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How to Write an Essay

Use the links below to jump directly to any section of this guide:

Essay Writing Fundamentals

How to prepare to write an essay, how to edit an essay, how to share and publish your essays, how to get essay writing help, how to find essay writing inspiration, resources for teaching essay writing.

Essays, short prose compositions on a particular theme or topic, are the bread and butter of academic life. You write them in class, for homework, and on standardized tests to show what you know. Unlike other kinds of academic writing (like the research paper) and creative writing (like short stories and poems), essays allow you to develop your original thoughts on a prompt or question. Essays come in many varieties: they can be expository (fleshing out an idea or claim), descriptive, (explaining a person, place, or thing), narrative (relating a personal experience), or persuasive (attempting to win over a reader). This guide is a collection of dozens of links about academic essay writing that we have researched, categorized, and annotated in order to help you improve your essay writing. 

Essays are different from other forms of writing; in turn, there are different kinds of essays. This section contains general resources for getting to know the essay and its variants. These resources introduce and define the essay as a genre, and will teach you what to expect from essay-based assessments.

Purdue OWL Online Writing Lab

One of the most trusted academic writing sites, Purdue OWL provides a concise introduction to the four most common types of academic essays.

"The Essay: History and Definition" (ThoughtCo)

This snappy article from ThoughtCo talks about the origins of the essay and different kinds of essays you might be asked to write. 

"What Is An Essay?" Video Lecture (Coursera)

The University of California at Irvine's free video lecture, available on Coursera, tells  you everything you need to know about the essay.

Wikipedia Article on the "Essay"

Wikipedia's article on the essay is comprehensive, providing both English-language and global perspectives on the essay form. Learn about the essay's history, forms, and styles.

"Understanding College and Academic Writing" (Aims Online Writing Lab)

This list of common academic writing assignments (including types of essay prompts) will help you know what to expect from essay-based assessments.

Before you start writing your essay, you need to figure out who you're writing for (audience), what you're writing about (topic/theme), and what you're going to say (argument and thesis). This section contains links to handouts, chapters, videos and more to help you prepare to write an essay.

How to Identify Your Audience

"Audience" (Univ. of North Carolina Writing Center)

This handout provides questions you can ask yourself to determine the audience for an academic writing assignment. It also suggests strategies for fitting your paper to your intended audience.

"Purpose, Audience, Tone, and Content" (Univ. of Minnesota Libraries)

This extensive book chapter from Writing for Success , available online through Minnesota Libraries Publishing, is followed by exercises to try out your new pre-writing skills.

"Determining Audience" (Aims Online Writing Lab)

This guide from a community college's writing center shows you how to know your audience, and how to incorporate that knowledge in your thesis statement.

"Know Your Audience" ( Paper Rater Blog)

This short blog post uses examples to show how implied audiences for essays differ. It reminds you to think of your instructor as an observer, who will know only the information you pass along.

How to Choose a Theme or Topic

"Research Tutorial: Developing Your Topic" (YouTube)

Take a look at this short video tutorial from the University of North Carolina at Chapel Hill to understand the basics of developing a writing topic.

"How to Choose a Paper Topic" (WikiHow)

This simple, step-by-step guide (with pictures!) walks you through choosing a paper topic. It starts with a detailed description of brainstorming and ends with strategies to refine your broad topic.

"How to Read an Assignment: Moving From Assignment to Topic" (Harvard College Writing Center)

Did your teacher give you a prompt or other instructions? This guide helps you understand the relationship between an essay assignment and your essay's topic.

"Guidelines for Choosing a Topic" (CliffsNotes)

This study guide from CliffsNotes both discusses how to choose a topic and makes a useful distinction between "topic" and "thesis."

How to Come Up with an Argument

"Argument" (Univ. of North Carolina Writing Center)

Not sure what "argument" means in the context of academic writing? This page from the University of North Carolina is a good place to start.

"The Essay Guide: Finding an Argument" (Study Hub)

This handout explains why it's important to have an argument when beginning your essay, and provides tools to help you choose a viable argument.

"Writing a Thesis and Making an Argument" (University of Iowa)

This page from the University of Iowa's Writing Center contains exercises through which you can develop and refine your argument and thesis statement.

"Developing a Thesis" (Harvard College Writing Center)

This page from Harvard's Writing Center collates some helpful dos and don'ts of argumentative writing, from steps in constructing a thesis to avoiding vague and confrontational thesis statements.

"Suggestions for Developing Argumentative Essays" (Berkeley Student Learning Center)

This page offers concrete suggestions for each stage of the essay writing process, from topic selection to drafting and editing. 

How to Outline your Essay

"Outlines" (Univ. of North Carolina at Chapel Hill via YouTube)

This short video tutorial from the University of North Carolina at Chapel Hill shows how to group your ideas into paragraphs or sections to begin the outlining process.

"Essay Outline" (Univ. of Washington Tacoma)

This two-page handout by a university professor simply defines the parts of an essay and then organizes them into an example outline.

"Types of Outlines and Samples" (Purdue OWL Online Writing Lab)

Purdue OWL gives examples of diverse outline strategies on this page, including the alphanumeric, full sentence, and decimal styles. 

"Outlining" (Harvard College Writing Center)

Once you have an argument, according to this handout, there are only three steps in the outline process: generalizing, ordering, and putting it all together. Then you're ready to write!

"Writing Essays" (Plymouth Univ.)

This packet, part of Plymouth University's Learning Development series, contains descriptions and diagrams relating to the outlining process.

"How to Write A Good Argumentative Essay: Logical Structure" (Criticalthinkingtutorials.com via YouTube)

This longer video tutorial gives an overview of how to structure your essay in order to support your argument or thesis. It is part of a longer course on academic writing hosted on Udemy.

Now that you've chosen and refined your topic and created an outline, use these resources to complete the writing process. Most essays contain introductions (which articulate your thesis statement), body paragraphs, and conclusions. Transitions facilitate the flow from one paragraph to the next so that support for your thesis builds throughout the essay. Sources and citations show where you got the evidence to support your thesis, which ensures that you avoid plagiarism. 

How to Write an Introduction

"Introductions" (Univ. of North Carolina Writing Center)

This page identifies the role of the introduction in any successful paper, suggests strategies for writing introductions, and warns against less effective introductions.

"How to Write A Good Introduction" (Michigan State Writing Center)

Beginning with the most common missteps in writing introductions, this guide condenses the essentials of introduction composition into seven points.

"The Introductory Paragraph" (ThoughtCo)

This blog post from academic advisor and college enrollment counselor Grace Fleming focuses on ways to grab your reader's attention at the beginning of your essay.

"Introductions and Conclusions" (Univ. of Toronto)

This guide from the University of Toronto gives advice that applies to writing both introductions and conclusions, including dos and don'ts.

"How to Write Better Essays: No One Does Introductions Properly" ( The Guardian )

This news article interviews UK professors on student essay writing; they point to introductions as the area that needs the most improvement.

How to Write a Thesis Statement

"Writing an Effective Thesis Statement" (YouTube)

This short, simple video tutorial from a college composition instructor at Tulsa Community College explains what a thesis statement is and what it does. 

"Thesis Statement: Four Steps to a Great Essay" (YouTube)

This fantastic tutorial walks you through drafting a thesis, using an essay prompt on Nathaniel Hawthorne's The Scarlet Letter as an example.

"How to Write a Thesis Statement" (WikiHow)

This step-by-step guide (with pictures!) walks you through coming up with, writing, and editing a thesis statement. It invites you think of your statement as a "working thesis" that can change.

"How to Write a Thesis Statement" (Univ. of Indiana Bloomington)

Ask yourself the questions on this page, part of Indiana Bloomington's Writing Tutorial Services, when you're writing and refining your thesis statement.

"Writing Tips: Thesis Statements" (Univ. of Illinois Center for Writing Studies)

This page gives plentiful examples of good to great thesis statements, and offers questions to ask yourself when formulating a thesis statement.

How to Write Body Paragraphs

"Body Paragraph" (Brightstorm)

This module of a free online course introduces you to the components of a body paragraph. These include the topic sentence, information, evidence, and analysis.

"Strong Body Paragraphs" (Washington Univ.)

This handout from Washington's Writing and Research Center offers in-depth descriptions of the parts of a successful body paragraph.

"Guide to Paragraph Structure" (Deakin Univ.)

This handout is notable for color-coding example body paragraphs to help you identify the functions various sentences perform.

"Writing Body Paragraphs" (Univ. of Minnesota Libraries)

The exercises in this section of Writing for Success  will help you practice writing good body paragraphs. It includes guidance on selecting primary support for your thesis.

"The Writing Process—Body Paragraphs" (Aims Online Writing Lab)

The information and exercises on this page will familiarize you with outlining and writing body paragraphs, and includes links to more information on topic sentences and transitions.

"The Five-Paragraph Essay" (ThoughtCo)

This blog post discusses body paragraphs in the context of one of the most common academic essay types in secondary schools.

How to Use Transitions

"Transitions" (Univ. of North Carolina Writing Center)

This page from the University of North Carolina at Chapel Hill explains what a transition is, and how to know if you need to improve your transitions.

"Using Transitions Effectively" (Washington Univ.)

This handout defines transitions, offers tips for using them, and contains a useful list of common transitional words and phrases grouped by function.

"Transitions" (Aims Online Writing Lab)

This page compares paragraphs without transitions to paragraphs with transitions, and in doing so shows how important these connective words and phrases are.

"Transitions in Academic Essays" (Scribbr)

This page lists four techniques that will help you make sure your reader follows your train of thought, including grouping similar information and using transition words.

"Transitions" (El Paso Community College)

This handout shows example transitions within paragraphs for context, and explains how transitions improve your essay's flow and voice.

"Make Your Paragraphs Flow to Improve Writing" (ThoughtCo)

This blog post, another from academic advisor and college enrollment counselor Grace Fleming, talks about transitions and other strategies to improve your essay's overall flow.

"Transition Words" (smartwords.org)

This handy word bank will help you find transition words when you're feeling stuck. It's grouped by the transition's function, whether that is to show agreement, opposition, condition, or consequence.

How to Write a Conclusion

"Parts of An Essay: Conclusions" (Brightstorm)

This module of a free online course explains how to conclude an academic essay. It suggests thinking about the "3Rs": return to hook, restate your thesis, and relate to the reader.

"Essay Conclusions" (Univ. of Maryland University College)

This overview of the academic essay conclusion contains helpful examples and links to further resources for writing good conclusions.

"How to End An Essay" (WikiHow)

This step-by-step guide (with pictures!) by an English Ph.D. walks you through writing a conclusion, from brainstorming to ending with a flourish.

"Ending the Essay: Conclusions" (Harvard College Writing Center)

This page collates useful strategies for writing an effective conclusion, and reminds you to "close the discussion without closing it off" to further conversation.

How to Include Sources and Citations

"Research and Citation Resources" (Purdue OWL Online Writing Lab)

Purdue OWL streamlines information about the three most common referencing styles (MLA, Chicago, and APA) and provides examples of how to cite different resources in each system.

EasyBib: Free Bibliography Generator

This online tool allows you to input information about your source and automatically generate citations in any style. Be sure to select your resource type before clicking the "cite it" button.

CitationMachine

Like EasyBib, this online tool allows you to input information about your source and automatically generate citations in any style. 

Modern Language Association Handbook (MLA)

Here, you'll find the definitive and up-to-date record of MLA referencing rules. Order through the link above, or check to see if your library has a copy.

Chicago Manual of Style

Here, you'll find the definitive and up-to-date record of Chicago referencing rules. You can take a look at the table of contents, then choose to subscribe or start a free trial.

How to Avoid Plagiarism

"What is Plagiarism?" (plagiarism.org)

This nonprofit website contains numerous resources for identifying and avoiding plagiarism, and reminds you that even common activities like copying images from another website to your own site may constitute plagiarism.

