english 101 assignments

Guides for Students and Instructors in English 101

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• An Introduction to Punctuation
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

Perhaps you're a new grad student who has just been assigned three large sections of freshman composition. On the other hand, you might be a seasoned instructor looking for fresh approaches to an overly familiar course.

Whatever the case, you may find something useful in this collection of tips, topics, and exercises for the first week of English 101. The overall purpose of these seven short articles is to encourage students to think about their own writing habits, attitudes, standards, and skills. As they do, you'll have occasion to identify your own goals for the course and provide an overview.

• Seven Secrets to Success in English 101 English 101 (sometimes called freshman English or college composition) is the one course that almost every first-year student in every American college and university is required to take—and it should be one of the most enjoyable and rewarding courses in your college life!
• The Write Attitude and Your Writing Goals Spend some time thinking about why you would like to improve your writing skills: how you might benefit, personally and professionally, by becoming a more confident and competent writer. Then, on a sheet of paper or at your computer, explain to yourself why and how you plan to achieve the goal of becoming a better writer.
• A Writer's Inventory: Evaluating Your Attitudes Toward Writing This questionnaire invites students to examine their attitudes toward writing. To encourage honest responses (rather than teacher-pleasing ones), you might want to assign the questionnaire at the start of the first class meeting.
• Your Role as a Writer This isn't a formal composition assignment but a chance to write a letter of introduction to yourself. Nobody will be passing judgments about you or your work. You'll simply take a few minutes to think about your writing background, skills, and expectations. By putting those thoughts down on paper (or a computer screen), you should gain a clearer sense of just how you plan to improve your writing skills.
• Your Writing: Private and Public If you require students to keep a journal in your class, this article should serve as a good introduction to "private writing."
• The Characteristics of Good Writing Experiences in school leave some people with the impression that good writing simply means writing that contains no bad mistakes—that is, no errors of grammar, punctuation, or spelling. In fact, good writing is much more than just correct writing; it's writing that responds to the interests and needs of our readers.
• Explore and Evaluate Your Writing Process No single method of writing is followed by all writers in all circumstances. Each of us has to discover the approach that works best on any particular occasion. We can, however, identify a few basic steps that most successful writers follow in one way or another.

Regardless of whether you use any of these materials, best wishes to you and your students in the new academic year!

• 7 Secrets to Success in English 101
• Shaping a Positive Attitude Toward Writing
• A Writing Portfolio Can Help You Perfect Your Writing Skills
• Become a Better English Student With These Study Tips
• How to Change Your Habits and Improve Your Grades
• The Basic Characteristics of Effective Writing
• Getting Started With Student Portfolios
• Explore and Evaluate Your Writing Process
• How to Write a Persuasive Essay
• Study Habits That Can Improve Grades and Performance
• Discovery Strategy for Freewriting
• How to Make Lesson Plans for Adult Students
• Gender-Inclusive Language for English Learners
• 6 Steps to Writing the Perfect Personal Essay
• Private School Application Essay Tips
• How to Start a New Semester Strongly

Faculty Resources

Assignments.

The assignments in this course are openly licensed, and are available as-is, or can be modified to suit your students’ needs.

If you import this course into your learning management system (Blackboard, Canvas, etc.), the assignments will automatically be loaded into the assignment tool. These assignments and quizzes come pre-loaded with specific assigned point values. We recommend changing the point values to match your course design .

This course includes a series of assignments associated with most modules, as well as essay assignments that can be included in the course as you see fit. Some instructors assign multiple rhetorical styles, while others scaffold just one or two large essays throughout the course. For this reason, the essay assignments are listed at the front of the course and can be easily moved into the appropriate places within the LMS. The different rhetorical style essays are each split into at least two parts, with one for prewriting and one for the final draft.  They could also be combined into one assignment or split into several smaller assignments; for example, you could divide each essay into a prewriting, drafting, and final draft stage (which is how the argument essay is currently organized).

The “Writing Process—Revising and Proofreading” module also includes a discussion assignment that has students peer review whichever essay is assigned during that module ( Discussion: CARES Peer Review).

