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▾ dictionary english-dutch under construction, assignment noun —, opdracht n (often used), toewijzing n, aanstelling n, assignment ae noun —, huiswerk nt, assign ( sth. ) verb —, iets toewijzen v, toekennen v, aanstellen v, course assignment n —, research assignment n —, task assignment n —, legal assignment n —, number assignment n —, audit assignment n —, transport assignment n —, random assignment n —, seat assignment n —, new assignment n —, purported assignment n —, specific assignment n —, temporary assignment n —, cable assignment n —, clear assignment n —, teaching assignment n —, assignment procedure n —, value assignment n —, work assignment n —, group assignment n —, individual assignment n —, address assignment n —, international assignment n —, last assignment n —, subsequent assignment n —, first assignment n —, current assignment n —, homework assignment n —, written assignment n —, special assignment n —, multiple assignment n —, complex assignment n —, easy assignment n —, ▾ external sources (not reviewed).

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Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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73 ESL Writing Activities

From a student’s point of view, writing assignments are something to dread.

But from an ESL teacher’s point of view, they should be a challenge worth accepting.

The challenge for you is to motivate your students enough to actually be excited about writing.

Sounds impossible? It’s actually quite simple.

The key is a strong pre-writing activity that boosts their confidence and adds to their vocabulary at the same time.

So, how do you get your students’ writing off to a great start?

In this post, we’ll look at some different ESL writing activities that will transform your students from hesitant writers to confident wordsmiths in their own right.

Writing Assignments Based on Stories

Writing activities prompted by music, writing practice exercises based on images or pictures, writing assignments based on food, writing activities based on mysteries, exercises to practice writing emails, activities to practice writing advertisements, assignments to practice writing reports, creative writing activity: class newsletter/newspaper.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

People of all ages love a well-told story, and using stories to teach ESL is a sure winner.

A story for a pre-writing activity could be in the form of:

• A  movie . It could be a biography, sci-fi film, thriller, action-packed adventure, fairy tale or even a cartoon.
• A  story read aloud from a book. If you’re using this, read in a way that brings the characters’ voices to life (including the narrator’s), hold the book up to show any pictures within or scan them and project onto a screen as you read. You can also search YouTube videos of famous authors or celebrities reading a book aloud, and show these in class.
• A  story from the news . It could be from the TV, radio, newspaper or an online news site .
• A story read by your students. In this case, you could let them read a story silently or with a partner, and take as long as they like to think about the important parts.

No matter what you choose, it’ll be a great lead-in to the ESL writing exercises below.

1. Re-tell the story as is, or summarize it. (This works best for beginners, who are still getting their feet wet in the waters of English comprehension.)

2. After watching “Finding Nemo” : Tell the story from the point of view of the whale, the dentist’s daughter or Bruce the shark.

3. Explain to Marlin how he should take care of Nemo better.

4. Make up a story about a farm animal/zoo animal/jungle animal. What if a baby ___ was lost? What if a child was lost in the city? What if you found a lost child?

5. After the story of “Goldilocks” : Tell the story from the baby bear’s point of view.

6. What if the baby bear and Goldilocks became best buds? What would happen?

7. After discussing “The Gingerbread Man” : Tell the story from the fox’s or gingerbread man’s point of view.

8. What did the old woman do wrong that made the gingerbread man run away?

9. How do you make a gingerbread man? What other shapes could be made instead?

10. After “Little Red Riding Hood” : Write the story in the first person—from the point of view of either Red Riding Hood or the wolf.

11. What should Red Riding Hood have done when she met the wolf?

12. After watching a “Lord of the Rings” movie: What would you do if you had the One Ring? Write about a magical quest you and several friends would have if you could.

13. After watching a “Pirates of the Caribbean”  movie: What if you were a pirate? What adventures would you have if you were a pirate?

14. After watching “Titanic” : Write about what you discover when you dive onto the wreck. Or imagine you were on the ship when it sank, and talk about how you escaped.

15. Whose fault was it that so many people drowned on the Titanic? What should they have done?

16. After watching a “Star Wars”  movie: Imagine you’re a space explorer and write about what happens when you meet some characters from “Star Wars.”

17. After watching a “Terminator”  movie: Imagine your teacher is a robot that has come back from the future. Or imagine you have come back from the future—what would it be like?

18. After watching a “Harry Potter” movie: Make up some magic spells and explain how you’d use them.

Everybody loves music! Watch your students’ faces light up as soon as they realize that they’re about to be treated to some songs rather than chalk-and-talk. Music stirs the emotions, after all, and can get your students excited about writing.

Here are some ideas for music you can incorporate into ESL writing activities:

• Classical music. There are some pieces of well-known classical music that specifically tell a story , and many of these are available on YouTube.
• “Fantasia 2000,” particularly “Rhapsody in Blue.” This wonderful, wordless animated story can kick off so much great writing!
• Movie music. The music that goes with a movie tells watchers how they should be feeling, and could be a good jumping-off point for some writing.
• Popular songs and music. Self-explanatory. Check out the most popular or trending artists on YouTube or Spotify for ideas.
• Kids’ songs . There’s something about singing a catchy little tune that makes the words stick in your mind more than just saying them. These can lead to some interesting writing, too.

19. After Prokofiev’s “Peter and the Wolf” : Tell the story from Peter’s point of view.

20. After Saint-Saëns’ “The Carnival of the Animals” : Imagine walking through the scenes with the animals and interacting with them. Write a story from the point of view of one of the animals.

21. Describe the animals in “The Carnival of the Animals.”

22. After Tchaikovsky’s “Romeo and Juliet” : Re-tell this classic Shakespeare story, adding a twist.

23. After watching and listening to “Rhapsody in Blue” : Tell all/part of the story.

24. If you were the main character in “Rhapsody in Blue,” what would you do?

25. Listen to a piece of classical/instrumental music and tell the story that it might be a background to. Imagine that it’s the background music for a movie.

26. Tell the story (real or made up) behind some popular songs like Taylor Swift’s “Wildest Dreams.”

27. Describe meeting someone special like in the aforementioned Taylor Swift song.

28. What happens in your wildest dreams?

29. What if you were a famous pop star or musician? What would it be like? What would you do?

30. Give instructions on how to find your favorite song on the Internet, both music and lyrics.

31. If you play an instrument, or have a relative who plays one, write about some of the basics of how to play. (This could also work as a speaking and listening activity, and then the whole class could write about it.)

32. What is your favorite genre of music, and why? (Be sure to explain what “genre” means !)

33. Do you think young children should be allowed to freely watch music videos?

Some pictures you can use for ESL writing activities include:

• Pictures from social media. If you use social media at all, you doubtless have a barrage of amazing photos and videos on your feed, all of which make for excellent writing prompts.
• Pictures from Google Images . A quick Google search on any (classroom-safe) image will turn up plenty.
• Cartoons . If you have young students, they’ll definitely enjoy this one.
• Pictures selected by your students. Not sure what to choose? Have your students pick their own pictures to write about. You’ll be pleasantly surprised at how vibrant their writing can be when they’re writing about subjects they actually care about.

Regardless of the picture you (or your students) choose, here are some writing prompts you can consider.

34. Tell a story—real or imagined—of what is happening in the picture.

35. Write about what happens next from the pictured moment.

36. Write about what was happening just before the pictured incident.

37. What if that was you in the picture?

38. What if you were the person who took the picture?

39. What if you knew the people in the picture? What would you say to them?

40. Describe all of the elements in the picture. This is great for vocabulary practice.

41. Describe how someone in the picture might be feeling.

42. Explain how to get into  a pictured predicament (for example, in the picture here , how did he get into the boat without the crocodile eating him?) as well as how to get out of it.