"Plagiarism" (University of Oxford)

This interactive page from the University of Oxford helps you check for plagiarism in your work, making it clear how to avoid citing another person's work without full acknowledgement.

"Avoiding Plagiarism" (MIT Comparative Media Studies)

This quick guide explains what plagiarism is, what its consequences are, and how to avoid it. It starts by defining three words—quotation, paraphrase, and summary—that all constitute citation.

"Harvard Guide to Using Sources" (Harvard Extension School)

This comprehensive website from Harvard brings together articles, videos, and handouts about referencing, citation, and plagiarism. 

Grammarly contains tons of helpful grammar and writing resources, including a free tool to automatically scan your essay to check for close affinities to published work. 

Noplag is another popular online tool that automatically scans your essay to check for signs of plagiarism. Simply copy and paste your essay into the box and click "start checking."

Once you've written your essay, you'll want to edit (improve content), proofread (check for spelling and grammar mistakes), and finalize your work until you're ready to hand it in. This section brings together tips and resources for navigating the editing process. 

"Writing a First Draft" (Academic Help)

This is an introduction to the drafting process from the site Academic Help, with tips for getting your ideas on paper before editing begins.

"Editing and Proofreading" (Univ. of North Carolina Writing Center)

This page provides general strategies for revising your writing. They've intentionally left seven errors in the handout, to give you practice in spotting them.

"How to Proofread Effectively" (ThoughtCo)

This article from ThoughtCo, along with those linked at the bottom, help describe common mistakes to check for when proofreading.

"7 Simple Edits That Make Your Writing 100% More Powerful" (SmartBlogger)

This blog post emphasizes the importance of powerful, concise language, and reminds you that even your personal writing heroes create clunky first drafts.

"Editing Tips for Effective Writing" (Univ. of Pennsylvania)

On this page from Penn's International Relations department, you'll find tips for effective prose, errors to watch out for, and reminders about formatting.

"Editing the Essay" (Harvard College Writing Center)

This article, the first of two parts, gives you applicable strategies for the editing process. It suggests reading your essay aloud, removing any jargon, and being unafraid to remove even "dazzling" sentences that don't belong.

"Guide to Editing and Proofreading" (Oxford Learning Institute)

This handout from Oxford covers the basics of editing and proofreading, and reminds you that neither task should be rushed. 

In addition to plagiarism-checkers, Grammarly has a plug-in for your web browser that checks your writing for common mistakes.

After you've prepared, written, and edited your essay, you might want to share it outside the classroom. This section alerts you to print and web opportunities to share your essays with the wider world, from online writing communities and blogs to published journals geared toward young writers.

Sharing Your Essays Online

Go Teen Writers

Go Teen Writers is an online community for writers aged 13 - 19. It was founded by Stephanie Morrill, an author of contemporary young adult novels. 

Tumblr is a blogging website where you can share your writing and interact with other writers online. It's easy to add photos, links, audio, and video components.

Writersky provides an online platform for publishing and reading other youth writers' work. Its current content is mostly devoted to fiction.

Publishing Your Essays Online

This teen literary journal publishes in print, on the web, and (more frequently), on a blog. It is committed to ensuring that "teens see their authentic experience reflected on its pages."

The Matador Review

This youth writing platform celebrates "alternative," unconventional writing. The link above will take you directly to the site's "submissions" page.

Teen Ink has a website, monthly newsprint magazine, and quarterly poetry magazine promoting the work of young writers.

The largest online reading platform, Wattpad enables you to publish your work and read others' work. Its inline commenting feature allows you to share thoughts as you read along.

Publishing Your Essays in Print

Canvas Teen Literary Journal

This quarterly literary magazine is published for young writers by young writers. They accept many kinds of writing, including essays.

The Claremont Review

This biannual international magazine, first published in 1992, publishes poetry, essays, and short stories from writers aged 13 - 19.

Skipping Stones

This young writers magazine, founded in 1988, celebrates themes relating to ecological and cultural diversity. It publishes poems, photos, articles, and stories.

The Telling Room

This nonprofit writing center based in Maine publishes children's work on their website and in book form. The link above directs you to the site's submissions page.

Essay Contests

Scholastic Arts and Writing Awards

This prestigious international writing contest for students in grades 7 - 12 has been committed to "supporting the future of creativity since 1923."

Society of Professional Journalists High School Essay Contest

An annual essay contest on the theme of journalism and media, the Society of Professional Journalists High School Essay Contest awards scholarships up to $1,000.

National YoungArts Foundation

Here, you'll find information on a government-sponsored writing competition for writers aged 15 - 18. The foundation welcomes submissions of creative nonfiction, novels, scripts, poetry, short story and spoken word.

Signet Classics Student Scholarship Essay Contest

With prompts on a different literary work each year, this competition from Signet Classics awards college scholarships up to $1,000.

"The Ultimate Guide to High School Essay Contests" (CollegeVine)

See this handy guide from CollegeVine for a list of more competitions you can enter with your academic essay, from the National Council of Teachers of English Achievement Awards to the National High School Essay Contest by the U.S. Institute of Peace.

Whether you're struggling to write academic essays or you think you're a pro, there are workshops and online tools that can help you become an even better writer. Even the most seasoned writers encounter writer's block, so be proactive and look through our curated list of resources to combat this common frustration.

Online Essay-writing Classes and Workshops

"Getting Started with Essay Writing" (Coursera)

Coursera offers lots of free, high-quality online classes taught by college professors. Here's one example, taught by instructors from the University of California Irvine.

"Writing and English" (Brightstorm)

Brightstorm's free video lectures are easy to navigate by topic. This unit on the parts of an essay features content on the essay hook, thesis, supporting evidence, and more.

"How to Write an Essay" (EdX)

EdX is another open online university course website with several two- to five-week courses on the essay. This one is geared toward English language learners.

Writer's Digest University

This renowned writers' website offers online workshops and interactive tutorials. The courses offered cover everything from how to get started through how to get published.

Writing.com

Signing up for this online writer's community gives you access to helpful resources as well as an international community of writers.

How to Overcome Writer's Block

"Symptoms and Cures for Writer's Block" (Purdue OWL)

Purdue OWL offers a list of signs you might have writer's block, along with ways to overcome it. Consider trying out some "invention strategies" or ways to curb writing anxiety.

"Overcoming Writer's Block: Three Tips" ( The Guardian )

These tips, geared toward academic writing specifically, are practical and effective. The authors advocate setting realistic goals, creating dedicated writing time, and participating in social writing.

"Writing Tips: Strategies for Overcoming Writer's Block" (Univ. of Illinois)

This page from the University of Illinois at Urbana-Champaign's Center for Writing Studies acquaints you with strategies that do and do not work to overcome writer's block.

"Writer's Block" (Univ. of Toronto)

Ask yourself the questions on this page; if the answer is "yes," try out some of the article's strategies. Each question is accompanied by at least two possible solutions.

If you have essays to write but are short on ideas, this section's links to prompts, example student essays, and celebrated essays by professional writers might help. You'll find writing prompts from a variety of sources, student essays to inspire you, and a number of essay writing collections.

Essay Writing Prompts

"50 Argumentative Essay Topics" (ThoughtCo)

Take a look at this list and the others ThoughtCo has curated for different kinds of essays. As the author notes, "a number of these topics are controversial and that's the point."

"401 Prompts for Argumentative Writing" ( New York Times )

This list (and the linked lists to persuasive and narrative writing prompts), besides being impressive in length, is put together by actual high school English teachers.

"SAT Sample Essay Prompts" (College Board)

If you're a student in the U.S., your classroom essay prompts are likely modeled on the prompts in U.S. college entrance exams. Take a look at these official examples from the SAT.

"Popular College Application Essay Topics" (Princeton Review)

This page from the Princeton Review dissects recent Common Application essay topics and discusses strategies for answering them.

Example Student Essays

"501 Writing Prompts" (DePaul Univ.)

This nearly 200-page packet, compiled by the LearningExpress Skill Builder in Focus Writing Team, is stuffed with writing prompts, example essays, and commentary.

"Topics in English" (Kibin)

Kibin is a for-pay essay help website, but its example essays (organized by topic) are available for free. You'll find essays on everything from  A Christmas Carol  to perseverance.

"Student Writing Models" (Thoughtful Learning)

Thoughtful Learning, a website that offers a variety of teaching materials, provides sample student essays on various topics and organizes them by grade level.

"Five-Paragraph Essay" (ThoughtCo)

In this blog post by a former professor of English and rhetoric, ThoughtCo brings together examples of five-paragraph essays and commentary on the form.

The Best Essay Writing Collections

The Best American Essays of the Century by Joyce Carol Oates (Amazon)

This collection of American essays spanning the twentieth century was compiled by award winning author and Princeton professor Joyce Carol Oates.

The Best American Essays 2017 by Leslie Jamison (Amazon)

Leslie Jamison, the celebrated author of essay collection  The Empathy Exams , collects recent, high-profile essays into a single volume.

The Art of the Personal Essay by Phillip Lopate (Amazon)

Documentary writer Phillip Lopate curates this historical overview of the personal essay's development, from the classical era to the present.

The White Album by Joan Didion (Amazon)

This seminal essay collection was authored by one of the most acclaimed personal essayists of all time, American journalist Joan Didion.

Consider the Lobster by David Foster Wallace (Amazon)

Read this famous essay collection by David Foster Wallace, who is known for his experimentation with the essay form. He pushed the boundaries of personal essay, reportage, and political polemic.

"50 Successful Harvard Application Essays" (Staff of the The Harvard Crimson )

If you're looking for examples of exceptional college application essays, this volume from Harvard's daily student newspaper is one of the best collections on the market.

Are you an instructor looking for the best resources for teaching essay writing? This section contains resources for developing in-class activities and student homework assignments. You'll find content from both well-known university writing centers and online writing labs.

Essay Writing Classroom Activities for Students

"In-class Writing Exercises" (Univ. of North Carolina Writing Center)

This page lists exercises related to brainstorming, organizing, drafting, and revising. It also contains suggestions for how to implement the suggested exercises.

"Teaching with Writing" (Univ. of Minnesota Center for Writing)

Instructions and encouragement for using "freewriting," one-minute papers, logbooks, and other write-to-learn activities in the classroom can be found here.

"Writing Worksheets" (Berkeley Student Learning Center)

Berkeley offers this bank of writing worksheets to use in class. They are nested under headings for "Prewriting," "Revision," "Research Papers" and more.

"Using Sources and Avoiding Plagiarism" (DePaul University)

Use these activities and worksheets from DePaul's Teaching Commons when instructing students on proper academic citation practices.

Essay Writing Homework Activities for Students

"Grammar and Punctuation Exercises" (Aims Online Writing Lab)

These five interactive online activities allow students to practice editing and proofreading. They'll hone their skills in correcting comma splices and run-ons, identifying fragments, using correct pronoun agreement, and comma usage.

"Student Interactives" (Read Write Think)

Read Write Think hosts interactive tools, games, and videos for developing writing skills. They can practice organizing and summarizing, writing poetry, and developing lines of inquiry and analysis.

This free website offers writing and grammar activities for all grade levels. The lessons are designed to be used both for large classes and smaller groups.

"Writing Activities and Lessons for Every Grade" (Education World)

Education World's page on writing activities and lessons links you to more free, online resources for learning how to "W.R.I.T.E.": write, revise, inform, think, and edit.

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Writing Assignments

Kate Derrington; Cristy Bartlett; and Sarah Irvine

Introduction

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

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

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

Task Analysis and Deconstructing an Assignment

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

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

Table 19.1 Parts of an Assignment Question

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

Table 19.2 Task words

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

The task or criteria sheet will also include the:

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

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

Preparing your ideas

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

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

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

What is academic writing?