• Narrative Essay
• Compare/Contrast
• Illustration Essay
• Cause and Effect Essay
• Argument Essay

The optional “Essay Reflection” Assignment can also be paired with any of the rhetorical style essays listed above.

The assignments can also be broken down into smaller steps or combined/simplified as desired. Remember, these can be deleted, modified, or replaced within your LMS to meet the needs of your students.

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This is the course site for English 101, Section: 40LC at LaGuardia Community College. In this course students write coherent essays in varied academic formats, both in and out of class, responding to culturally diverse materials and using appropriate technology. While our main focus will be on sharpening your writing skills, a recurring theme this semester will be “Reading, Writing, and the ‘New’ Media.”

You can access all of the reading assignments, find out information about the course–including the schedule for assignments and reading–and contribute to the course blog through this site.

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Email us at [email protected] so we can respond to your questions and requests. Please email from your CUNY email address if possible. Or visit our help site for more information:

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ENG 101: English Comp (Cady): Welcome

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This guide is designed specifically for your English 101 assignments with Professor Cady.  The tabs along the top of this guide will provide you with research resources and suggestions. If you have any questions, please contact a librarian!

Phone:  Bedford 781-280-3705     Lowell 978-656-3004

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English 101 - Research or Argument Essay Assignment: Home

Research or argument essay assignment.

Instructor Lori Pollard-Johnson's English 101 assignment for her research or argument essay must have:

• a thesis statement at the beginning of the essay
• a minimum of three outside sources
• a minimum of two different kinds of media (book, periodical, internet, interview)
• MLA formating (can be either 7th or 8th edition of MLA Handbook ).

The library resources listed below can be helpful in finding a topic, finding information about the topic, and using MLA formatting.

RTC Library Online Catalog

To access the RTC Library's online catalog, go to the library's home page at http://www.rtc.edu/library and click on the Library Catalog link.  The online catalog lists all the books, DVDs and other materials owned by the RTC Library.  Please ask the librarian for help if you can't find what you are looking for.

Library Materials that Can Be Checked Out

Pro/Con Book Series on Various Topics

Go to RTC Library home page at http://www.rtc.edu/library

Click on Library Catalog link

Search for these series titles :

• Compact Research
• Current Controversies
• Ideas in Conflict
• Information Plus
• Issues in Focus
• Library in a Book
• Opposing Viewpoints
• Point/Counterpoint

These books can be checked out of the Library.  If you need help finding them, ask any of the librarians!

Citation: A (Very) Brief Introduction - Video from the NCSU Libraries

Library Online Subscription Databases and Resources

• Community College eBook Collection This link opens in a new window EBSCO's collection of over 50,000 non-fiction e-books on a variety of topics that would be found in a typical community or technical college library.
• eLibrary This link opens in a new window Contains full-text articles from books, magazines, journals, newspapers and other resources on a wide variety of topics.
• NoodleTools This link opens in a new window Use this online resource to create MLA-style bibliographies. Click on Log In button from a computer connected to the RTC network. Then register for an account or sign in with your personal ID and password. After you register for an account the first time, then you do not have to use a computer connected to the RTC network.
• ProQuest This link opens in a new window RTC Library's biggest and most-used database. Contains articles from magazines, journals, and newspapers on a wide variety of topics.
• SIRS Discoverer This link opens in a new window Contains articles from magazines and other resources. Much smaller database than ProQuest but articles are easier to read and understand.

Websites with Info about Various Topics

• Debatabase: a World of Great Debates From by International Debate Education Association. Topics searchable by keyword or by browsing by debate themes.
• Every CRS Report "We’re publishing reports by Congress’s think tank, the Congressional Research Service, which provides valuable insight and non-partisan analysis of issues of public debate. These reports are already available to the well-connected — we’re making them available to everyone for free."
• Google Advanced Search Use the Advanced Search feature in Google for better results than in Basic Search.
• Google Books "Search the world's most comprehensive index of full-text books."
• Google Scholar Articles from scholarly publications.
• ProCon.org Need to write an issues paper? Read arguments for and against such controversial topics as lowering the drinking age, standardized tests, euthanasia, violent video games and more. This is one of the leading free sources for pros and cons on various current issues.