43. Express an opinion about the rights and wrongs of the pictured situation. For example, for the same picture above: Should crocodiles be hunted and killed? What should happen if a crocodile kills someone?

Many of your students likely enjoy thinking and talking about food. So why wouldn’t they be motivated to write about it?

How you integrate food into your ESL writing assignments depends on your classroom arrangements and the amount of time you’re willing to put into preparation.

In any case, here are some ideas:

• Start with the preparation and sharing of food before writing about it.
• Look at pictures of food, and talk about them before moving on to writing.
• Have students research food-related topics on the internet.
• Start with a story about food.

Here are the specific food writing prompts:

44. After the story of “The Gingerbread Man”: Think about food that develops a life of its own, and what would happen with it. (This can also open up a discussion about cultural foods.) For example, make up a similar story about another piece of food (e.g., spaghetti or rice that comes alive). What if you felt something moving in your mouth after you bit into your burger?

45. Write a story (real or imagined) about being very hungry and/or finding/buying/stealing food to meet a desperate need.

46. Write a story about trying a new, unfamiliar kind of food—maybe in a (relevant) cross-cultural setting.

47. Write a story about finding and eating a food that has magical properties. (Maybe read or watch some or all of “Alice in Wonderland”  first.)

48. Describe interesting/disgusting/unusual/delicious/colorful foods, especially after a class tasting lesson. (Prepare students first with suitable taste vocabulary .)

49. Describe a food that’s unfamiliar to most students in the class. (This is particularly helpful for classes where there are students belonging to minority groups who hesitate to speak up.)

50. Describe an imaginary magical food.

51. Give instructions for preparing a particular recipe.

52. After a class activity or demonstration involving food: Write down what you have learned.

53. Give instructions for producing food—growing vegetables, keeping animals, etc.

54. Give instructions for buying the best food—what to look for, looking at labels, checking prices and the like.

55. Write about your opinion on food and health in First World and Third World countries. (Explain what makes a country “First,” “Second” or “Third World” first.)

56. Write about your opinion on the cost of food.

57. Write about your opinion on GMOs or genetically engineered foods .

There’s nothing quite like a good “whodunnit,” and students will always enjoy a good puzzle. You can base various pre-writing activities around the two games below to get the class warmed up for ESL writing practice.

• Conundrum. This is an example of a game that can be played as a speaking and listening activity, and can lead into some good writing. The game starts with a simple statement or description of a situation like the ones described in situation puzzles . Students ask questions and receive yes/no answers until they work out the explanation for the situation.

After Conundrum, here are some of the activities your students can do:

58. Write a story about the sequence of events involved in a situation brought up in the game.

59. Devise and describe your own situation puzzle.

• Putting their hands inside a cloth bag (or just feeling the outside) to guess what an object is.
• Smelling substances in opaque jars with perforated lids, and trying to guess what they are.
• Tasting mystery foods on plastic spoons (with blindfolds).
• Looking at pictures of mysterious objects from obscure angles.
• Listening to and guessing the origins of sound effects. (You can record your own, or use some from the Internet .)

(Important: Make sure that whatever you’re using for your guessing game is safe for your students, especially if they involve having to touch, taste or smell the object.)

After a guessing game, your students can:

60. Write about a possible mystery object and a magical quality it could possess.

61. Describe what you thought you saw, heard, felt, tasted or smelled.

For both games, here are some writing prompts you can do:

62. Give instructions for playing one of the games.

63. Give instructions for the perfect crime.

64. Give your opinion about a recent crime and the punishment for it.

Emailing can often be a scary task for your students, especially if they’re using a new, strange language like English. You can utilize an email writing activity to help your students build confidence and get more comfortable writing in English.

Email can also teach your students things like proper language (formal or informal), structure and format. Email-related writing activities for ESL students can offer ample opportunities to teach all of these three aspects.

Since emails involve two parties (the sender and the receiver), you’ll need to pair your students up for this activity. Here’s how to prepare for it:

• Create one set of worksheets explaining details relevant to the sender. For example, it could contain information about a sender’s upcoming birthday party that they want to invite the receiver to.
• Create another set of worksheets with the receiver’s details. The worksheets could contain questions about food dishes or gifts, or it could say that the receiver can’t make it for one reason or other.

Once the above has been done, give one set of worksheets to the “senders” and the other to the “receivers.” Then, here’s what your students will do:

65. Based on the senders’ worksheets, write an email inviting the receiver and explaining the key aspects of the event featured in the worksheet.

66. Based on the receivers’ worksheets, write an email explaining why you can or cannot make it to the party, and/or what other information you need about the event.

Advertisements are everywhere, and you can bet that your students have a few favorite ads of their own. Advertisement-related writing activities work across age groups and can be adapted to most students and their needs.

This great ESL writing assignment can help your students put the adjectives they’ve learned into good use, as well as showcase their creative writing and persuasion skills.

You can find advertisements everywhere, including:

• YouTube videos
• Newspapers and magazines

You can also bring an object (or handful of objects) to class that your students can write ads about.

67. After your students carefully examine the object(s) you brought into class: Write all the adjectives you can think of about it.

68. For a more challenging writing exercise: Write an ad about the object. How would you persuade someone who knows nothing about the object whatsoever to buy it? (Your students may or may not use the adjectives they wrote down earlier. Encourage them to be creative!)

Your students have likely already done some kind of report during the course of their studies. Also, writing reports is a skill that’ll be useful to them once they enter college or the corporate world (if they aren’t in it already). If you feel that they need a little more practice in this area, use this ESL writing assignment.

First, discuss how research and structure matter to reports—and perhaps show them a few samples. Then, give them a few questions to base their reports on, like:

69. What can you say about (insert topic here) in terms of (insert specific angle here)? (For example, “What can you say about the government’s efforts to improve the local park in terms of its impact on the general public?” Of course, you should adapt this question to the level of your students.)

70. After talking about a YouTube video on bears eating salmon : What would happen to the bears if the salmon ran out? 

This ESL writing activity is a bit more intensive and will allow your students to employ many different aspects of their ESL knowledge. Crafting a class newsletter will build collaboration, communication, listening, speaking and, of course, writing skills. If they’re not sure how to build a newsletter or newspaper from scratch, they can always swipe from premade templates like this one .

The newsletter/newspaper can follow a specific theme, or the articles can consist of a hodgepodge of random topics based on questions like:

71. What is the most interesting thing that happened in school this year? It can be the funniest/scariest/most heartwarming incident. Write a feature article about it. (Make sure to explain what a “feature article” is .)

72. Write a report highlighting the key events in some recent local festivals or concerts.

73. Going off of the last exercise, write an ad inviting the reader to buy a product or attend an event.

Once all of the articles are done, you can start putting them together. Make sure to walk your students through these newspaper layout tips . And when the newsletter/newspaper is finally published and circulated out there for the world to see, remember to congratulate your students for a job well done!

No matter what writing assignments you choose, make sure to keep the excitement level high so that your students are enthusiastic for your next writing session.

Whether they write by hand or type on a computer, remember to encourage them as much as you can by focusing on the good points rather than just running all over their mistakes with a red pen.

Lastly, find ways for them to share their efforts—whether online, on the classroom wall, bound together in a book to be passed around, etc.

They can also read aloud to each other, share with their parents and siblings and even share with other classes!

For more ESL assignment ideas, check out this post: 

Great ESL homework ideas can be difficult to come up with. So check out these 13 great ideas for ESL homework assignments that your students will love. Not only are they…

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Understanding Writing Assignments

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How to Decipher the Paper Assignment

Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing.