Academic writing tone and style.

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

Table 19.3 Comparison of academic and non-academic writing

Thesis statements.

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

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

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

Planning your assignment structure

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

Writing introductions and conclusions

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

Writing introductions

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

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

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

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

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

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

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

Writing conclusions

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

Conclusion checklist 

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

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

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

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

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

Writing paragraphs

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

Topic Sentence 

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

Explanation/ Elaboration

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

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

Concluding sentence (critical thinking)

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

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

Paragraph checklist

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

Writing sentences

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

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

Paraphrasing and Synthesising

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

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

What is paraphrasing?

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

Table 19.4 Paraphrasing techniques

Example of paraphrasing.

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

Original text

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

Poor quality paraphrase example

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

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

A good quality paraphrase example

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

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

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

What is synthesising?

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

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

Table 19.5 Synthesising techniques

Example of synthesis

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

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

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

Creating an argument

What does this mean.

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

What skills do you need to create an argument?

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

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

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

A formula for a good argument

What does an argument look like?

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

Table 19.6 Argument

Editing and proofreading (reviewing).

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

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

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

Editing checklist

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

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

Proofreading checklist

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

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

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

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

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

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

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

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

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How to write the best college assignments.

By Lois Weldon

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

The most important aspects: Outline and Introduction

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

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

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

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

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

Practical tips on assignment writing

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

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

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

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

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

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

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

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

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

The importance of an effective conclusion

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

–         Stating the context and aim of the assignment

–         Summarizing the main points briefly

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

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

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

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

Hello Great information…. write assignments

Well elabrated

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

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

Really good, thanks

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

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• Implementing Writing in Your Course

How to Design Successful Writing Assignments

As writing instructors ourselves, we are all too familiar with the many difficulties that come with assigning writing. It’s difficult to create meaningful assignments that help students learn what you want them to learn. And despite all the labor we put into it, students can still express frustration and confusion over writing assignments. It is tempting to ask, “Why bother?”

However, while thoughtful writing instruction tied to learning outcomes takes time to implement, that initial effort can lead to a huge time savings over the long run. Some writing you do not even need to grade! Once you know some of the key components of writing assignment design, you will be able to create a collection of high-value teaching materials that you can adapt for years to come. Also, your students will learn more, and will be better equipped to handle complexity. With regular writing practice and targeted feedback, over time they will become more authoritative participants and contributors in your field.

Designing successful writing assignments involves some or all of the following six strategies:

• Explicitly State Assignment Goals
• Tie Assignment Goals to Course Goals
• Create Antiracist Writing Assignments
• Offer Clear Instructions for Completion
• Clarify Expectations About Genre, Audience, and Formatting
• Provide Examples of the Kinds of Writing You Assign
• Asses Your Own Work

1. Explicitly State Assignment Goals

Are students “writing to learn” key course concepts from course materials or “learning to write” a new and specific form of communication in the class, such as a lab report or business memo? Or do you want your assignment to do some of both? Try to be as specific as possible when thinking about the assignment’s purpose. We encourage you to even jot down some of your desired outcomes. Being detailed about what you want students to gain from completing the assignment will help you create clear instructions for the assignment.

The example below is a strong example of a “writing to learn” assignment. In this assignment the instructor uses words such as "read," “explore,” “shape,” and “reflect” to clearly indicate that the act of composing in this assignment is more about attaining knowledge than it is about the creation of a final product. 

From a prompt for a personal narrative in a science writing course: 

All scientists have intellectual, cultural, and linguistic histories. For the sake of “neutrality” and “objectivity,” apprentices are often trained to separate themselves from these histories, especially when it comes to conducting and communicating research. This assignment asks you to read examples of scientists’ memoirs in various genres and then you will compose your own narrative in the mode of your choice, exploring how your identities, investments, and intellectual interests have shaped your science training and your trajectory as a scientist. This assignment serves as a form of reflection, orientation to/within a scientific field, and even as a professional credential (if desirable).

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2. Tie Assignment Goals to Course Goals

While you know why you are assigning a particular writing assignment, your students may not. Being clear about how completing the writing assignment will help your students learn can help create expectations and motivation for students. Without a clear understanding of how a writing assignment will help them learn, students may feel that they are being assigned useless "busywork."

Example 1 :

The example below is drawn from the final paper assignment for a course called “Imagining and Dreaming: Indigenous Futures,” taught by Lydia Heberling. In this assignment, the instructor not only clearly shows students how the assignment aligns with the course content, but it also reminds students how the third section of the course builds upon content learned in earlier units.

Throughout the quarter we have examined various writing practices that affirm the ongoing existence of American Indian peoples in spite of settler colonial attempts to remove, erase, and eradicate them. In our first sequence, we reflected on the relationship between place and identity and learned from Momaday that the land possesses stories from the past that can be accessed through interaction with and memories of those places.

In our second sequence, we examined a contemporary activist moment to deepen our understanding of the ongoing relational formations between Indigenous peoples and how those relations revitalize cultures from the brink of extinction. In learning about how various tribes worked together to protect a valuable natural resource by employing media and storytelling practices to garner support and attention, we learned that regardless of the outcome, activist moments like Standing Rock demonstrate a strong trans-Indigenous community that continues to survive in spite of ongoing settler colonial tactics of dispossession and erasure.

In this third, and last sequence, we are focusing on imagining, or dreaming about, vibrant Indigenous futures. Athabascan poet and scholar (and UW professor) Dian Million defines dreaming the following way [. . .]

Your task i n this next assignment is to return to the place you described in Paper 1, imagine what that place looks like 100 years from now. . .

Example 2 :

Here’s a second example of a writing assignment, created by Jen Malone for a course on writing in environmental science, which clearly demonstrates to students how the writing assignment both builds on previous course content and how it will help students cultivate research skills that they will be able to use in future writing assignments.

Thus far in this class, we’ve written an Op-Ed about ecotourism, and we will be moving into writing a short research paper on the topic of your choice later on in the quarter. But first, we’re going to do something a bit different.

Learning to research well is largely about practice—both in terms of growing accustomed to search engines (particularly scholarly ones) and library databases, and in terms of learning to plug different versions of your research terms into these search engines/databases until you find useful sources. Using research well is largely about figuring out how to analyze your sources--particularly in combination with one another, as a body of research. In order to practice both of these skills (which will totally help us to prepare for Paper #3, later on in the quarter), for Paper #2 we will. . .

3. Create Antiracist Writing Assignments

Antiracist writing instruction is usually discussed in relation to assessment, but it should be considered earlier than that, during assignment creation (just as it should be considered as key elements of curriculum and class culture). Antiracist writing assignment design can be pursued in two ways: through the subject matter, or content, of the writing assignments; and through your values around language use. Some brief suggestions for each follow.

Promoting antiracist subject matter in writing assignments:

Take a step back and discuss knowledge frameworks in your course and in your field. Every discipline has knowledge traditions and methods that can be problematic. How did these traditions come to be? Who do they serve, and who do they harm?

Avoid reductionist binaries when discussing complex questions. For example, framing a question like "What are the pros and cons of conducting medical research without subjects' knowledge or consent?" may lead students to consider both sides as having equal moral weight. A more specific (so a particular context can be considered) and open-ended (so students are not led to one or the other answer) question might work better. For example, "What are some of the ethical considerations of conducting flu vaccine clinical trials without participants' consent?"

Give students opportunities to explore their own identities in relation to the course content. Drawing personal connections not only helps foster deeper learning, but it can also cultivate a student’s sense of belonging in the field. It may also help you see how your field might serve some but not others. 

Encourage students to engage academic and non-academic source material. Have discussions about what “counts” as authoritative information in your field, and why.

Promoting linguistic justice in writing assignments: 

As this site from Wesleyan College recommends, “Centralize rhetorical situations and writing contexts rather than language standards in your writing classroom.” If you show that all language use (content, structure, syntax, vocabulary, style) is based on authorial choices made in particular contexts and for particular audiences, then you can help bust the myth of the universal standard of “academic English.”

Encourage students to use their own linguistic traditions whenever possible. For example, let students freewrite in a native language or dialect. Encourage them to draw connections between their own language backgrounds and the disciplinary discourse you are teaching. This is called translanguaging, and it can be a powerful tool for learning.

Avoid penalizing language use. If there is a certain style or vocabulary you want students to use, be explicit about why discourse is used that way, and how it conveys discipline-specific knowledge.

Further reading: 10 Ways to Tackle Linguistic Bias in Our Classrooms (Inside HigherEd)

4. Offer Clear Instructions for Completion

Investigative or writing techniques that seem obvious to you—such as making an argument, analyzing, evaluating—might mean something different to students from outside your specific discipline. Being clear about what you mean when you use certain terms can help students navigate an assignment more successfully. While it might feel clunky or obvious, including this information in an assignment will help steer your students in the right direction and minimize miscommunication.

In the following excerpt from a prompt for a writing-in-history course taught by Sumyat Thu, the instructor asks students to use research in their papers, and then clearly describes, and supports with examples from the class and library resources, what counts as appropriate source material.

This essay is based on research. Students are expected to use primary sources and secondary works in developing their essays. We do not frown on the use of on-line resources ; indeed, some very good reference works ( identified on the history librarian Ms. Mudrock's research guide) are available as on-line books, and the library has e-book versions of Paul Spickard's  Almost All Aliens . Nonetheless, we strongly urge students to utilize the very rich materials available in the UW Libraries, particularly scholarly books and articles. The UW Libraries' on-line catalog can be explored with keyword searches, and such indexes as America: History and Life (again, see Ms. Mudrock’s website) are very helpful as well.

In this second example, again by Jen Malone, we see how the instructor not only indicates what chronological steps students must take to complete the assignment, but also how she includes thorough and clear instructions for how students can complete each step.

So, the first step you’ll need to take will be to choose a topic . You may wish to choose the same topic you’ll be using for your research paper in ENVIR 100 (if you’ve chosen that option—if so, please follow any instructions they’ve given you for choosing a topic for that), or something related to environmental science that simply interests you, or a topic from the following list of suggestions:

• GMOs (particularly with regards to the ecosystem and/or biodiversity),
• The environmental impact of meat production
• Bees and Colony Collapse Disorder

The second step you’ll need to take will be to do the research —you’ll need to find some sources (via library search engines, Google scholar, etc.). Keep some notes or a log of this process, since you’ll have to talk about how this went for you in your final report. Then you’ll need to read/skim the sources you’ve selected, and then you’ll need to create an annotated bibliography in which you list and briefly summarize those sources. An annotated bibliography is a particularly handy step when performing research, or when writing a paper that involves research. Basically, it is a list of the sources you intend to use for your paper (like a Works Cited page, you may use either MLA or APA format), but with the addition of a substantial paragraph (or two, if you wish) beneath each entry in which you summarize, and often evaluate, the source. This will help you to consider the sources you find as a body of research, and this makes using sources easier because you’ll have these initial notes handy as you write your report.

After you find and skim through your sources, the third step you’ll need to take will be to write the report .

• In the first section of the report, you’ll want to talk about your research process (What was this like? What was easy for you and what was difficult? What did you learn? What search terms did you use? How did those terms change?).
• In the second section of the report, you’ll want to talk about the body of research as a whole (How would you describe the issues/terms/debates surrounding the topic? What did you find? What do these sources indicate—both in terms of conclusions drawn and questions raised? How do these sources fit together and/or differ? What did you find most interesting?)
• In the third section of the report, you’ll want to take a moment to consider how this body of research fits it with what you’re learning in ENVIR 100 and where you might take the topic in a future paper (How do you see what you found regarding this topic as relating to what has been discussed in class thus far? What are the stakes of this topic and for whom? What aspects of this topic do we seem to know little about? What are the questions you still have about this topic? And, finally, now that you’ve read through this body of research, if you were going to write a paper on this topic, what might your basic argument be?). We’ll discuss this all in more detail next week, after you’ve compiled your sources.