MLA Citation Format

• CrossRef.org Free DOI (Digital Object Identifier) lookup site.
• DOI Resolver Type or paste a DOI (Digital Object Identified) name into the text box. Click Go. Your browser will take you to a Web page (URL) associated with that DOI name. DOIs are used in creating citations.
• MLA 7th Edition Format From EasyBib.
• MLA 8th Edition Format From EasyBib.
• MLA Citation Style From the University of Washington Libraries.
• MLA Style From the Purdue Online Writing Lab (OWL).
• MLA Style Center Free online companion to MLA Handbook.
• NoodleTools Express - MLA Creates one MLA citation at a time which can be copied and pasted into your document. Free.

Media Librarian

• Last Updated: Apr 15, 2019 9:33 AM
• URL: https://libguides.rtc.edu/English101-ArgumentEssay

English 101 Research Guide: Research Essay Assignment

• Research Essay Assignment
• Evaluating Information
• MLA Citation Style
• Distance & Online Library Services
• In-Class Activity

Topic Development

Topic Development is a crucial first step in your research. Briggs Library has many resources and tools that can help. Use the link below to explore ways to generate topic ideas as well as broaden and narrow a topic. 

• Selecting & Developing a Topic
• Creating Keywords

The next step once you have your topic is to create strong keywords. These will help you search for your topic in library databases. Use the links below to find resources to help you create helpful search strategies. 

• Search Strategies

Interlibrary Loan

Although Briggs Library has an extensive collection, you may need items that are not available at the Library. No worries! You can request those articles, books, and other materials through Interlibrary Loan .

Keep in mind that the process may take several days for articles and ebooks and longer for print books. We encourage you to start your research early!

Many of our databases have an Interlibrary Loan Request button for articles not available in that particular database. Before submitting the loan request, be sure to check our Journals List for the title of the source or periodical (i.e. New York Times).

Evaluating Sources

Applying a set of standards to information sources will help you judge their credibility and relevancy. The evaluation process will depend on the purpose for which you are using the information. Good research involves using multiple sources of information. In addition to applying the CRAAP criteria, compare the information you find with that in other sources.

Is the information up-to-date enough for my topic?

Does the information pertain to my topic and cover it in enough depth to meet my needs?

  Authority

Who is responsible for the content and what are their qualifications?

Is the information reliable and free from error?

Is the information presented without bias or is the bias acceptable for my purpose?

Click the link below for more resources about evaluating sources.

• Using Evaluation Criteria

Source Types

It is important to understand the characteristics of different source types. This will help you understand when and why to use certain sources when you're doing research. Use the links below to learn more. 

• Source Type Overview
• Using Books
• Using Articles
• Using Websites

Popular and Scholarly Periodicals

Below are some identifying features of popular and scholarly periodicals. Note that sources occur on a popular/scholarly continuum. Some sources are clearly popular or scholarly while others have mixed features.  Determining a source's popular or scholarly orientation will help you evaluate its appropriateness for your research purpose. For example, using some popular sources may work for an introductory undergraduate project, while all scholarly sources may be required for more advanced work, especially in a student's major field of study.

Finding Books

Print books.

The library has over 750,000 books in the shelve s on the 3rd floor, all of them available for check-out. The best way to search for them is by using Quick Search, the search box on the library homepage. Watch the video below for more information on how to that. 

The library has collections of eBooks that can be accessed from anywhere with an internet connection; log in with the same credentials you use to access article databases. In most cases, you can view the book right in your browser but some collections require you to create a free account with them in order to borrow and download texts. If you have trouble, ask a librarian for help. 

• eBooks from Ebsco This link opens in a new window Search e-books by bibliographic information or through the full-text search limiter. These e-books are PDF or ePUB format and can be read on a computer or downloaded to other devices.
• JSTOR This link opens in a new window JSTOR contains hundreds of eBooks on topics mostly in the humanities and social sciences
• Ebook Central - ProQuest This link opens in a new window
• Quick Search Use Quick Search to access all of Briggs Library's print and electronic books as well as many of our electronic journal articles. Limit to Books and More to see only the book collection.