• Read the prompt the entire way through once. This gives you an overall view of what is going on.
• Underline or circle the portions that you absolutely must know. This information may include due date, research (source) requirements, page length, and format (MLA, APA, CMS).
• Underline or circle important phrases. You should know your instructor at least a little by now - what phrases do they use in class? Does he repeatedly say a specific word? If these are in the prompt, you know the instructor wants you to use them in the assignment.
• Think about how you will address the prompt. The prompt contains clues on how to write the assignment. Your instructor will often describe the ideas they want discussed either in questions, in bullet points, or in the text of the prompt. Think about each of these sentences and number them so that you can write a paragraph or section of your essay on that portion if necessary.
• Rank ideas in descending order, from most important to least important. Instructors may include more questions or talking points than you can cover in your assignment, so rank them in the order you think is more important. One area of the prompt may be more interesting to you than another.
• Ask your instructor questions if you have any.

After you are finished with these steps, ask yourself the following:

• What is the purpose of this assignment? Is my purpose to provide information without forming an argument, to construct an argument based on research, or analyze a poem and discuss its imagery?
• Who is my audience? Is my instructor my only audience? Who else might read this? Will it be posted online? What are my readers' needs and expectations?
• What resources do I need to begin work? Do I need to conduct literature (hermeneutic or historical) research, or do I need to review important literature on the topic and then conduct empirical research, such as a survey or an observation? How many sources are required?
• Who - beyond my instructor - can I contact to help me if I have questions? Do you have a writing lab or student service center that offers tutorials in writing?

(Notes on prompts made in blue )

Poster or Song Analysis: Poster or Song? Poster!

Goals : To systematically consider the rhetorical choices made in either a poster or a song. She says that all the time.

Things to Consider: ah- talking points

• how the poster addresses its audience and is affected by context I'll do this first - 1.
• general layout, use of color, contours of light and shade, etc.
• use of contrast, alignment, repetition, and proximity C.A.R.P. They say that, too. I'll do this third - 3.
• the point of view the viewer is invited to take, poses of figures in the poster, etc. any text that may be present
• possible cultural ramifications or social issues that have bearing I'll cover this second - 2.
• ethical implications
• how the poster affects us emotionally, or what mood it evokes
• the poster's implicit argument and its effectiveness said that was important in class, so I'll discuss this last - 4.
• how the song addresses its audience
• lyrics: how they rhyme, repeat, what they say
• use of music, tempo, different instruments
• possible cultural ramifications or social issues that have bearing
• emotional effects
• the implicit argument and its effectiveness

These thinking points are not a step-by-step guideline on how to write your paper; instead, they are various means through which you can approach the subject. I do expect to see at least a few of them addressed, and there are other aspects that may be pertinent to your choice that have not been included in these lists. You will want to find a central idea and base your argument around that. Additionally, you must include a copy of the poster or song that you are working with. Really important!

I will be your audience. This is a formal paper, and you should use academic conventions throughout.

Length: 4 pages Format: Typed, double-spaced, 10-12 point Times New Roman, 1 inch margins I need to remember the format stuff. I messed this up last time =(

Academic Argument Essay

5-7 pages, Times New Roman 12 pt. font, 1 inch margins.

Minimum of five cited sources: 3 must be from academic journals or books

• Design Plan due: Thurs. 10/19
• Rough Draft due: Monday 10/30
• Final Draft due: Thurs. 11/9

Remember this! I missed the deadline last time

The design plan is simply a statement of purpose, as described on pages 40-41 of the book, and an outline. The outline may be formal, as we discussed in class, or a printout of an Open Mind project. It must be a minimum of 1 page typed information, plus 1 page outline.

This project is an expansion of your opinion editorial. While you should avoid repeating any of your exact phrases from Project 2, you may reuse some of the same ideas. Your topic should be similar. You must use research to support your position, and you must also demonstrate a fairly thorough knowledge of any opposing position(s). 2 things to do - my position and the opposite.

Your essay should begin with an introduction that encapsulates your topic and indicates 1 the general trajectory of your argument. You need to have a discernable thesis that appears early in your paper. Your conclusion should restate the thesis in different words, 2 and then draw some additional meaningful analysis out of the developments of your argument. Think of this as a "so what" factor. What are some implications for the future, relating to your topic? What does all this (what you have argued) mean for society, or for the section of it to which your argument pertains? A good conclusion moves outside the topic in the paper and deals with a larger issue.

You should spend at least one paragraph acknowledging and describing the opposing position in a manner that is respectful and honestly representative of the opposition’s 3 views. The counterargument does not need to occur in a certain area, but generally begins or ends your argument. Asserting and attempting to prove each aspect of your argument’s structure should comprise the majority of your paper. Ask yourself what your argument assumes and what must be proven in order to validate your claims. Then go step-by-step, paragraph-by-paragraph, addressing each facet of your position. Most important part!

Finally, pay attention to readability . Just because this is a research paper does not mean that it has to be boring. Use examples and allow your opinion to show through word choice and tone. Proofread before you turn in the paper. Your audience is generally the academic community and specifically me, as a representative of that community. Ok, They want this to be easy to read, to contain examples I find, and they want it to be grammatically correct. I can visit the tutoring center if I get stuck, or I can email the OWL Email Tutors short questions if I have any more problems.

ESL Activities

ESL Games, Activities, Lesson Plans, Jobs & More

ESL Writing Activities, Games, Worksheets & Lesson Plans

If you’re teaching writing and are looking for some of the best ESL writing activities, along with worksheets, lesson plans and more then you’re in the right place. Keep on reading for everything you need to know about teaching English writing.

ESL writing exercises and games

Let’s check out the top ESOL writing exercises and activities to consider trying out with your students.

ESL Writing Activities and Games for All Ages

Are you ready to get into the ESL writing exercises? Then let’s get to the best English writing ideas. Also, check out some great writing prompts ideas to use in your writing lesson.

#1: 3 Things ESL Writing Activity

I’m ALL about simple and easy for writing activities in emergency situations when you don’t have a lot of time to prep. 3 Things is ideal because it requires nothing except a pen and paper and also requires no prep time.

The way it works is that students think of 3 random things. Then, they give those words to a partner who has to write a short story using them. It can be serious or silly and kind of depends on the words chosen.

Do you want to give it a try with your students? Check out all the details here: 3 Things English Writing Activity .

#2: Journaling for English Learners

When I teach ESL writing classes, I always have students keep a journal. It can either be with pen and paper or online. It’s a fun way for students to work on writing fluency and have some freedom to write about topics they want to write about, not just the ones that I assign.

If you want to see how I set up this ESL writing exercise, check out the following: Journaling for ESL Students . It makes a nice free write activity.

#3: Postcards ESOL Writing Exercise

If you’re looking for a simple, fun ESL writing activity, then you may want to consider having your students write some postcards. Ideally, you could get your hands of a stack of blank, unused postcards. But, if not, students can design their own and then trade with someone else who can fill in the back.

Learn more about this fun writing activity here: ESL Postcard Writing Activity .

#4: A to Z Alphabet Game

Remember that writing is more than a 5-paragraph essay. It’s any time a student is writing something, even one word. With that in mind, you may want to try out this ESL writing game for beginners.

The way it works is that you name a topic. Jobs or animals for example. Then, students have to think of one word for each letter. I give my students a certain amount of time and the team with the most words is the winner.

Do you want to give this writing activity for beginners a try? Check it out here: A-Z ESL Writing Activity .

#5: Conjunctions and Transitions

Words like but, so, and, however, etc. are key in English writing because they join ideas, sentences and paragraphs together. This makes writing easier to understand and helps it to flow better. Even beginners can learn about using things like and or but.