Note: the second example may be a lot longer of a writing prompt than many of us are used to. This is not a bad thing. In fact, students tend to really appreciate such clear instruction and it reduces the amount of time you will spend clarifying confusion about what is expected. Also, instructions like these can be easily re-purposed for other, similar assignments in the future so you will not have to reinvent the wheel each time.

5. Clarify Expectations About Genre, Audience, and Formatting

Students will approach your writing assignment with varying knowledge and experience. Unless you have already instructed students explicitly in class about the knowledge and skills needed to complete a writing assignment, you cannot assume that students will already possess that knowledge. While clear, explicit prompts are essential, we also strongly urge you to discuss in class the genre you are assigning as well. Offer examples, both from professionals in the field, and from former students. The more exposure students have to the kinds of writing you want to see, the the more inclusive and accessible your assignments will be. We know of a history TA who said that one of her students, an engineering major, wasn't clear on the nature of a historiography, so he turned in his paper formatted like a technical report! This is an understandable mistake for a student to make, and providing examples can prevent mistakes like this from happening in your own classroom.

Below are two examples of how instructors communicate their expectations about genre, audience, and formatting to students. The first example is less helpful for students because it leaves key parts of the instructor’s expectations vague. (What is the writing assignment’s audience? What citation style does the instructor prefer? Is the works cited page part of the assignment or not?) The second example provides more detail for students.

Example 1: Paper must be 4-5 pages double spaced and must include a works cited page.

Example 2 : T he business memo should be fo rmatted according to the parameters we have discussed: no more than two pages long , typed, single-spaced with one space between paragraphs , with standard margins, in Times New Roman font (12 point), written for an audience of industry professionals.

6. Provide Examples of the Kinds of Writing You Assign

Studies have shown that examples can be a powerful learning tool in writing instruction. We recommend that instructors distribute examples of both successful and unsuccessful student writing to their students and explain why the examples are successful or unsuccessful.

Ask students who have submitted successful assignments if you can borrow their work as examples for future classes. Be sure to remove students’ identifying information from the assignments before they are given to future students.

If you do not have examples of unsuccessful writing (remember, sharing even anonymized student writing without the author's consent would be unethical), you can alternatively create a list of common pitfalls and mistakes to avoid when completing the writing assignment. Distribute the list to your students. Be sure to ground these pitfalls in terms of higher order issues specific to this genre, rather than just distributing a one-size-fits-all personal list of writing pet peeves.

Ask students which examples help them learn the genre, and which do not. Over time your students will help you curate a really great collection of samples.

Create occasional reading assignments where you ask students to find and analyze examples of writing by professionals in the field. What makes them effective or ineffective examples of the genre? What are some of the text's defining characteristics? These kinds of analyses can really help students improve their own writing.

7. Assess Your Own Work

Assessment is not just for student writing: it’s also important to assess the efficacy of the assignments you create. If student work is disappointing or students have struggled with an assignment, it most likely a result of ineffective assignment design. Please remember: everyone , even seasoned writing instructors, has assignments that do not go well initially. That is normal and ok!

We recommend that you engage in self-reflection as to why your assignment did not turn out well, and make tweaks to the assignment and/or grading criteria as needed. Here are some questions to ask yourself to reflect on your writing assignments.

Did many students turn in work which did not meet your expectations? In what specific ways did they fall short?

Did many students struggle with the assignment or a particular piece of the assignment? Where, exactly, did they struggle and how do you know?

Were many students surprised or dissatisfied by their grades on the assignment? Why do you think this happened?

Strategies for understanding what went wrong

Ask your students, either in class, on Canvas, or in a survey like a Google Form, to debrief the assignment. What was easy for them about the assignment? What did they learn from it? What was challenging? What was unclear?

Take writing assignments to writing centers such as OWRC or CLUE to get student feedback on updated or streamlined assignments. Student writing tutors can be a great resource-- they've seen hundreds of writing assignments!

Next guide: Supporting Academic Integrity

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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Designing Writing Assignments

Designing Writing Assignments designing-assignments

As you think about creating writing assignments, use these five principles:

• Tie the writing task to specific pedagogical goals.
• Note rhetorical aspects of the task, i.e., audience, purpose, writing situation.
• Make all elements of the task clear.
• Include grading criteria on the assignment sheet.
• Break down the task into manageable steps.

You'll find discussions of these principles in the following sections of this guide.

Writing Should Meet Teaching Goals

Working backwards from goals, guidelines for writing assignments, resource: checksheets, resources: sample assignments.

• Citation Information

To guarantee that writing tasks tie directly to the teaching goals for your class, ask yourself questions such as the following:

• What specific course objectives will the writing assignment meet?
• Will informal or formal writing better meet my teaching goals?
• Will students be writing to learn course material, to master writing conventions in this discipline, or both?
• Does the assignment make sense?

Although it might seem awkward at first, working backwards from what you hope the final papers will look like often produces the best assignment sheets. We recommend jotting down several points that will help you with this step in writing your assignments:

• Why should students write in your class? State your goals for the final product as clearly and concretely as possible.
• Determine what writing products will meet these goals and fit your teaching style/preferences.
• Note specific skills that will contribute to the final product.
• Sequence activities (reading, researching, writing) to build toward the final product.

Successful writing assignments depend on preparation, careful and thorough instructions, and on explicit criteria for evaluation. Although your experience with a given assignment will suggest ways of improving a specific paper in your class, the following guidelines should help you anticipate many potential problems and considerably reduce your grading time.

• Explain the purpose of the writing assignment.
• Make the format of the writing assignment fit the purpose (format: research paper, position paper, brief or abstract, lab report, problem-solving paper, etc.).

II. The assignment

• Provide complete written instructions.
• Provide format models where possible.
• Discuss sample strong, average, and weak papers.

III. Revision of written drafts

Where appropriate, peer group workshops on rough drafts of papers may improve the overall quality of papers. For example, have students critique each others' papers one week before the due date for format, organization, or mechanics. For these workshops, outline specific and limited tasks on a checksheet. These workshops also give you an opportunity to make sure that all the students are progressing satisfactorily on the project.

IV. Evaluation

On a grading sheet, indicate the percentage of the grade devoted to content and the percentage devoted to writing skills (expression, punctuation, spelling, mechanics). The grading sheet should indicate the important content features as well as the writing skills you consider significant.

Visitors to this site are welcome to download and print these guidelines

Checksheet 1: (thanks to Kate Kiefer and Donna Lecourt)

• written out the assignment so that students can take away a copy of the precise task?
• made clear which course goals this writing task helps students meet?
• specified the audience and purpose of the assignment?
• outlined clearly all required sub-parts of the assignment (if any)?
• included my grading criteria on the assignment sheet?
• pointed students toward appropriate prewriting activities or sources of information?
• specified the format of the final paper (including documentation, headings or sections, page layout)?
• given students models or appropriate samples?
• set a schedule that will encourage students to review each other's drafts and revise their papers?

Checksheet 2: (thanks to Jean Wyrick)

• Is the assignment written clearly on the board or on a handout?
• Do the instructions explain the purpose(s) of the assignment?
• Does the assignment fit the purpose?
• Is the assignment stated in precise language that cannot be misunderstood?
• If choices are possible, are these options clearly marked?
• Are there instructions for the appropriate format? (examples: length? typed? cover sheet? type of paper?)
• Are there any special instructions, such as use of a particular citation format or kinds of headings? If so, are these clearly stated?
• Is the due date clearly visible? (Are late assignments accepted? If so, any penalty?)
• Are any potential problems anticipated and explained?
• Are the grading criteria spelled out as specifically as possible? How much does content count? Organization? Writing skills? One grade or separate grades on form and content? Etc.
• Does the grading criteria section specifically indicate which writing skills the teacher considers important as well as the various aspects of content?
• What part of the course grade is this assignment?
• Does the assignment include use of models (strong, average, weak) or samples outlines?

Sample Full-Semester Assignment from Ag Econ 4XX

Good analytical writing is a rigorous and difficult task. It involves a process of editing and rewriting, and it is common to do a half dozen or more drafts. Because of the difficulty of analytical writing and the need for drafting, we will be completing the assignment in four stages. A draft of each of the sections described below is due when we finish the class unit related to that topic (see due dates on syllabus). I will read the drafts of each section and provide comments; these drafts will not be graded but failure to pass in a complete version of a section will result in a deduction in your final paper grade. Because of the time both you and I are investing in the project, it will constitute one-half of your semester grade.

Content, Concepts and Substance

Papers will focus on the peoples and policies related to population, food, and the environment of your chosen country. As well as exploring each of these subsets, papers need to highlight the interrelations among them. These interrelations should form part of your revision focus for the final draft. Important concepts relevant to the papers will be covered in class; therefore, your research should be focused on the collection of information on your chosen country or region to substantiate your themes. Specifically, the paper needs to address the following questions.

• Population - Developing countries have undergone large changes in population. Explain the dynamic nature of this continuing change in your country or region and the forces underlying the changes. Better papers will go beyond description and analyze the situation at hand. That is, go behind the numbers to explain what is happening in your country with respect to the underlying population dynamics: structure of growth, population momentum, rural/urban migration, age structure of population, unanticipated populations shocks, etc. DUE: WEEK 4.
• Food - What is the nature of food consumption in your country or region? Is the average daily consumption below recommended levels? Is food consumption increasing with economic growth? What is the income elasticity of demand? Use Engel's law to discuss this behavior. Is production able to stay abreast with demand given these trends? What is the nature of agricultural production: traditional agriculture or green revolution technology? Is the trend in food production towards self-sufficiency? If not, can comparative advantage explain this? Does the country import or export food? Is the politico-economic regime supportive of a progressive agricultural sector? DUE: WEEK 8.
• Environment - This is the third issue to be covered in class. It is crucial to show in your paper the environmental impact of agricultural production techniques as well as any direct impacts from population changes. This is especially true in countries that have evolved from traditional agriculture to green revolution techniques in the wake of population pressures. While there are private benefits to increased production, the use of petroleum-based inputs leads to environmental and human health related social costs which are exacerbated by poorly defined property rights. Use the concepts of technological externalities, assimilative capacity, property rights, etc. to explain the nature of this situation in your country or region. What other environmental problems are evident? Discuss the problems and methods for economically measuring environmental degradation. DUE: WEEK 12.
• Final Draft - The final draft of the project should consider the economic situation of agriculture in your specified country or region from the three perspectives outlined above. Key to such an analysis are the interrelationships of the three perspectives. How does each factor contribute to an overall analysis of the successes and problems in agricultural policy and production of your chosen country or region? The paper may conclude with recommendations, but, at the very least, it should provide a clear summary statement about the challenges facing your country or region. DUE: WEEK15.

Landscape Architecture 3XX: Design Critique

Critical yet often overlooked components of the landscape architect's professional skills are the ability to critically evaluate existing designs and the ability to eloquently express him/herself in writing. To develop your skills at these fundamental components, you are to professionally critique a built project with which you are personally and directly familiar. The critique is intended for the "informed public" as might be expected to be read in such features in The New York Times or Columbus Monthly ; therefore, it should be insightful and professionally valid, yet also entertaining and eloquent. It should reflect a sophisticated knowledge of the subject without being burdened with professional jargon.

As in most critiques or reviews, you are attempting not only to identify the project's good and bad features but also to interpret the project's significance and meaning. As such, the critique should have a clear "point of view" or thesis that is then supported by evidence (your description of the place) that persuades the reader that your thesis is valid. Note, however, that your primary goal is not to force the reader to agree with your point of view but rather to present a valid discussion that enriches and broadens the reader's understanding of the project.