Finding Magazine and Scholarly Articles

• ProQuest This link opens in a new window Provides access to eight bibliographic and full-text databases including the Sioux Falls Argus Leader, Dissertations & Thesis at SDSU, EconLit, Physical Education Index, ProQuest Discovery, ProQuest Dissertations and Thesis and ProQuest Research Library. Coverage includes diverse subjects from popular and scholarly literature. The databases can be search all together or individually.

Finding Newspapers

• ProQuest U.S. Major Dailies This link opens in a new window Provides access to The New York Times, Washington Post, The Wall Street Journal, Los Angeles Times, and Chicago Tribune. Full-text access from 1980 to the present.
• New York Times Online: Home This link opens in a new window

Finding Statistics

• Statista: The Statistics Portal for Market Data, Market Research, and Market Studies This link opens in a new window Statista is a global data and business intelligence platform with an extensive collection of statistics, reports, and insights on over 80,000 topics from 22,500 sources in 170 industries.
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• Last Updated: Feb 29, 2024 9:27 AM
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What is a interrogative pronoun examples?

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Colleges across the country make introductory courses such as English 101 compulsory. The course helps to polish skills such as argumentation, analysis, and communication using written language. Doing well in English 101 is not only necessary for academic purposes but also in real life. 

How Difficult is English 101 

Many students who have had difficulties with previous writing courses will find college English 101 challenging. Teachers of English 101 assign difficult texts which the students should study to analyze and discuss. For students who see themselves as bad writers, this is a nightmare.

However, the benefits of the English 101 class are numerous. Many have the erroneous belief that college English 101 classes operate just like high school English classes. 

Study Guide for English 101

Handling the academic demands of college life can be daunting if you are enrolled in five classes. Here are some tips that should help you easily pass English 101.

Essential Writing Skills

• Be concise: When writing, try to communicate your ideas using fewer words. More often than not, students use filler words to meet the minimum requirements of assignments.
•  Be clear: Make sure you clearly explain your thoughts . Communicate your ideas logically and plainly. Learn to use tools like topic sentences when beginning a paragraph so that the reader can follow what you are saying.
• Stay organized: Every paragraph of an essay ought to explore an idea, an element you are analyzing, or a new concept. Make sure each idea logically flows to the next.
• Write meaningfully: avoid phrases and sentences that don’t carry meaning. Stick to the specifics and do not make generic observations.
• Killer introductions: Always begin with an introduction that gives relevant and specific information.

Although English 101 classes do not focus on grammar, knowing the basics will give your writing a professional tone. Some concepts you should remember the Oxford comma , punctuations, and quotations in addition to contractions and subjunctive moods.

Creating an Academic Essay 

Academic writing has its unique style and formal tone. This means you are not allowed to use slang, contractions, and first-person views. Don’t sound conversational in an academic write-up. Also, make sure your essay has a defined thesis statement. Make sure everything you say in your essay should support the thesis statement.

Thoughtfully Use Sources

Many assignments in English 101 college assignments need you to use sources. Ensure you use reliable sources to back up your claims. Using external sources will tell your audience that you are a great researcher.

Note that not all sources carry the same weight when dealing with academic research. Do not use politically biased sources. Also, ensure you write the right referencing format for this.

Response to Feedback

Upon submitting your essay, the instructor will grade it and give you feedback. Pay close attention to feedback because this is key to getting the best grades in other assignments. 

Concluding Thoughts

Passing College English 101 shouldn’t be too difficult if you follow the right steps . Take care of the grammar, use the proper writing skills, cite sources, and have a positive disposition to feedback.

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6 Outlining and Annotation

Just as there are different types of essays, there are different outline structures appropriate to different fields and different types of essay assignments. You’ll want to consult with your instructor about any specific organizational requirements, but the following will provide you with some basic examples of outline structures for research papers in several different fields. Pre-draft and Post Draft outlines.

Pre-Draft Outlines

Traditional outlining.

In many of your courses, you’ll be asked to write a traditional, thesis-based research essay. In this structure, you provide a thesis, usually at the end of your introduction, body paragraphs that support your thesis with research, and a conclusion to emphasize the key points of your research paper. You’ll likely encounter this type of assignment in classes in the humanities, but you may also be asked to write a traditional research paper in business classes and some introductory courses in the sciences and social sciences.