Here are some of the ideas for teaching these words: ESL Conjunction and Transition Activities .

• Amazon Kindle Edition
• Bolen, Jackie (Author)
• English (Publication Language)
• 85 Pages - 02/02/2020 (Publication Date)

#6: Whiteboard Games for ESL Writing Practice 

I don’t know why, but students really love to write on the whiteboard. There are a ton of relay type ESL writing activities that you can do. Here are some of the best ones:

ESL Whiteboard Activities .

#7: Dictogloss ESOL Writing Exercise

If you want to challenge your students with some serious listening and writing, then consider this dictogloss ESL activity. The way it works is that you find a passage or write one at an appropriate level for your students.

Then, put the student into pairs and read out the passage at a slightly faster pace than normal. Students have to take notes and then attempt to recreate what they heard by writing. Read the passage again and students add to what they have. Finally, they can compare their version with the original one.

Do you want to give it a try? Read this first: Dictogloss ESL Writing and Listening Activity .

#8: How to Teach English Writing to Beginners

Back when I did the CELTA course, my tutor told me that writing doesn’t have to be a 5 paragraph essay. It can actually be any time the students are writing something in English. With this in mind, here are some of the best activities for absolute beginners to English writing:

Teaching ESL Writing to Beginners .

#9: Fill out an Application Form

One very practical writing activity that we can do with our students is getting them to fill out an application form. If they plan on living in an English speaking country, they’ll certainly have to do this. And, there’s often some very specific vocabulary and expected answers that you can help them with.

More details here: ESL Writing Application Form .

#10: Sentence Structure Activities

Try out these activities to give students some ESL writing practice opportunities.

In speaking, our students can sometimes get away without having great sentence structure. This is because people often speak in sentence fragments and rarely in full sentences.

However, in writing, sentence structure is key and vital to helping our students get their ideas across on paper. Here are some of the best activities to help our students practice this:

ESL Sentence Structure Games and Activities .

ESL writing games and activities

#11: Is that Sentence Correct?

A simple reading and writing activity is this one that focuses on error correction. The way it works is that you make some sentences, some of which have errors and some that do not. Students have to decide which ones are incorrect and them correct them. It’s ideal for review at the end of class or the beginning of the next one.

Learn more about this writing activity here: ESL Error Correction Activity .

#12: Proof-Reading and Editing

A key part of writing well is proof-reading and editing. Everyone does it, even professional writers! Instead of the students relying on me to correct their errors for them, I like to teach them do to edit their own work. It’s a key skill in the writing process but often overlooked by many English teachers.

Check out this activity for helping students with this writing skill: ESL Proofreading and Editing .

• 146 Pages - 06/18/2020 (Publication Date)

Spending some time working on self-editing skills, instead of relying on the teacher-editing model is a nice way to improve student autonomy in English writing classes.

#13: Focus on Fluency Activity

Many ESL writing textbooks (and teachers too) focus on accuracy in English writing at the expense of fluency. However, both are needed if students are to become proficient in English essay writing. After all, no employer is going to appreciate an employee who can write a simple, but perfect email in half a day! Most would expect it to happen in a few minutes. But, this nice free write activity helps students with writing more quickly.

Check out this ESOL writing exercise to help our students out with this: Fluency ESL Writing Activity .

#14: How to Teach ESL Writing on the Let’s Talk TEFL Podcast

#15: Word Association

I like to use this quick writing activity if I know that students have studied the topic of the day before. For example, jobs and weather are very common in almost all ESL textbooks and if students are at a high-beginner or intermediate level, I guarantee that they already know some of these vocabulary items.

You can find out how to do it right here: ESL Word Association Activity .

#16 : ESL Surveys

I love to use surveys in my classes. They are a super versatile activity that covers all 4 skills, including writing. It’s also easy to make a survey for just about any topic or grammar point. See why I love them so much?

If you want to know more, then you’ll want to check this out: TEFL Surveys.

• Smith, Jennifer Booker (Author)
• 134 Pages - 03/31/2016 (Publication Date)

#17: Opinion Activities and Games

Opinion essays are a classic writing activity for both English learners and students in high school or university. That’s why I like to give my students some chances to practice writing and supporting their opinions in my classes. Do you want to try out some of the best ones? You can find out all the details right here:

ESL Opinion Activities .

#18: Parts of Speech Activities for ESL

English writing is ALL about parts of speech. After all, if you don’t know where the verb, subject, object, adjectives and adverbs go, how can you have any chance of making a coherent English sentence? It’s nearly impossible!

That’s why I like to do some worksheets and practice with my students related to this. If you want to try it out too, here are some of the best ideas:

ESL Parts of Speech Activities .

Top 17 ESL writing games and activities

#19: Spelling Challenge Game

Spelling is an important, but often neglected part of writing. In my opinion, it’s worth spending some classroom time on and one way to do that is with this word challenge game. Because it’s done on the whiteboard, it’s ideal for smaller classes.

Want to find out what it’s all about? You can right here: ESL Spelling Challenge Activity.

#20: Dictation 

A nice TEFL writing activity that you might want to try out is dictation. It covers not only writing, but also listening, spelling, punctuation, grammar and vocabulary in a big way. Is it obvious why I like it so much?

Try it out with your students today. Learn more here: ESL Dictation Writing Activity .

#21: Write an Interesting Story in English

It can be fun to get students to write their own stories in English. Check out these 6 simple steps to get started:

Writing and Interesting English Story .

#22: TEFL Writing Activities and Games

#23: Brainstorm Games and Activities

One of my favourite, simple ESL writing activities is to get students to brainstorm words or things related to a certain topic or category. It’s a nice way to get some creative juices flowing and can also be used for a quick warmer or review activity.

There are a number of engaging, student-centred activities to consider. Here are some of my favourites: Brain Storming Games.

#24: Freeze Writing Activity

Group writing activities for TEFL classes are few and far between. However, freeze is one of the best ones to consider. Students have to work collaboratively to make stories, line by line is a fun and engaging way.

Want to give it a try? Find out how: Freeze Activity .

#25: Five-Paragraph Essay Writing

For higher-level students, it can be a worthwhile activity to teach students how to write academic essays. Here’s an outline and some tips for how to do that:

Five-Paragraph Essay Template . 

#26: More Ideas for TEFL Writing

#27: fill in the blank sentences games.

A nice option for beginners in English writing is to use fill in the blanks. This adds a bit of structure to it and makes it much easier for students! Have a look at some of my favourite options:

Fill In The Blank Sentences Games .

#28: Round Robin Story

Try out this simple story writing activity that can be used for speaking & listening, or writing. Learn more:

Round Robin Story .

#29: Five Senses

Try out this simple activity that involves a lot of adjectives. It can be done with speaking or writing.

#30: Story Starters ESOL Writing Exercise

Provide students with a sentence or a short paragraph to serve as a story starter. Students then continue the story, adding their own ideas and developing the plot. This game encourages creativity, storytelling, and writing fluency. Try out one of my favourite ESOL writing exercises!

#31: Picture Prompts

Show students a captivating image or provide them with a set of pictures. Ask them to choose one or a combination of pictures and write a story, description, or dialogue based on the visuals. Pictures can stimulate imagination and inspire students to write.

#32: Sentence Relay

Divide the class into teams. Give each team a writing prompt or topic. The first student from each team writes a sentence based on the prompt, then passes the paper to the next student, who adds another sentence. The relay continues, and students build a coherent piece of writing. The team with the most creative and well-structured writing wins.