To assist in the development of the best possible paper, you are to submit a typed draft by 1:00 pm, Monday, February 10th. The drafts will be reviewed as a set and will then serve as a basis of an in-class writing improvement seminar on Friday, February 14th. The seminar will focus on problems identified in the set of drafts, so individual papers will not have been commented on or marked. You may also submit a typed draft of your paper to the course instructor for review and comment at any time prior to the final submission.

Final papers are due at 2:00 pm, Friday, February 23rd.

Animal/Dairy/Poultry Science 2XX: Comparative Animal Nutrition

Purpose: Students should be able to integrate lecture and laboratory material, relate class material to industry situations, and improve their problem-solving abilities.

Assignment 1: Weekly laboratory reports (50 points)

For the first laboratory, students will be expected to provide depth and breadth of knowledge, creativity, and proper writing format in a one-page, typed, double-spaced report. Thus, conciseness will be stressed. Five points total will be possible for the first draft, another five points possible will be given to a student peer-reviewer of the draft, and five final points will be available for a second draft. This assignment, in its entirety, will be due before the first midterm (class 20). Any major writing flaws will be addressed early so that students can grasp concepts stressed by the instructors without major impact on their grades. Additional objectives are to provide students with skills in critically reviewing papers and to acquaint writers and reviewers of the instructors' expectations for assignments 2 and 3, which are weighted much more heavily.

Students will submit seven one-page handwritten reports from each week's previous laboratory. These reports will cover laboratory classes 2-9; note that one report can be dropped and week 10 has no laboratory. Reports will be graded (5 points each) by the instructors for integration of relevant lecture material or prior experience with the current laboratory.

Assignment 2: Group problem-solving approach to a nutritional problem in the animal industry (50 points)

Students will be divided into groups of four. Several problems will be offered by the instructors, but a group can choose an alternative, approved topic. Students should propose a solution to the problem. Because most real-life problems are solved by groups of employees and (or) consultants, this exercise should provide students an opportunity to practice skills they will need after graduation. Groups will divide the assignment as they see fit. However, 25 points will be based on an individual's separate assignment (1-2 typed pages), and 25 points will be based on the group's total document. Thus, it is assumed that papers will be peer-reviewed. The audience intended will be marketing directors, who will need suitable background, illustrations, etc., to help their salespersons sell more products. This assignment will be started in about the second week of class and will be due by class 28.

Assignment 3: Students will develop a topic of their own choosing (approved by instructors) to be written for two audiences (100 points).

The first assignment (25 points) will be written in "common language," e.g., to farmers or salespersons. High clarity of presentation will be expected. It also will be graded for content to assure that the student has developed the topic adequately. This assignment will be due by class 38.

Concomitant with this assignment will be a first draft of a scientific term paper on the same subject. Ten scientific articles and five typed, double-spaced pages are minimum requirements. Basic knowledge of scientific principles will be incorporated into this term paper written to an audience of alumni of this course working in a nutrition-related field. This draft (25 points) will be due by class 38. It will be reviewed by a peer who will receive up to 25 points for his/her critique. It will be returned to the student and instructor by class 43. The final draft, worth an additional 25 points, will be due before class 50 and will be returned to the student during the final exam period.

Integration Papers - HD 3XX

Two papers will be assigned for the semester, each to be no more than three typewritten pages in length. Each paper will be worth 50 points.

Purpose:   The purpose of this assignment is to aid the student in learning skills necessary in forming policy-making decisions and to encourage the student to consider the integral relationship between theory, research, and social policy.

Format:   The student may choose any issue of interest that is appropriate to the socialization focus of the course, but the issue must be clearly stated and the student is advised to carefully limit the scope of the issue question.

There are three sections to the paper:

First:   One page will summarize two conflicting theoretical approaches to the chosen issue. Summarize only what the selected theories may or would say about the particular question you've posed; do not try to summarize the entire theory. Make clear to a reader in what way the two theories disagree or contrast. Your text should provide you with the basic information to do this section.

Second:   On the second page, summarize (abstract) one relevant piece of current research. The research article must be chosen from a professional journal (not a secondary source) written within the last five years. The article should be abstracted and then the student should clearly show how the research relates to the theoretical position(s) stated earlier, in particular, and to the socialization issue chosen in general. Be sure the subjects used, methodology, and assumptions can be reasonably extended to your concern.

Third:   On the third page, the student will present a policy guideline (for example, the Colorado courts should be required to include, on the child's behalf, a child development specialist's testimony at all custody hearings) that can be supported by the information gained and presented in the first two pages. My advice is that you picture a specific audience and the final purpose or use of such a policy guideline. For example, perhaps as a child development specialist you have been requested to present an informed opinion to a federal or state committee whose charge is to develop a particular type of human development program or service. Be specific about your hypothetical situation and this will help you write a realistic policy guideline.

Sample papers will be available in the department reading room.

SP3XX Short Essay Grading Criteria

A (90-100): Thesis is clearly presented in first paragraph. Every subsequent paragraph contributes significantly to the development of the thesis. Final paragraph "pulls together" the body of the essay and demonstrates how the essay as a whole has supported the thesis. In terms of both style and content, the essay is a pleasure to read; ideas are brought forth with clarity and follow each other logically and effortlessly. Essay is virtually free of misspellings, sentence fragments, fused sentences, comma splices, semicolon errors, wrong word choices, and paragraphing errors.

B (80-89): Thesis is clearly presented in first paragraph. Every subsequent paragraph contributes significantly to the development of the thesis. Final paragraph "pulls together" the body of the essay and demonstrates how the essay as a whole has supported the thesis. In terms of style and content, the essay is still clear and progresses logically, but the essay is somewhat weaker due to awkward word choice, sentence structure, or organization. Essay may have a few (approximately 3) instances of misspellings, sentence fragments, fused sentences, comma splices, semicolon errors, wrong word choices, and paragraphing errors.

C (70-79): There is a thesis, but the reader may have to hunt for it a bit. All the paragraphs contribute to the thesis, but the organization of these paragraphs is less than clear. Final paragraph simply summarizes essay without successfully integrating the ideas presented into a unified support for thesis. In terms of style and content, the reader is able to discern the intent of the essay and the support for the thesis, but some amount of mental gymnastics and "reading between the lines" is necessary; the essay is not easy to read, but it still has said some important things. Essay may have instances (approximately 6) of misspellings, sentence fragments, fused sentences, comma splices, semicolon errors, wrong word choices, and paragraphing errors.

D (60-69): Thesis is not clear. Individual paragraphs may have interesting insights, but the paragraphs do not work together well in support of the thesis. In terms of style and content, the essay is difficult to read and to understand, but the reader can see there was a (less than successful) effort to engage a meaningful subject. Essay may have several instances (approximately 6) of misspellings, sentence fragments, fused sentences, comma splices, semicolon errors, wrong word choices, and paragraphing errors.

Teacher Comments

Patrick Fitzhorn, Mechanical Engineering: My expectations for freshman are relatively high. I'm jaded with the seniors, who keep disappointing me. Often, we don't agree on the grading criteria.

There's three parts to our writing in engineering. The first part, is the assignment itself.

The four types: lab reports, technical papers, design reports, and proposals. The other part is expectations in terms of a growth of writing style at each level in our curriculum and an understanding of that from students so they understand that high school writing is not acceptable as a senior in college. Third, is how we transform our expectations into justifiable grades that have real feedback for the students.

To the freshman, I might give a page to a page and one half to here's how I want the design report. To the seniors it was three pages long. We try to capture how our expectations change from freshman to senior. I bet the structure is almost identical...

We always give them pretty rigorous outlines. Often times, the way students write is to take the outline we give them and students write that chunk. Virtually every writing assignment we give, we provide a writing outline of the writing style we want. These patterns are then used in industry. One organization style works for each of the writing styles. Between faculty, some minute details may change with organization, but there is a standard for writers to follow.

Interviewer: How do students determine purpose

Ken Reardon, Chemical Engineerin: Students usually respond to an assignment. That tells them what the purpose is. . . . I think it's something they infer from the assignment sheet.

Interviewer What types of purposes are there?

Ken Reardon: Persuading is the case with proposals. And informing with progress and the final results. Informing is to just "Here are the results of analysis; here's the answer to the question." It's presenting information. Persuasion is analyzing some information and coming to a conclusion. More of the writing I've seen engineers do is a soft version of persuasion, where they're not trying to sell. "Here's my analysis, here's how I interpreted those results and so here's what I think is worthwhile." Justifying.

Interviewer: Why do students need to be aware of this concept?

Ken Reardon: It helps to tell the reader what they're reading. Without it, readers don't know how to read.

Kiefer, Kate. (1997). Designing Writing Assignments. Writing@CSU . Colorado State University. https://writing.colostate.edu/teaching/guide.cfm?guideid=101

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Understanding an Assignment

There are a few strategies that can help you read an assignment prompt to understand the instructions, guidelines, and expectations for the text you are going to write. Fully understanding the prompt will help you develop strategies to compose your text.  

Commonly Used Terms 

Some terms used in assignments will be specific to genres in different disciplines. It is important to pay attention to terms used in the prompt. If there is confusion in understanding these terms in the assignment, it may be best to speak to the professor before, after class or during office hours. Asking for clarification not only helps you, but also might help the professor realize where clarification may be helpful for all students. 

There will be genre specific terms that explain the requirements of the assignment, such as “explain” or “analyze.” These action words will inform the way that you chose to structure your paper.  

Explain   – To give information about a topic, including   what   it is and   how   and   why   it occurs. An example of this may be explaining the migration patterns of monarch butterflies for an assignment. Many assignment prompts will include explanation even if that is not the main goal of the assignment. 

This word is similar to: summarize, describe, and identify. 

Analyze   – To give new interpretation to a topic. Break down the topic into parts and give information about how the parts relate to each other and to the whole. An analysis provides new insight to a topic, not just an overview of information.   

This word is similar to: discuss, examine, and interpret. 

Argue  – To give reasons or support for a topic or stance. When you are composing an argumentative piece of writing, you will need to take a position on a topic and make a case for your viewpoint. Your position should be convincing, but also leave room for agreement and disagreement. 

Compare and contrast  – To address similarities and differences about a topic. 

Strategies for Reading Assignment Prompts 

Read the assignment through once or twice. Try to take note of repeating words and questions you have, and expectations for the assignment.  

Read through again, marking key action words and looking for the tasks that the prompt is asking you to complete. Writing out your tasks can help you begin to organize your thoughts and ideas about the assignment. 

Use what you find to determine what the goal of your assignment is and start to plan how you might be able to achieve it. This will help you formulate and focus your argument. There may be multiple goals for you to work on in your assignment. 

If your assignment includes a rubric or details on how you will be assessed, you can use this information to help you prioritize what you’ll focus on and to make sure you’re meeting the assignment guidelines.

Use this information to start outlining your writing. Continue to plan how your argument is connected to your assignment goals, and use the assignment tasks as a checklist to make sure your assignment is complete when you hand it in.  

You can also ask your professor when you have questions or need clarification. Sometimes, professors can also provide you with a model from a student. Plus, you can visit the Writing Center and we can help you understand and plan for your assignment. 

This content was adapted by Marissa Burke from the University of Michigan Sweetland Center for Writing ‘s online writing guide “How do I Make Sure I Understand an Assignment?” as well as the University of Arizona Global Campus Writing Center’s page on “Action Words in Academic Writing.” 

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Home » Literacy Lines » Planning Effective Writing Assignments

Planning Effective Writing Assignments

When you ask students to complete a writing assignment, how often do you receive something back that does not match what you were expecting from your students? Part of the problem is that students may not have enough information about your expectations. Often the directions for a writing task lack specificity, such as the following examples:

• Write a composition that compares and contrasts…
• Write a short research report about…
• Use information from these three sources to write an answer to this question…

With broad assignments like these, students are understandably not sure about the purpose for writing the piece, how long it should be, how much and what kind of content they should include, and what supports might be available. They also may be unsure of how the writing will be graded.

