit The Authors Guild, 13% said they do use AI, for activities like brainstorming character ideas and creating outlines.

The technology is a vexed topic in the literary world. Many authors are concerned about the use of their copyrighted material in generative AI models. At the same time, some are actively using these technologies — even attempting to train AI models on their own works.

These experiments, though limited, are teaching their authors new things about creativity.

Best known as the author of technology and business-oriented non-fiction books like The Long Tail, lately Chris Anderson has been trying his hand at fiction. Anderson is working on his second novel, about drone warfare.

He says he wants to put generative AI technology to the test.

"I wanted to see whether in fact AI can do more than just help me organize my thoughts, but actually start injecting new thoughts," Anderson says.

Anderson says he fed parts of his first novel into an AI writing platform to help him write this new one. The system surprised him by moving his opening scene from a corporate meeting room to a karaoke bar.

Authors push back on the growing number of AI 'scam' books on Amazon

"And I was like, you know? That could work!" Anderson says. "I ended up writing the scene myself. But the idea was the AI's."

Anderson says he didn't use a single actual word the AI platform generated. The sentences were grammatically correct, he says, but fell way short in terms of replicating his writing style. Although he admits to being disappointed, Anderson says ultimately he's OK with having to do some of the heavy lifting himself: "Maybe that's just the universe telling me that writing actually involves the act of writing."

Training an AI model to imitate style

It's very hard for off-the-shelf AI models like GPT and Claude to emulate contemporary literary authors' styles.

The authors NPR talked with say that's because these models are predominantly trained on content scraped from the Internet like news articles, Wikipedia entries and how-to manuals — standard, non-literary prose.

But some authors, like Sasha Stiles , say they have been able to make these systems suit their stylistic needs.

"There are moments where I do ask my machine collaborator to write something and then I use what's come out verbatim," Stiles says.

The poet and AI researcher says she wanted to make the off-the-shelf AI models she'd been experimenting with for years more responsive to her own poetic voice.

So she started customizing them by inputting her finished poems, drafts, and research notes.

"All with the intention to sort of mentor a bespoke poetic alter ego," Stiles says.

She has collaborated with this bespoke poetic alter ego on a variety of projects, including Technelegy (2021), a volume of poetry published by Black Spring Press; and " Repetae: Again, Again ," a multimedia poem created last year for luxury fashion brand Gucci.

Stiles says working with her AI persona has led her to ask questions about whether what she's doing is in fact poetic, and where the line falls between the human and the machine.

read it again… pic.twitter.com/sAs2xhdufD — Sasha Stiles | AI alter ego Technelegy ✍️🤖 (@sashastiles) November 28, 2023

"It's been really a provocative thing to be able to use these tools to create poetry," she says.

Potential issues come with these experiments

These types of experiments are also provocative in another way. Authors Guild CEO Mary Rasenberger says she's not opposed to authors training AI models on their own writing.

"If you're using AI to create derivative works of your own work, that is completely acceptable," Rasenberger says.

Thousands of authors urge AI companies to stop using work without permission

But building an AI system that responds fluently to user prompts requires vast amounts of training data. So the foundational AI models that underpin most of these investigations in literary style may contain copyrighted works.

Rasenberger pointed to the recent wave of lawsuits brought by authors alleging AI companies trained their models on unauthorized copies of articles and books.

"If the output does in fact contain other people's works, that creates real ethical concerns," she says. "Because that you should be getting permission for."

Circumventing ethical problems while being creative

Award-winning speculative fiction writer Ken Liu says he wanted to circumvent these ethical problems, while at the same time creating new aesthetic possibilities using AI.

So the former software engineer and lawyer attempted to train an AI model solely on his own output. He says he fed all of his short stories and novels into the system — and nothing else.

Liu says he knew this approach was doomed to fail.

That's because the entire life's work of any single writer simply doesn't contain enough words to produce a viable so-called large language model.

"I don't care how prolific you are," Liu says. "It's just not going to work."

Liu's AI system built only on his own writing produced predictable results.

"It barely generated any phrases, even," Liu says. "A lot of it was just gibberish."

Yet for Liu, that was the point. He put this gibberish to work in a short story. 50 Things Every AI Working With Humans Should Know , published in Uncanny Magazine in 2020, is a meditation on what it means to be human from the perspective of a machine.

"Dinoted concentration crusch the dead gods," is an example of one line in Liu's story generated by his custom-built AI model. "A man reached the torch for something darker perified it seemed the billboding," is another.

Liu continues to experiment with AI. He says the technology shows promise, but is still very limited. If anything, he says, his experiments have reaffirmed why human art matters.

"So what is the point of experimenting with AIs?" Liu says. "The point for me really is about pushing the boundaries of what is art."

Audio and digital stories edited by Meghan Collins Sullivan .

• large language model
• mary rasenberger
• chris anderson
• sasha stiles
• authors guild