#33: ESL Writing Olympics

Create a series of writing challenges that test different writing skills, such as grammar, vocabulary, sentence structure, or creative writing. Set a time limit for each challenge, and award points to students based on their performance. Students can compete individually or in teams, making it a lively and competitive writing activity.

ESL Writing FAQs

There are a number of common questions that people have about teaching English writing. Here are the answers to some of the most popular ones.

What is ESL Writing?

ESL technically refers to English as a Second Language but the more common usage is anyone who is a non-native speaker of English, whether or not it’s their second, third or fourth language. ESL writing focus specifically on writing skills.

How can ESL Students Improve Writing?

There are a number of ways that ESL students can improve their writing skills:

• Practice, both in class and outside of class is key.
• Give students a reason to write.
• Use peer correction.
• Offer self-editing checklists.
• Give students some freedom to choose what to write about.
• Use a variety of writing activities and games.
• Give students a chance to revise their work based on feedback.
• Strive to make English writing fun and engaging
• Make it relevant to real-life.
• Ensure that your ESL writing classes target the level of the students.

How Can ESL Beginners Learn to Write?

Remember that ESL beginners will not be able to write a 5-paragraph academic essay. Instead, you may want to focus on things like filling in the blanks on a worksheet or writing very simple sentences with a subject, verb, and object.

Why is Writing Difficult for ESL Students?

Writing can be a little bit difficult for ESL students because it not only involves vocabulary and grammar, but things like punctuation, capital letters as well as style and other writing conventions. What does make it easier is that it doesn’t happen in real time like with speaking.

What types of writing assignments are suitable for English learners?

Start with simple assignments like journal writing, personal narratives, and gradually progress to more complex assignments such as essays and reports.

How can I make writing more engaging for English learners?

Make it engaging by using interesting prompts, creative assignments, and real-life scenarios that connect to their experiences and interests.

Should I focus on grammar and vocabulary in writing instruction?

Yes, grammar and vocabulary are essential components of writing. Students should learn to use them correctly to convey their ideas effectively.

What’s the role of peer review in teaching writing to English learners?

Peer review helps students develop critical reading and editing skills, and it allows them to receive feedback from peers before finalizing their work.

How can I help English learners overcome writer’s block?

Encourage them to start with a simple outline, use writing prompts, and create a supportive, low-pressure writing environment in the classroom.

What strategies can I use to assess English learners’ writing effectively?

Use rubrics and clear criteria for assessing content, organization, grammar, and vocabulary. Offer specific feedback to help students understand their strengths and weaknesses.

Did you Like these ESOL Writing Exercises?

• 72 Pages - 12/09/2019 (Publication Date) - Independently published (Publisher)

Yes? Thought so. Then you’re going to love this book you can easily find on Amazon: ESL Writing Activities, Games & Teaching Tips . It’s the first and only ESL activity book dedicated exclusively to teaching writing and it’s a must-have if you’re teaching these kinds of classes.

You can easily get these ESL writing activities in both digital and print formats. Consider keeping a copy on the bookshelf in your office and using it as a handy reference guide. Or, bring the digital version with you on your phone or tablet to your favourite coffee shop for some serious lesson planning for your English writing classes.

It really is that easy to have ESL writing classes! Check out the book on Amazon, but only if you want to get yourself a serious dose of ESL teaching awesome in your life:

Do you Have an ESL Writing Grading Rubric?

If you’re looking for a bit of guidance on how to evaluate your students’ writing, then you’re in the right place. We strongly recommend using a simple rubric that’ll save you a ton of time. Plus, students will understand why they got the grade that they did. All the details can be found here:

ESL Writing Grading Rubric .

ESL Writing Lesson Plans

If you’re looking for some ready-made writing lesson plans that can help your students improve their skills in a big way, you’ll want to check out our top recommendations:

One Stop English

ESL Library

Writing practice for English learners

ESL Writing Worksheets

The good news for English teachers is that there are a ton of English writing worksheets to help you out with just about anything! Why reinvent the wheel if another English teacher has already done the hard work, right? Here are some of the best ESL writing worksheets:

Busy Teacher

ESL Writing Assignments

If you’re not sure about writing assignment options for your ESL/EFL students, here are some of the best ideas that you’ll want to check out:

Tips for Teaching Writing to English Learners

Teaching writing to ESL learners requires a combination of strategies to develop their skills and confidence. Here are some tips to enhance your ESL writing lessons:

Provide Clear Instructions

Begin each writing task by clearly explaining the objectives, requirements, and expectations to the students. Break down the task into smaller steps to make it more manageable.

Model Writing

Show students examples of well-written texts in the target genre or format. Analyze the structure, language features, and organization. Model the thought process and decision-making involved in writing.

Teach the Writing Process

Introduce students to the writing process, which includes prewriting, drafting, revising, editing, and publishing. Emphasize the importance of brainstorming, organizing ideas, and revising for clarity and coherence.

Develop Vocabulary and Language Skills

Help students expand their vocabulary and language skills by providing word banks, relevant phrases, and sentence starters. Teach them how to use transition words and cohesive devices to enhance the flow of their writing.

Focus on Grammar and Sentence Structure in TEFL Writing Games and Activities

Address common grammar errors and sentence structure issues that students may encounter. Incorporate targeted grammar exercises and provide feedback on their writing to improve accuracy.

Encourage Pre-writing Activities

Engage students in pre-writing activities, such as brainstorming, mind mapping, or outlining, to generate ideas and organize their thoughts before starting to write. This helps students structure their writing more effectively.

Provide Writing Prompts

Offer a variety of engaging and relevant writing prompts to spark students’ creativity and interest. Ensure the prompts are aligned with their language proficiency level and encourage critical thinking and personal expression. Here are some ideas:

Peer Feedback and Revision

Incorporate peer feedback sessions where students exchange their writing with classmates for constructive feedback. Encourage students to revise their work based on the suggestions provided, promoting collaboration and revision skills.

Offer Individualized Support

Provide one-on-one guidance and support to students who may require additional assistance. Offer personalized feedback and suggestions for improvement based on their individual writing challenges.

Celebrate Progress

Recognize and celebrate students’ progress in writing. Highlight their strengths and areas of improvement, and provide specific feedback on their achievements. Encourage a growth mindset and foster a positive writing environment.

Encourage Frequent Writing Practice

Assign regular writing assignments to give students ample opportunities to practice their writing skills. Provide a variety of writing tasks, such as descriptive essays, opinion pieces, narratives, or reflective journal entries.

Use Authentic Materials for ESL Writing Activities

Integrate authentic materials like newspaper articles, short stories, or blog posts to expose students to real-life writing and develop their understanding of different writing styles and genres.

Have your say about these ESL Writing Activities and Exercises

What do you think about these writing ESL activities? Did you try out one of them from this or have another that you’d like to recommend? Leave a comment below and let us know what you think.  We’d love to hear from you.

Also be sure to give this article a share on Facebook, Pinterest, or Twitter. It’ll help other busy English teachers, like yourself find this useful resource for teaching English writing.

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Chap. 3: Introduction to College Writing

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

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

The Closed Writing Assignment

•       Is Creon a character to admire or condemn?

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

•       Was the South justified in seceding from the Union?

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

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

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

The Semi-Open Writing Assignment

•       Discuss the role of law in Antigone .

•       Explain the relationship between character and fate in Hamlet.

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

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

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

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

The Open Writing Assignment

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

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

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

•       Compare and contrast two themes within Pride and Prejudice.

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

Picking and Limiting a Writing Topic

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

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

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

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

The full volume and individual chapter downloads are available for free from the following sites:

•        Writing Spaces: http://writingspaces.org/essays

•        Parlor Press: http://parlorpress.com/writingspaces

•        WAC Clearinghouse: http://wac.colostate.edu/books/

Print versions of the volume are available for purchase directly from Parlor Press and through other booksellers.