One of the recommendations from the Writing next research report (Graham & Perin, 2007) is for teachers to provide specific product goals:

“Setting product goals involves assigning students specific, reachable goals for the writing they are to complete. It includes identifying the purpose of the assignment (e.g., to persuade) as well as characteristics of the final product. Specific goals in the studies reviewed included (a) adding more ideas to a paper when revising, or establishing a goal to write a specific kind of paper and (b) assigning goals for specific structural elements in a composition. Compared with instances in which students were simply given a general overall goal, these relatively simple procedures resulted in a positive effect size, and the average effect was strong. Overall, assigning students goals for their written product had a strong impact on writing quality.” (p. 17)

To help students successfully complete content writing tasks, follow these steps when planning a writing assignment:

• Determine the writing objective. For example, is the objective to have students process their content knowledge, or perhaps to deepen their understanding and reflect on what they have learned? Do you want to use the writing task to assess students’ content learning?
• Generate an appropriate writing task, choosing the best type of writing for the task – informational, opinion/argument, or narrative.
• Set clear goals. Identify the TAP (task audience, purpose). Clearly state your expectations for the length of the piece, the form, and any other requirements.
• Provide scaffolds. For instance, can you show models or examples? What other scaffolds can you provide to help some students or all students?
• Plan for feedback and revision. Is this part of the writing process necessary and reasonable, given the writing objective and task? If so, what tools can be used to provide feedback?

Writing Assignment Guide (WAG)

One of the instructional suggestions in the Keys to Content Writing professional development course is for teachers to use a WAG to plan writing assignments and communicate expectations to students. The information in a WAG should be shared with students so they know the requirements and the support that will be provided. A blank copy of a WAG planning template is shown below, followed by a description of each part of the WAG.

• Writing Task: The teacher describes the writing task, including the type of writing (informational, opinion/argument, narrative, or a combination).
• Audience: The teacher identifies the audience for the writing piece. This might be the teacher, peer students, or an authentic audience.
• Purpose: The teacher identifies the purpose for writing the piece, such as to reinforce content learning, to develop writing skills, or a specific purpose related to an authentic audience.
• Length: The teacher shares requirements for the length of the writing piece by identifying a range in number of words, sentences, paragraphs, or pages.
• Directions & Requirements: The teacher presents directions for the writing task and shares specific requirements for the content or text structure. If there are requirements for use and citation of sources, these are included, as well as information about grading. 
• Writing Supports: The teacher identifies scaffolds and supports that are provided for some or all of the students.

The WAG example below includes questions (in red) for teachers to assist them as they complete a WAG. Several classroom examples follow.

Sharing a WAG with Students

Teachers should share the information with students so they understand the requirements for a writing assignment and the support teachers will provide. Teachers should base the format used to share the WAG details on the age and skills of the students. They can share a copy of the WAG, or they can modify the information in a more student-friendly layout. Two examples are provided below.

Using a WAG As a Guide for Grading

One of the questions students ask is, “How will my writing piece be graded?” The Length and Directions and Requirements parts of the WAG can be used to communicate to students what they should check for when they are reviewing and revising their writing. Did they meet requirements for length, text structure and formatting, use of vocabulary? Did they include all the required content? When assessing and grading a writing piece, the teacher can include requirement details in a scoring rubric, enabling them to make grading decisions based on a set criteria rather than a more general reaction to the quality of the student’s writing.

References:

• Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve the writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC: Alliance for  Excellent Education.
• Sedita, J. (2024). Keys to content writing, 3rd Edition. Rowley, MA: Keys to Literacy.
• Joan Sedita

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24 Content Writing Practice Exercises Any Writer Can Try

In this article, we feature 9 content writing practice exercises that can help you improve your craft.

Content writing describes the art of producing articles, blog posts, stories, eBooks, web pages, and even books about a particular topic, web drives and content.

And there are more writing job opportunities than ever for content writers today.

But what type of exercises should you practice if you want to improve your writing skills, become a better writer and earn more from clients?

1. Learn a Copywriting Hook

2. write and publish one blog post ever day, 3. rewrite old content, 4. create content for a different genre or niche, 5. copyedit your work, 6. use writing prompts, 7. learn an seo tool, 8. write catchy headline, 9. change up your writing style, 10. start a daily writing routine, 11. eliminate filler words, 12. master storytelling, 13. edit someone else’s work, 14. do the alphabet writing exercise, 15. start at the end, 16. adopt a new perspective, 17. read other’s works, 18. pretend you’re someone else, 19. echo read, 20. master the active voice, 21. describe in detail, 22. practice writing in first-person, 23. construct shorter sentences, 24. create an audience persona.

Copywriting describes writing words that sell. It could be a sales page, a sales letter, email marketing campaign or landing page. Good copywriters get six and seven figures a year for their work.

It takes a long time to become a profitable copywriter, but studying popular copywriting frameworks will help you build better writing muscles.

One particular easy to use copywriting framework is the Problem-Agitate Solution copywriting formula .

Introduce a problem. Agitate the problem by explaining why it matters. Solve the problem for readers.

This copywriting framework is a great content writing exercise for introducing your articles, stories, or even chapters in your book.

If you’d like to learn more copywriting framework exercises, reading a great copywriting book helps too.

Read our guide: What Is a Copywriter?

It doesn’t have to be an epic guide. Start small. Start with 300 words.

Answering Quora questions and blogging about your chosen industry on Medium exposes your writing to more potential clients and helps build a portfolio.

If you’re a new content writer, this strategy helps cultivate a habit of writing every day and learn more about writing engaging content. Plus, you can add to pieces over time and build a library of content.

With Medium, in particular, it’s relatively easy for a consistent content writer to start earning a couple of hundred dollars each month by publishing their blog posts and articles. Newsbreak is another good place to try.

Read our guide to making money on Medium .

If you’ve been writing content or practicing content writing exercises for a while now, take an old piece of writing from a few years ago that didn’t work. Ask yourself:

• What’s wrong with the article?
• How can I improve it?
• What keywords should I include?
• What reader questions can I address?
• Can I use some statistics?
• How can I improve the introduction or include a more compelling call to action at the end of the article.

You can also use this exercise on your best writing or piece of content from a few years ago. Updating older popular blog posts and articles with fresh content, insights, and stats is a surefire way to rank higher in Google search results. Content writers behind big blogs do this all the time.

A niche describes the topic or industry that a website is focused on. Example of popular online niches include:

• Health and fitness
• Food and drinks
• Personal development

If you’ve spent a couple of years writing in a particular niche, for example, health and fitness, perhaps you could try writing in a different niche like personal development.

A new niche encourages content writers to refine their craft and work outside their comfort zone for potentially more profitable clients.

Good content writers can capture the attention of readers with captivating hooks, stories and even concise language. On the other hand, nothing deters readers like clumsy and awkward written sentences.

If you need help improving sentence structure, consider using a good grammar checker. It will help you find and fix typos, and other missed mistakes.

These best grammar checkers are also helpful if you want to cut down the word count. They’ll highlight needless adjectives and adverbs. They also help with changing sentences from the passive voice to the active voice.

Fiction writers traditionally use writing prompts to overcome common problems like writer’s block and work through a writing a first draft .

Content writers can use writing prompts too. I recommend use a question and site like Quora or a tool like Answer the Public or Buzzsumo.

These sites and tools reveal real-world questions people are asking… and about your niche!

Simply, enter a topic related to your discipline and read through the questions. Pick one, use it as your first sentence or as a type of content writing prompt.

Now, start writing and keep going for at least fifteen. Don’t stop to edit the first draft until the time elapses.

Want to learn more? Read our guide to freewriting.

I’m always amazed when content writers claim they don’t need to worry about learning search engine optimisation or SEO. These tools reveal the simple terms and language readers use about a particular topic. And they also explain what types of questions to answer.

Sure, creating content is creative but apply a little rigour. You’re not writing a short story for a judge, you’re writing for an online audience!

The next time you write a piece of content, spend five minutes research your target keyword (using Google Keyword Planner) and competing content.

If you’re a more experienced content writer, invest in proven SEO tools like Clearscope or AHREFs. A content writer who brings the rigor of SEO to their next pitch will stand a far better chance of getting the job than a freelance writer who relies on gut feel.

Headline writing is a distinct discipline for content marketing professionals and writers. But a headline can also make or break a piece of content. Instead of relying on the first headline that comes to mind, write 5-10 headlines for every article you write.

Insert a keyword into the headline and also use a powerword .

If you’re a blogger using WordPress, an SEO tool like Rank Math can help you check your headline before publishing it. Alternative, consider using CoSchedule Analyzer or Buzzsumo to deconstruct popular headlines in your niche. I also recommend building a personal swipe file of headlines you like and referring to it often.

Do readers or clients like articles written from the first person or the third person? Or do they prefer blog posts that have lots of statistics, imagery, and videos? Or how about real-world storytelling?

Writing a listicle today doesn’t mean you have to stick to that format tomorrow. Good content creators can take a single a piece of content and spin it into many variations and formats. Content marketing involves taking one piece of content and tailoring for specific audiences.

For example, a long form article can also work as an Amazon Kindle book chapter, an email series or a Tweetstorm. You could also create a photo essay of your work.

Award-winning novelist Stephen King has a writing routine. In his book On Writing: A Memoir of the Craft , he shares that he follows a quota of writing 2,000 words daily. Many top writers have a writing routine of their own. If you don’t have one, today is the best time to start.

Set a specific time in your schedule and dedicate it to just writing. This timeslot can be in the morning before you get stressed by your job and other chaos. Or it can be late at night when the world is quiet. The keyword here is consistency.

It will take you around 10 weeks to form a habit. In that duration, you’ll learn discipline and overcome procrastination. You also won’t be scared by a blank page anymore! Plus, you’ll be a more efficient and fluent writer. The more you write, the easier ideas flow from your mind to paper.

Read our guide: How to Write Every Day .

Filler words do nothing for your writing. They do not add value or clarify your message. Some filler words make content more conversational. But overall, they are unnecessary and make your content wordy. They muddle sentences and weaken your writing.

Common examples are

Brevity, or using as few words as possible to relay a message, is a powerful skill. Company slogans best demonstrate the importance of brevity. They highlight the advertising message in a mere two to five words.

Learning brevity will bolster your authority in writing and boost readers’ comprehension. To ensure you avoid using filler words, here’s a comprehensive list you can keep close.

Start training yourself to avoid unnecessary words by writing how you usually do. Highlight any word that doesn’t contribute to the overall meaning or tone of the sentence. Then, remove them. You may feel like this exercise is counterintuitive, mainly if you’re used to a verbose writing style. 

Removing filler words will make your writing tighter, more engaging, and more digestible. In time, turning complex ideas in a clear, concise manner will be second nature to you.

An excellent writer is an effective storyteller. Stories should transport readers, make them feel emotions, and connect them to your content. Storytelling demands practice, originality, and affinity with your target audience.

When you’re an effective storyteller, your readers will remain engaged. Know what your readers are curious about and what their current interests are, then connect your stories to those subjects.

There are many exercises you can take advantage of to develop your storytelling talents. One of the most effective is narrative writing. Through it, you’ll learn how to build a structured narrative, develop characters, and create interesting plots. 

Mastering your storytelling abilities can significantly increase reader involvement, make your content more memorable, and even inspire action from your audience.

Check out these 10 Personal Narrative Examples .

Here’s an idea: Exchange written works with a friend and edit each other’s work. 

You can edit another’s work even if you’re not a professional writer or editor. It’s an understated but potent method that sharpens writing skills. You will have a fresh perspective on writing and can critically analyze what makes good content. 