This essay is available under a Creative Commons License subject to the Writing Spaces Terms of Use. More information, such as the specific license being used, is available at the bottom of the first page of the chapter.

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Includes bibliographical references and index. ISBN 978-1-60235-184-4 (pbk. : alk. paper) — ISBN 978-1-60235-185-1

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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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Understanding Assignment Expectations

Dawn Atkinson

Chapter Overview

To craft a well-written technical document, you must first understand expectations for the piece in terms of purpose, audience, genre, writing style, content, design, referencing style, and so forth. This same truth applies to an academic assignment: you will be able to proceed with your writing task in a more straightforward way if you dedicate some time to understanding what the assignment asks before you begin to plan and write it. This chapter aims to help you deconstruct writing assignment prompts—in other words, carefully consider them by looking closely at their component parts—and use specifications, feedback, and rubrics to meet assignment requirements. Using the definition provided by Carnegie Mellon University’s Eberly Center for Teaching Excellence and Educational Innovation (2019, para. 1), a rubric specifies how levels of skillfulness on an assignment relate to grading criteria and, thus, to performance standards.

What does the assignment ask you to do?

College professors oftentimes provide students with directions or prompts that outline requirements for assignments. Read these instructions thoroughly when you first receive them so that you have time to clear up any uncertainties before the assignment is due. While reading, look for words that will help you focus on the task at hand and define its scope; many assignment instructions use key words or phrases, such as those presented in the following list, which is adapted from Learn Higher (2015, “Key Words in the Title”), to establish expectations.

The words and phrases listed indicate the purpose for an assignment and communicate what it should contain (its content). Use the list to clarify your task for the assignment; however, if you are still not sure what the assignment asks you to do after identifying its key words and phrases and defining their meanings, arrange an appointment with your instructor to discuss your questions. Think of your instructor as a vital resource who can help to clarify your uncertainties and support your academic success.

What are the assignment specifications?

In addition to looking for key words and phrases in your assignment directions, also pay attention to other specifics that communicate expectations. The following list, adapted from Learn Higher (2019, “Be Practical”), identifies such specifics.

• When is the assignment due?
• Do you need to submit a draft before you submit the final copy for grading? If so, when is the draft due?
• Are you required to submit a paper copy of the assignment, an electronic copy, or both?
• What is the word limit?
• Are you required to use sources? If so, what kind and how many?
• What referencing style are you required to use?
• Who is the audience for the assignment?
• What design requirements do you need to follow?
• Does the assignment specify that you should use a certain document type (a genre)?

Although the directions for your assignment may not provide specific directions about writing style, you can likely determine the level of formality expected in the document by identifying its genre. For example, essays, letters, and reports tend to use formal language to communicate confidently and respectfully with readers, whereas emails and social media posts may use less formal language since they offer quick modes of interaction.

What does past assignment feedback indicate about the instructor’s priorities?

If you have received feedback on past papers, look through the comments carefully to determine what the instructor considers important in terms of assignment preparation and grading. You may notice similar comments on multiple assignments, and these themes can point to things you have done well—and should thus aim to demonstrate in future assignments—and common areas for improvement. While reviewing the feedback, make a note of these themes so you can consult your notes when preparing upcoming assignments.

To avoid feeling overwhelmed by feedback, you might also prioritize the themes you intend to address in your next writing assignment by using a template, such as that provided in Figure 1, when making notes. If you have questions about past feedback comments when making notes, seek help before preparing your upcoming assignment.

What positive aspects of your past assignments do you want to demonstrate in your next assignment?

  Punctuation (area for improvement): Which three punctuation issues do you intend to address when writing your next assignment? Record your responses below. In addition, locate pages in your textbook that will help you address these issues, and record the pages below.

Sentence construction (area for improvement): Which three sentence construction issues do you intend to address when writing your next assignment? Record your responses below. In addition, locate pages in your textbook that will help you address these issues, and record the pages below.

Citations and references (area for improvement): Which three citation and referencing issues do you intend to address when writing your next assignment? Record your responses below. In addition, locate pages in your textbook that will help you address these issues, and record the pages below.

Figure 1. Template for prioritizing feedback comments on past assignments

Most college writing instructors spend considerable time providing feedback on assignments and expect that students will use the feedback to improve future work. Show your instructor that you respect his or her effort, are invested in your course, and are taking responsibility for your own academic success by using past feedback to improve future assignment outcomes.

What assessment criteria apply to the assignment?

If your instructor uses a rubric to identify the grading criteria for an assignment and makes the rubric available to students, this resource can also help you understand assignment expectations. Although rubrics vary in format and content, in general they outline details about what an instructor is looking for in an assignment; thus, you can use a rubric as a checklist to ensure you have addressed assignment requirements.

Table 1 presents a sample rubric for a writing assignment. Notice that performance descriptions and ratings are identified in the horizontal cells of the table and grading criteria are listed in the vertical cells on the left side of the table.

Table 1. A sample writing assignment rubric

Although the rubrics you encounter may not look exactly like Table 1, the language used in a rubric can provide insight into what an instructor considers important in an assignment. In particular, pay attention to any grading criteria identified in the rubric, and consult these criteria when planning, editing, and revising your assignment so that your work aligns with the instructor’s priorities.

What can you determine about assignment expectations by reading an assignment sheet?

Spend a few minutes reviewing the example assignment sheet that follows, or review an assignment sheet that your instructor has distributed. Use the bullet list under the heading “What are the assignment specifications? ” to identify the specifics for the assignment.

Book Selection Email

Later this semester, you will be asked to produce a book review. To complete the assignment, you must select and read a non-fiction book about a science topic written for the general public. The current assignment requires you to communicate your book selection in an email message that follows standard workplace conventions.

Content Requirements

Address the following content points in your email message.

• Identify the book you intend to read and review.
• Tell the reader why you are interested in the book. For example, does it relate to your major? If so, how? Does it address an area that has not been widely discussed in other literature or in the news? Does it offer a new viewpoint on research that has already been widely publicized?
• Conclude by offering to supply additional information or answer the reader’s questions.

You will need to conduct some initial research to address the above points.

Formatting Requirements

Follow these guidelines when composing your email message.

• Provide an informative subject line that indicates the purpose for the communication.
• Choose an appropriate greeting, and end with a complimentary closing.
• Create a readable message by using standard capitalization and punctuation, skipping lines between paragraphs, and avoiding fancy typefaces and awkward font shifts.
• Use APA style when citing and referencing outside sources in your message.

Your instructor will read your email message. Please use formal language and a respectful tone when communicating with a professional.

Grading Category

This assignment is worth 10 points and will figure into your daily work/participation grade.

  Submission Specifications and Due Date

Send your email to your instructor by noon on  _______.

How will you respond to a case study about understanding assignment expectations?

We will now explore a case study that focuses on the importance of understanding assignment expectations. In pairs or small groups, examine the case and complete the following tasks:

• Identify what the student argues in his email and the reasoning and evidence he uses to support his argument.
• Discuss whether you agree with the student’s argument, and supply explanations for your answers.
• Identify possible solutions or strategies that would have prevented the problems discussed in the case study and the benefits that would have been derived from implementing the solutions.
• Present your group’s findings in a brief, informal presentation to the class.

Casey: The Promising Student Who Deflected Responsibility

Casey, a student with an impressive high school transcript, enrolled in an introduction to technical writing course his first semester in college. On the first day of class, the instructor discussed course specifics stated on the syllabus, and Casey noticed that she emphasized the following breakdown of how assignments, daily work/participation, and quiz grades would contribute to the students’ overall grades.