When you edit someone else’s work, you can objectively identify writing strengths and weaknesses. You can acknowledge different writing styles and follow formatting rules. Every edit gives you a sharper eye for detail and enhances your critical thinking skills to polish your content writing.

Expand your imagination lexicon with the Alphabet Writing Exercise. Its concept is straightforward: start a sentence with the letter “A,” the next with “B,” and continue until you reach “Z.” I first encountered Alphabet Writing as a group writing exercise when I was in college.

This exercise challenges you to develop cohesive and sensible sentences, all while following the alphabetical sequence. It stretches your creative thinking muscles, urging you to think outside the box to maintain flow and continuity. It also improves vocabulary and sentence structuring skills, as each sentence must logically connect to the next.

Here’s an example:

• A lthough it was raining, John decided to go out for a run.
• B efore he could step out, he heard a loud crash.
• C urious, he turned around and saw that his cat had knocked over a vase.
• D espite the mess, he couldn’t help but laugh at the guilty look on the cat’s face.
• E ventually, he cleaned up, put on his raincoat, and braced for a run in the rain.

Alphabet Writing Exercise is not only a great tool for practice but also a way to make writing more enjoyable and engaging.

Writing based on the ending of a piece of content will help you master the mechanics of a good writing structure. It’s essentially writing in reverse, where you see the wrap-up and then figure out the path that led there.

Here’s how to do it:

• Find a well-structured article, blog post, or essay and copy the final paragraph.
• Study this paragraph carefully, noting its tone, the key points it reiterates, and the conclusion it reaches.
• Using this information, work backward to develop a piece that logically leads to this final paragraph.

This exercise will assist you in developing logical sequences and appropriate pacing to keep readers engaged. You also learn the power of effective introductions and conclusions. 

As a writer, it’s easy to get entangled in your perspective, causing you to overlook how different audiences might perceive your content. This is where adopting a new perspective comes into play. 

For instance, if you’re writing about the law with legal professionals as the intended readers, it’s okay to use legal jargon and have a serious tone. But what if you’re writing the same thing for the general public? What tone should you use? How can you draw them in? Put yourself in their shoes and ask: Would you enjoy your writing?

Remember, not every reader shares your background, experiences, or knowledge. By adopting their perspective, you can evaluate if your content is truly accessible and impactful for a wide range of readers. 

Reading is learning, and a content writer should continuously learn. Don’t get comfortable reading just one author or visiting just one blog. Expose yourself to various writing styles, tones, and genres of writing. Letting yourself explore will stimulate your creativity and broaden your understanding of the written language.

Read articles, novels, and essays — each piece of writing offers knowledge. Pay attention to the author’s language, structure, and storytelling techniques. How do they capture their audience’s attention? What strategies do they use to convey their points clearly? 

Analyze and learn from other writers. You can then incorporate their successful techniques into your writing. After all, writing is not meant to be a solitary proactive. It thrives on exchanging ideas and styles.

I remember copying my mother’s writing style to make an excuse letter when I was in school. She has an elaborate way of explaining things. So, my excuse letter became two paragraphs instead of two sentences.

Have you ever tried to write like someone else? In this exercise, you will have the chance to be anyone. 

Start by choosing a short article. Then, pick a prominent character with a distinct writing style. Let’s go with the prolific writer Alexander Hamilton, one of the authors of The Federalist Papers. Try to rewrite the article, imitating Hamilton’s style. He’s best remembered for his powerful, persuasive writing with strategic arguments and demonstrative language. 

When you write as someone else, you understand their writing process. You realize what makes their content impressive.

Old writing styles may be impractical today, but the essence of effective writing remains the same. For instance, writers then and now still both focus on their readers. This exercise lets you highlight and incorporate these existing overlaps into your content writing.

Are you sure your content reads well?

Echo reading is a technique that involves reading your content aloud. You can read to yourself or ask a friend to listen and give feedback after. 

It’s easy to become so absorbed when writing that simple errors, awkward phrasing, and other mistakes become easy to miss. Reading your writing aloud allows you to catch these minor issues before they become major problems. 

Echo reading also helps to ensure your content has a natural, conversational flow. If a sentence sounds awkward or difficult to read aloud, chances are it will also be challenging for your audience to read. Additionally, you get to check the rhythm and pacing of your content, making it more refined and enjoyable to read.

Active voice focuses on the subject that does the action. The active voice is more straightforward and concise. It reduces confusion about who is doing what in your sentences. For example: 

• Passive voice: The ball was thrown by the boy. 
• Active voice: The boy threw the ball.

Content writing doesn’t ban the use of passive voice. However, the passive voice often uses more words, making the content feel impersonal and vague. As a content writer, you should always prefer to use the active voice when you can. Through it, you can directly present information and make your sentences easier to read and understand. 

Active sentences avoid repetition and give your writing a sense of clarity. It’s easier to make your ideas come alive. Mastering the active voice will dramatically improve your content’s overall engagement and impact. 

See our article on the best passive Voice Checkers !

In description detailing, your goal is to paint a picture in the readers’ minds. By concentrating on details, you offer a sensory experience to make your writing feel more concrete. 

In this exercise, focus on unusual or repulsive subjects. Look for a subject that makes you feel uncomfortable or strange. It’s a powerful method to develop your descriptive and expressive writing skills. Try describing the following:

• The texture of a slug 
• Silence in an abandoned building
• A budding migraine
• Chalk against a blackboard

Aim to bring these subjects to life through your words. 

Description detailing pushes you outside your comfort zone and grows your literary skillset. You can explore and discover new ways to express your thoughts and make your writing more captivating and memorable.

Use the first-person perspective to make your content more personal and relatable. It’s an effective way to immerse readers and build an emotional connection through words like “I,” “We,” and “Us.” 

First-person writing practice often involves drawing on personal experiences or thoughts. This exercise can include anything from a diary entry to a personal anecdote or opinions on a particular subject. You’re telling a story and sharing an experience or feeling. You can pull the readers into the world you’re building so they can see things from your point of view.

In content writing, first-person POV lets you create more authentic and engaging materials. It also adds depth to your writing by adding unique, personal insights only you can provide.

Short sentences keep readers’ attention. They are best for readability and impactful delivery. There is also less room for grammatical errors with shorter sentences.

In this exercise, you can rewrite your old post or find a random article online. Break down the walls of words as best as you can so they are easier to read. You aim to intentionally reduce your sentences’ word count without compromising the core message. 

Additionally, shorter sentences can instantly elevate the flow of your content. They present easily digestible information that is very effective for readers who often skim-read content. They are also powerful tools for drawing attention to key points and adding a dynamic rhythm to your writing to keep readers engaged. This practice exercise trains you to simplify complex ideas and make your content accessible to a broader audience. 

Do you know who you’re writing for? Audience persona creation embodies all relevant information you have on your target audience. It allows you to tailor your writing to specific readers.

Imagine creating a detailed character in a story — their background, interests, behaviors, and struggles. That’s what a persona is. These fictional characters represent different segments of your audience so you can better understand and cater to their unique needs and preferences.

Here’s a quick method to identify your audience persona:

• Who is your ideal audience? 
• What are their goals and interests?
• What are their behaviors or needs?
• What are their demographics?

Audience persona creation provides a clear writing direction and increases your content’s relevance. You can align your writing with your target’s interests, values, and pain points, boosting engagement through personas. 

You don’t have to have an exact definition of your audience persona right away. You can adjust the persona’s characteristics anytime to reflect any changes.

Bryan Collins is the owner of Become a Writer Today. He's an author from Ireland who helps writers build authority and earn a living from their creative work. He's also a former Forbes columnist and his work has appeared in publications like Lifehacker and Fast Company.

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Home » Assignment – Types, Examples and Writing Guide

Assignment – Types, Examples and Writing Guide

Table of Contents

Definition:

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

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

History of Assignment

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

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

Types of Assignment

Here are some of the most common types of assignments:

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

Essay structure:

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

Research paper

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

Research paper structure:

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

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

Case study structure:

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

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

Lab report structure:

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

Presentation

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

Presentation structure:

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

Creative Project

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

Creative project structure:

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

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

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

II. Body paragraphs

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

III. Conclusion

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

Research paper template:

I. Title page

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

II. Abstract

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

III. Introduction

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

IV. Literature review

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

V. Methodology

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

VI. Results

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

VII. Discussion

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

VIII. Conclusion

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

Case study template:

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

II. Analysis

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

III. Solution/recommendations

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

IV. Conclusion

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

Lab report template:

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

IV. Materials and methods

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

VI. Discussion

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

VII. Conclusion

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

Presentation template:

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

II. Main points

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

Creative writing template:

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

How to Write Assignment

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

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

Applications of Assignment

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

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

Purpose of Assignment

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

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

When to write Assignment

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

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

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

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

Characteristics of Assignment

Here are some common characteristics of assignments:

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

Advantages of Assignment

There are several advantages of assignment, including:

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

Limitations of Assignment

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

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

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Sac state english students tackle real-world technical writing through ifixit projects.

By Jonathan Morales

May 08, 2024

Learning and documenting how to fix the turn signal on a 1978 Datsun 280Z is probably not most English majors’ expectation for a class project, but it was right in Kenneth Williams’ wheelhouse.

The Sacramento State senior, who works as a light rail vehicle technician for Sacramento Regional Transit, returned to school last fall to broaden his skills into technical and professional writing.

“It just seemed appropriate, considering I already work in the industry,” he said. “And if I’m going back to school and get new skills, (I) may as well build on what I know rather than reinvent the wheel.”

Williams is one of 30 students in a technical writing course who participated in two writing projects through iFixIt , a company that provides free online repair guides for appliances, electronic devices, tools and other items. The projects provided the students a chance to hone an underrated but critically important writing skill.

“This is an area where we do see there are opportunities and there are jobs for English majors,” said Associate Professor of English Angela Laflen, who is teaching the course. Most of the students in the class are studying English, but some come from other disciplines such as Engineering or Computer Science, industries where technical and professional writing is key.

“If someone’s in engineering, they’re going to learn (how to be an engineer) from their disciplinary faculty,” she said. “We’re emphasizing how technical experts can communicate to the public or non-experts.”

The first iFixIt project was a hands-on effort in which students worked in teams to repair an item of their choice, document their work and write a how-to guide to be published online. Items chosen included a video game controller, a USB battery box and, yes, a 1978 Datsun turn signal.

Luis Antonio Rivas and his partner opted to swap the battery for a third-party video game controller. The technical process was relatively simple – the hardest part, he said, was prying open the casing – but the research and documentation elements nevertheless were valuable.

“The tone and directness of professional writing is very different from an academic, formal tone,” said Rivas, a senior English major. “It’s a recursive process as well. There’s not just a formulaic, straight outline for every project. It changes based on what the project needs.”

Williams learned how to fix a turn signal partly out of convenience: His project partner’s boyfriend owned one. Because Williams’ partner lives an hour away, he ended up doing the bulk of the research and documentation, working from photos she took of her repair work.

For Williams, a senior English major who is simultaneously earning a professional writing certificate from Sac State, the class and project have direct career implications. His new skills and credentials make him more qualified for leadership roles responsible for creating training and technical manuals, or, potentially, grant-writing positions.

“As an English major, you're learning all this fancy, flowery language,” he said. “In technical writing, you're undoing that. You're stripping it, which is a challenge in itself."

The second iFixIt project focuses on search engine optimization, where students took existing instructional materials and rewrote them to make them more likely to show up in a search engine such as Google.

In addition to providing students with valuable skills, the iFixIt projects benefit the public by helping them restore or repair products rather than purchase new ones, reducing e-waste in the process.

"The idea is that the information's there, and if anyone looks it up, they've got it,” Williams said. “It's positive for the community in a variety of ways, you know, a long list of reasons."