Instructions Assignment                    10%

Report Assignment                             15%

Critical Review Assignment                15%

Researched Argument Assignment    20%

Performance Evaluation Assignment 15%

Daily Work/Participation                   10%

Quizzes                                               15%

Casey also noticed that the instructor had an attendance policy on the syllabus, so he decided that he should attend class regularly to abide by this policy.

  During the semester, the instructor distributed directions for completing the five major course assignments listed above; these sheets provided details about the purpose, audience, genre, writing style, content, design, and referencing format for the assignments. Casey dutifully read through each assignment sheet when he received it and then filed it in his notebook. Although he completed all his course assignments on time, he did not earn grades that he considered acceptable in comparison to the high marks he received on his papers in high school.

When Casey did not receive the final grade he thought he deserved in his introduction to technical writing class, he sent his instructor an email that included the following text.

 I am writing to you about why I deserve an A for my writing class. In my opinion, the requirements for an A should be attendance, on-time submission of assignments, and active participation in class activities.

 Attendance is the most important factor in obtaining an A . Being in class helps with understanding course content—students can ask for clarification during class when they           have doubts about topics covered in class. I think I deserve an A because I attended 27 out of 28 total class meetings during the semester.

On-time submission of assignments is another aspect that I feel I should be graded on.  During the semester, I turned in all my assignments well before deadlines.

The third aspect that I think should be used in determination of my grade is active participation for all in-class activities. My consistent attendance in class indicates that I actively participated in all activities during class time.

After reviewing all the aspects I think are the prerequisites for an A , I feel that I deserve an A for my writing class.

After his instructor replied to the email by suggesting that Casey review the syllabus for further information about how his final grade was calculated, he complained bitterly to his friends about the instructor.

  The university that Casey attended required students to complete end-of-course evaluations at the end of each semester. Upon receiving his final course grade in introduction to technical writing, he gave the instructor a poor review on the evaluation. In the review, he indicated that he oftentimes did not understand assignment requirements and was not sure who to turn to for help.

How will you demonstrate adherence to APA conventions?

To understand how to construct APA in-text citations and references in accordance with established conventions, review the following online modules.

• “APA Refresher: In-Text Citations 7th Edition” (Excelsior Online Writing Lab, 2020a) at https://owl.excelsior.edu/writing-refresher/apa-refresher/in-text-citations/
• “APA Refresher: References 7th Edition” (Excelsior Online Writing Lab, 2020b) at https://owl.excelsior.edu/writing-refresher/apa-refresher/references/

How will you relate the case study to points made in the rest of the chapter and in an essay?

Read an essay entitled “So You’ve Got a Writing Assignment. Now What?” (Hinton, 2010) at https://wac.colostate.edu/docs/books/writingspaces1/hinton–so-youve-got-a-writing-assignment.pdf ; this essay expands upon a number of ideas raised in the current textbook chapter. Afterwards, write a response memo for homework. Address the items listed below in your memo, and cite and reference any outside sources of information that you use.

• Explain how the case study presented in this chapter relates to points made elsewhere in the chapter and in the essay in terms of understanding assignment expectations.
• Explain how this chapter, the case study, and the essay are relevant and useful to your own work in college. Do the texts offer new ways to approach writing assignments? Do they call into question unhelpful beliefs you hold about your own success in writing courses or in college? Do they offer solutions to problems you have encountered in college classes? How might you combine the points made in the texts with helpful practices you already demonstrate?

Consult the “Writing Print Correspondence” chapter of this textbook for guidance when writing and formatting your memo.

Remember to edit, revise, and proofread your document before submitting it to your instructor. The following multipage handout, produced by the Writing and Communication Centre, University of Waterloo (n.d.), may help with these efforts.

https://uwaterloo.ca/writing-and-communication-centre/sites/ca.writing-and-communication-centre/files/uploads/files/active_and_passive_voice_0.pdf

Active / Passive Voice

Strong, precise verbs are fundamental to clear and engaging academic writing. However, there is a rhetorical choice to be made about whether you are going to highlight the subject that performs the action or the action itself. In active voice , the subject of the sentence performs the action. In passive voice , the subject of the sentence receives the action. Recognizing the differences between active and passive voice, including when each is generally used, is a part of ensuring that your writing meets disciplinary conventions and audience expectations.

Helpful Tip: traditionally, writers in STEM fields have used passive voice because the performer of an action in a scientific document is usually less important than the action itself. In contrast, arts and humanities programs have stressed the importance of active voice. However, these guidelines are fluid, and STEM writers are increasingly using active voice in their writing. When in doubt, consult academic publications in your field and talk to your instructor – doing these things should give you a good sense of what’s expected.

Active voice explained

Active voice emphasizes the performer of the action, and the performer holds the subject position in the sentence. Generally, you should choose active voice unless you have a specific reason to choose passive voice (see below for those instances).

e.g., Participants completed the survey and returned it to the reader.

In the above sentence, the performer of the action (participants) comes before the action itself (completed).

Passive voice explained

Passive voice emphasized the receiver of the action, and the subject of the sentence receives the action. When using passive voice, the performer of the action may or may not be identified later in the sentence.

• e.g. The survey was completed. In the above sentence, the people who performed the action (those who completed the survey) are not mentioned.

Helpful Tip: One popular trick for detecting whether or not your sentence is in passive voice is to add the phrase by zombies after the verb in your sentence; if it makes grammatical sense, your sentence is passive. If not, your sentence is active.  Passive: The trip was taken [by zombies].  Active: Mandy taught the class [by zombies].

When to choose passive voice

Deciding whether or not you should use passive voice depends on a number of factors, including disciplinary conventions, the preferences of your instructor or supervisor, and whether the performer of the action or the action itself is more important. Here are some general guidelines to help you determine when passive voice is appropriate:

• The performer is unknown or irrelevant e.g., The first edition of Freud’s The Interpretation of Dreams was published in 1900.
• The performer is less important than the action e.g., The honey bees were kept in a humidified chamber at room temperature overnight.

The first sentence in the above quotation is active voice (where the performers want to be highlighted).

Helpful Tip: rhetorical choices often have an ethical dimension. For instance, passive voice may be used by people, organizations, or governments to obscure information or avoid taking direct responsibility. If someone says “the money was not invested soundly,” the decision to not identify the performer of the action (“the accountant did not invest the money soundly”) may be a deliberate one. For this reason, it is crucial that we question the choices we make in writing to ensure that our choices results in correct, clear, and appropriate messaging.

Converting passive voice to active voice

If you are proofreading in order to convert passive voice to active voice in your writing, it is helpful to remember that

• Active = performer of action + action
• Passive = action itself (may or may not identify the performer afterwards)

Here are some sample revisions:

• Passive: It is argued that… Active: Smith argues that…
• Passive: A number of results were shown… Active: These results show…
• Passive : Heart disease is considered the leading cause of death in North America. Active: Research points to heart disease as the leading cause of death in North America.