Lafen said this class and project was, for many of the students, their first experience with technical writing. She said she has been amazed by how many of them have told her it’s now a career path they want to pursue.

“Our students are very interested in these kinds of projects, and they’ve been great,” she said. “They really rose to the challenge, and they created some amazing materials.”

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About Jonathan Morales

Jonathan Morales joined the Sac State communications team in 2017 as a writer and editor. He previously worked at San Francisco State University and as a newspaper reporter and editor. He enjoys local beer, Bay Area sports teams, and spending time outdoors with his family and dog.

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• Converting String to Integer in Python: A Comprehensive Guide

Understanding Python Data Types: String and Integer

Variables in Python can store different types of data. String represents a text type, integer, float and complex number are numeric types. This article focuses on string and integer data types and, especially, on problematics to convert from string to integer including methods, error handling, practices and tips.

Firstly, definitions of both types of data should be done. String could be considered as a sequence of character data. Here it is important to point out that single quotes, double quotes, and triple quotes are used in a Python code to generate strings with varying content. In its turn, integer is a sequence of numeric symbols representing negative or positive whole number without decimal.

Common Methods for String-to-Integer Conversion in Python

There are few approaches to convert string to integer:

int() function

Eval() function, literal_eval() function.

• usage of specialized libraries
• usage of regular expressions (regex)

The most popular way to convert string to integer in Python is to use the int() function. This function is a fundamental built-in Python function, which is utilized to convert a given value into an integer. Besides string representing a numeric value, it accepts also floating-point and integer numbers. The syntax of the int() function looks following: 

• int(x [,base]))

x is a value to convert to an integer. base is an optional parameter, which denotes the base of the provided number and is used only when x is a string: default is 10 which corresponds to decimal numbers.

Examples how to use the int() function is shown in Figure 1, outputs of the example code are presented in Figure 2.

Figure 1. Example application of int() function

Figure 2. Outputs of example code concerning int() function application

The built-in eval() function allows to assess arbitrary Python expressions based on either string or compiled code. This function is chosen when the dynamic evaluation of Python expressions is needed. It compiles the string into bytecode and interprets it as a Python expression, effectively converting strings to integers. However, the primary disadvantage of the eval() function is its capability to execute arbitrary code, which results sometimes in unexpected outcomes. That is why, besides the universality of this approach, it is the least safe one among others. Thus, it is necessary to validate input data: its type, format and limitations.

Examples how to use the eval() function is shown in Figure 3, outputs of the example code are presented in Figure 4.

Figure 3. Example application of eval() function

Figure 4. Outputs of example code concerning eval() function application

The literal_eval() function is a Python feature from the ast module. This module helps Python applications to process trees of the Python abstract syntax grammar. The literal_eval() function assesses in the safe way expression nodes or strings, which contain only strings, numbers, bytes, tuples, dictionaries, lists, sets, Booleans, and None. While it is not the best approach to convert strings to integers, this function allows to do that. Before the usage of the literal_eval() function, the ast module should be imported. 

The primary benefit of literal_eval() compared to above-mentioned functions is its reputation to be the safer choice. In comparison with eval() , the literal_eval() function does not allow to execute arbitrary code. Additionally, it demonstrates better error handling capabilities in contrast with the int() function because it returns more specific exceptions.

Examples how to use the literal_eval() function is shown in Figure 5, outputs of the example code are presented in Figure 6.

Figure 5. Example application of literal_eval() function

Figure 6. Outputs of example code concerning literal_eval() function application

astype() function from the Numpy library

There are different Python libraries, which often provide convenient functions to extract and/ or convert numbers from strings, especially when they are parts of structured data. As an example, the astype() function from the Numpy module could be considered. If data is stored in an array or matrix, this function makes its copy giving an opportunity to select the data type of its elements (for integers the parameter dtype should be equal to ‘i’). The possible weakness here is that the final output is still presented in the form of array or matrix, which requires additional steps to extract certain elements.

Examples how to use the astype() function is shown in Figure 7, outputs of the example code are presented in Figure 8.

Figure 7. Example application of astype() function

Figure 8. Outputs of example code concerning astype() function application

Regular expressions (regex)

To parse numbers from complex strings containing numeric and non-numeric characters in Python, the first choice seems to be the usage of regular expressions (Python module re ). This approach allows to search within the string for numeric symbols or numbers with the help of specific number patterns and then extract and convert them to integers. The main challenge here is to build an appropriate pattern, which could strongly depend on the input data. Also it should be mentioned that to convert extracted string values the usage of such a function as, for example, int() is required additionally.

Examples how to use a regular expression is shown in Figure 9, outputs of the example code are presented in Figure 10.

Figure 9. Example application of a regular expression

Figure 10. Outputs of example code concerning regular expression application

Tips when Converting Strings to Integers

There are few typical tips, which should be taken in mind when converting strings to integers. Firstly, a string value should correspond exactly to an integer value. It means that the presence of any non-numeric characters will return an error, for example: int(’17a’) . Of course, an exception here is a space (e.g. int(‘  17a   ‘ )): it does not impact on the final output. This exception concerns all above-mentioned functions. Secondly, if there are zeros in the beginning of numeric string value (e.g. ‘00017’ ), the int() function deletes them automatically when converting to an integer value (the output will be 17 ). In cases of other discussed functions such a situation will highly likely return an error. Thirdly, the often mistake is that float numbers are confused with integer numbers, although they are two different types of data. For example, the conversion of a float number by using the int() function returns an error. That is why in such a case, before getting an integer value, it should be a step to convert a string value to a floating-point number.

Error Handling During Conversion

Finally, two ways to handle errors during conversion should be discussed.

isdigit() function

The first way is to use the isdigit() function to validate whether a string contains only numeric symbols or not. If this function returns True, then the usage of such a function like int() will not produce any errors. Nevertheless, the presence of a space symbol in a string will push the isdigit() function to return False. Example of the isdigit() function usage together output is shown in Figure 11.

Figure 11. Example application of isdigit() function including output

try-except block

Another way is to apply a try-except block to catch errors, which could arise because of inappropriate string input when converting to an integer number. In comparison with the first option, this approach is more universal and errors depend only on used functions (and not on an inputted string). Example of the try-except block usage together output is shown in Figure 12.

Figure 12. Example application of try-expect block including output

How do I convert a string to an integer in Python?

There are several approaches to convert a string to an integer in Python.

The basic one is the int() function, which converts a given value into an integer. Its input values should be a numeric string, which will convert to the corresponding integer value.

The second option is the eval() function, which evaluates arbitrary Python expressions. It makes a dynamic evaluation of Python expressions together with converting strings to integers. However, as eval() can execute arbitrary code, it may lead to unexpected results – this fact requires special attention.

The third approach is the literal_eval() function from the ast module. This function evaluates safely expression nodes or strings containing only specific data types, such as strings, numbers, tuples, lists, dictionaries, sets, Booleans, and None. Although the literal_eval() function was not created for the purpose of string-to-integer conversion, it could be used for that.

There are different Python libraries, which could help to make a conversion from strings to integers. As an example, the astype() function from the Numpy module could be considered, which is useful especially for structured data scenarios.

The last popular option is regular expressions, which can be used to parse numbers from complex strings consisting of numeric and non-numeric characters. However, building appropriate patterns could be associated with a separate challenge.

What are common mistakes to avoid in string-to-int conversion?

There are typical mistakes, which should be avoided when converting strings to integers in Python and, as a consequence, will ensure accurate and error-free conversion.

Firstly, the exact correspondence should be guaranteed. It means that a string value should precisely represent an integer value. Any presence of non-numeric symbols could cause an error.

Secondly, a special attention should be paid on zeros situated in the beginning of a numeric string value. In case of the int() function, these zeros will be removed automatically during the conversion process. However, when using another option to convert strings to integers, unexpected results including errors could arise.

Thirdly, the difference between float and integer data types should be remembered. For example, an attempt to convert a float number to an integer one using the int() function will cause an error. Thus, it is important to process float numbers separately: first of all, it is necessary to convert such string values to a floating-point number and only then to integer ones.

Fourthly, each input data should be validated before performing the conversion. It will ensure that this data corresponds to the expected format and constraints. The validation consists of checking the data type, format, and any limitations, which could appear by the selected conversion approach.

Additionally, special attention should be paid to the eval() function. While it evaluates Python expressions dynamically, there are risks because of its ability to execute arbitrary code. Therefore, it is necessary to verify input data to minimize such risks.

Only usage of best practice and avoidance of above-mentioned mistakes could ensure accurate and reliable conversion of strings to integers in Python.

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It's Giving Syntactic Shift Examining the Syntactic Pattern of It's Giving "X"

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This paper was originally written for Dr. Heather Bliss’ LING 282W course Writing for Linguistics . The assignment asked students to investigate a research question based on previous writing assignments into an experimental or argument paper. The paper uses APA citation style.

Past findings have shown that the syntactic category of slang terms often have a tendency to shift and deviate from the standard variety of the language. For example, one study exploring the syntactic category of the slang diminutive suffix “-ie” shows that when added to a verb, it forms a noun such as “munchie”—the feeling of hunger after smoking marijuana—from “munch”—to eat snack foods (Gallová, 2021). While this highlights a specific aspect of syntactic variation in slang, further research on the linguistic properties of other slang terms remains warranted. The present study shares a similar focus, aiming to determine the type of syntactic shift shown by the slang phrase “it’s giving X”, with “X” being any particular modifier of the direct object. Specifically, the inquiry addresses whether “X” adheres to a subject-verb-indirect object-direct object (S-V-IO-DO [1] ) or simply a subject-verb-direct object (S-V-DO [2] ) sentence pattern. To explore this, three Gen Z participants, proficient in Standard Canadian English, performed a test for syntactic distribution. The test involved using their judgment to assess whether the modifier “X” could be plugged into nine sentences featuring the subject “it’s”, the verb “giving”, with or without the addition of the term “me” as the indirect object and “vibes” as the direct object, while maintaining grammaticality. Results indicate that the modifier “X” grammatically conforms to both S-V-IO-DO and S-V-DO sentence patterns, which shows its versatility in syntactic structures.

[1] S-V-IO-DO refers to Subject-Verb-Indirect Object-Direct Object

[2] S-V-DO refers to Subject-Verb-Direct Object

Article Details

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License .

Applying Genre-Based Approach to Enhance Vocational Students’ Achievement in Writing Procedure Text

• Sri Hardiningsih Politeknik Negeri Semarang
• Rika Wahyuni Tambunan Akademi Komunitas Negeri Putra Sang Fajar
• Muhammad Yusuf Universitas Sumatera Utara
• Nur Rini Politeknik Negeri Semarang
• Pandiya Politeknik Negeri Semarang

This research aimed to investigate the enhancement of students’ achievement in writing procedure text by implementing a genre-based approach. The research design of this research was action research. The location of the research is at Akademi Komunitas Negeri Putra Sang Fajar Blitar (AKNPSFB). The research instruments were writing sheet, interviews, observation checklists, and tests.  This research analyzed 150 essays by applying descriptive analysis of statistics and essay content. One hundred and fifty students from English Course classes at AKNPSFB submitted their assignment which required them to write a procedure text for 60 minutes in 3 weeks for an English course with credit for 14 weeks. From the analysis, the students' average score continued to increase gradually from 65.60 in the pre-test to 72.15 in Cycle I and to 76.25 in Cycle II. This increase in scores proves that the application of the genre-based approach (GBA) is able to increase students' writing skills in procedure text.

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Yusuf, M, Syahputra, F. P., Lubis, A. A., Aswani, A., & Tambunan, R. W. (2024). Developing Genre-based English Worksheet for Vocational Students by Using 4-D Development Model to Improve Writing Skill. World Journal of English Language, 14(1), 65–72.

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