Eberly Center, Teaching Excellence & Educational Innovation, Carnegie Mellon University. (2019). Grading and performance rubrics . https://www.cmu.edu/teaching/designteach/teach/rubrics.html

Excelsior Online Writing Lab. (2020a). APA Refresher: In-Text Citations 7th Edition [PowerPoint slides]. License: CC-BY 4.0 .  https://owl.excelsior.edu/writing-refresher/apa-refresher/in-text-citations/

Excelsior Online Writing Lab. (2020b). APA Refresher: References 7th Edition [PowerPoint slides]. License: CC-BY 4.0 .  https://owl.excelsior.edu/writing-refresher/apa-refresher/references/

Hinton, C.E. (2010). So you’ve got a writing assignment. Now what? In C. Lowe, & P. Zemliansky (Eds.), Writing spaces: Readings on writing (Vol. 1, pp. 18-32). Parlor Press. License: License: CC-BY-NC-SA-3.0 . https://wac.colostate.edu/docs/books/writingspaces1/hinton–so-youve-got-a-writing-assignment.pdf

Learn Higher. (2015). Instruction words in essay questions . License: CC-BY-SA 3.0 . http://www.learnhigher.ac.uk/learning-at-university/assessment/instruction-words-in-essay-questions/

Learn Higher. (2019). Assessment: Step-by-step . License: CC-BY-SA 3.0 . http://www.learnhigher.ac.uk/learning-at-university/assessment/assessment-step-by-step/

Writing and Communication Centre, University of Waterloo. (n.d.). Active and passive voice . License: CC-BY-SA 4.0 . https://uwaterloo.ca/writing-and-communication-centre/sites/ca.writing-and-communication-centre/files/uploads/files/active_and_passive_voice_0.pdf

Mindful Technical Writing Copyright © 2020 by Dawn Atkinson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Artificial intelligence in assignment writing

Many students are uncertain about the rules for using aids and collaboration when writing assignments, and with the emergence of new tools based on artificial intelligence, such as ChatGPT, there may be more questions than before. It is therefore important that you as a student know and understand the rules.

Please note that there may be  different guidelines  in different subjects. If you are unsure about what applies to your subject, you can contact the person responsible for the course .

Artificial Intelligence (AI) can be a useful tool in assignment writing, but you must follow the academic and ethical guidelines for academic writing. When using AI, you should be aware of how you use it and what kind of contribution it makes to your text.

It is important to know the rules for citation and how to cite the sources you have used, including AI, both in the text itself and in a reference list. You must also know what is considered cheating and plagiarism to avoid serious mistakes, whether intentional or unintentional.

When writing an academic paper, you must always refer to the sources you have used. This also applies when using artificial intelligence. Learn more about the rules for citations in the  Citation Compass . Here you will find instructions on how to reference the use of artificial intelligence .  

The University Library offers  courses in source criticism and reference management .

For each exam, information about citations and the bibliography is provided. You can get information from the person responsible for your course. Additionally, it will be displayed on the front page of the test in Inspera for home exams.

As a general rule, all aids are allowed in home exams and assignment submissions. Language models like ChatGPT are considered legal aids in exams where all aids are permitted. However, if you submit text, calculations, or similar that are directly copied from a language model without referring to the aid you have used, it is considered cheating since you are presenting someone else's work as your own. 

Cheating and plagiarism

Plagiarism and cheating in exams are serious offenses that can have consequences for your right to study and your grades.

• Plagiarism is using someone else's texts, ideas, images, or other material without citing the source or giving acknowledgment
• Cheating is using illegal aids, collaborating with others, or cheating in other ways during exams 

If a student is suspected or caught for plagiarism or cheating, the case will be handled in the university's appeals committee. The consequence can be various reactions, such as annulment of the exam or exclusion from the university for up to two semesters. You can read more about plagiarism and cheating on this page .

Examples of the use of artificial intelligence

Can i use ai for ideas or structure in my assignment.

You can use a language model to generate ideas or arguments, but you need to be cautious and critical when doing so. A language model can help you develop or expand your topic or issue by giving you suggestions based on your text or a keyword. A language model can also assist you in finding or formulating supporting or opposing arguments by providing examples, sources, or counterarguments.

How to reference correctly?

If you have used AI as a tool to write an academic paper, you should refer to it in the text and in the reference list in your chosen referencing style. A reference to AI should include the name of the language model, the developer or provider of the language model, the version or date of the language model, and the URL or platform where you used the language model. In the text or in a footnote, you can also explain how you have used the language model and what kind of contribution it has made to the text.

A reference to GPT UiO based on APA7 style could look like this:

In this paper, I have used the language model GPT-3 (OpenAI, 2020) through GPT UiO (University of Oslo, 2021) to generate ideas and arguments for my text. GPT UiO is a UiO-developed service that allows me to use OpenAI's GPT models within privacy requirements. I have used GPT UiO to suggest topics, issues, hypotheses, and research questions for the assignment, and to find or formulate supporting or opposing arguments for these. I have not used GPT UiO to write entire paragraphs or chapters, but only to make suggestions that I have evaluated and processed myself.

In the reference list, the reference to GPT UiO will look like this:

OpenAI. (2020). UiO GPT (Version GPT-3.5 Turbo) [Large language model]. University of Oslo.

Learn more about references in the  Citation Compass . 

Can I use AI for proofreading?

AI can assist you with language correction in your assignment, but you must be aware that AI cannot replace a thorough manual proofreading or expert guidance from your instructor. Additionally, using AI for language correction may not be appropriate for language-related subjects, and different academic communities may have varying guidelines regarding its use. If you are uncertain about the guidelines specific to your subject, you can reach out to your course instructor.

As a student, it's essential to exercise caution when using AI in your assignments. Please take note of the following:

• You are expected to submit a text that is solely produced by you. Submitting a text that is fully or partially produced by AI or someone else without appropriate declaration is considered cheating. 
• Language models generate text based on probability and common phrases, which may lack your unique and academic expression.
• You should also be careful to avoid sharing sensitive data or personal information.

You can be specific in your request to the tool. For example, you can ask for help with finding grammatical errors, improving sentence structure, or requesting synonyms to avoid repetition. Remember that all suggestions should be evaluated and possibly adapted to the context of your assignment.

By using ChatGPT or similar AI tools in a responsible and critical manner, you can improve the language quality of your exam assignment. Remember that AI can be used as a tool, but the final text and responsibility for the content rests with you as a student.

How to reference correctly? 

A reference to GPT UiO based on the APA7 style could look like this in the text or in a footnote:

In the process of preparing this assignment, 'UiO Chat,' an AI-based tool for proofreading and linguistic improvement, was used to identify and correct grammatical errors and to improve sentence structure. This assistance was crucial for ensuring linguistic clarity and correctness in the text (UiO Chat, 2023).

In the reference list, the reference to GPT UiO would look like this:

See more in the  Citation Compass .

Is it allowed to copy AI-generated text into my assignment?

Copying text from AI into your assignment without acknowledging it, is considered plagiarism, and it can have significant consequences. Therefore, you should always exercise caution when using artificial intelligence in your assignments.

Please be aware of the following:

• As a student, it is expected that you submit independently produced text. Submitting a text that is fully or partially generated by AI or others without proper acknowledgement is considered plagiarism.
• Language models generate text based on probability and commonly used phrases, which may result in text lacking your own academic and independent touch.
• It is also important to be mindful and avoid sharing sensitive data or personal information when utilising AI. 

Even though you might insert a paragraph referencing the language model, it may not be advisable. It is difficult to precisely define when a text ceases to be an independent product. For example, if you include a paragraph to illustrate how AI can be used, you must clearly indicate in the text or a footnote which paragraph(s) were generated by AI and disclose the input you provided to the AI beforehand.

Remember that you are responsible for the content of your assignment, so it is essential to be meticulous in checking the content and references. There are examples of cases where language models have provided wrong facts or pointed to non-existent sources. 

How to reference correctly 

If you insert a text paragraph, you must mark it in a clear and correct manner, either in the text or a footnote. For example, This paragraph was generated with the help of [Name of AI tool], based on input: '[your specific request to the AI tool]'.

In your reference list, the reference to GPT UiO would look like this:

See more in the Citation Compass . 

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