In the sample on this page, you’ll see a basic structure that can be modified to fit the length of your assignment. It’s important to note, in shorter research essays, each point of your outline might correspond to a single paragraph, but in longer research papers, you might develop each supporting point over several paragraphs.

Traditional Outline

• background, context for topic
• transition to thesis
• thesis statement
• Supporting Point 2
• Supporting Point 3
• Supporting Point 4
• review central ideas presented in the body and make connections to the thesis
• transition to closing thoughts
• closing thoughts

Traditional Outline Example

IMRAD Outlining

In many of your courses in the sciences and social sciences, such as sociology, psychology, and biology, you may be required to write a research paper using the IMRAD format.  IMRAD  stands for Introduction, Methods, Results, and Discussion. In this format, you present your research and discuss your methods for gathering research. Each section of the IMRAD structure can take several paragraphs to develop.

This structure is also sometimes referred to as the APA format, but be sure not to confuse this with the APA format for documentation of your research.

IMRAD Outline

• provide research question
• explain the significance
• review of background or known information on your topic
• describe your methods for gathering information
• explain your sources of information, both primary and secondary
• describe what you found out from your research.
• develop each point thoroughly, as this is the main section of your research paper
• explain the significance of your findings
• describe how they support your thesis
• discuss the limitations of your research

NOTE: APA does not recommend or require any particular outline for your papers. If you’ve seen sample papers following APA format, you may have seen the IMRAD format used, but this is not an official APA requirement. Your assignment  should always dictate outline structure, not a formatting style.

So you might have an assignment that requires APA format for the documentation but a very different organizational pattern. In fact, you may use the traditional outline for some projects written in APA format.

See It in Practice

In this videocast, you’ll see how our student writer has organized all of her research into a traditional outline.

Writing an Effective Outline

This checklist can help you write an effective outline for your assignment. It will also help you discover where you may need to do additional reading or prewriting.

• Do I have a controlling idea that guides the development of the entire piece of writing?
• Do I have three or more main points that I want to make in this piece of writing? Does each main point connect to my controlling idea?
• Is my outline in the best order—chronological order, spatial order, or order of importance—for me to present my main points? Will this order help me get my main point across?
• Do I have supporting details that will help me inform, explain, or prove my main points?
• Do I need to add more support? If so, where?
• Do I need to make any adjustments to my working thesis statement before I consider it the final version?

Key Takeaways

• Writers must put their ideas in order so the assignment makes sense. The most common orders are chronological order, spatial order, and order of importance.
• After gathering and evaluating the information you found for your essay, the next step is to write a working, or preliminary, thesis statement.
• The working thesis statement expresses the main idea that you want to develop in the entire piece of writing. It can be modified as you continue the writing process.
• Effective writers prepare a formal outline to organize their main ideas and supporting details in the order they will be presented.
• A topic outline uses words and phrases to express ideas.
• A sentence outline uses complete sentences to express ideas.
• The writer’s thesis statement begins the outline and the outline ends with suggestions for the concluding paragraph.

Outline Time?

When it is time for you to write your outline, if you are unsure about the structural requirements for your assignment, be sure to ask your professor.

In your outline, you should aim for a level of detail at least similar to what you see in the models, though more detail may be necessary, depending upon the length of your paper. A clear outline gives you a good plan for your paper and will help you determine whether you have a strong research focus before you begin drafting the paper.

It’s always a good idea to get feedback on your outline before heading into the drafting and integrating stage of your writing process. Share either a formal or informal

Post Draft Outline

A big huzzah–the rough drafts are done, which is a major hurdle.  I know there’s still a lot to do, but I think the hardest part’s out of the way.

Now, it’s time to turn away from the raw content creation of writing a draft and towards the fine-tuning, that transforms into polishing and shaping an effective essay.

Like a pre-draft outline, a post-draft outline is a useful tool for assessing the organization of your paper. After you’re done with a rough draft, creating a post-draft outline can help you see how your paper flows from beginning to end.

Annotations

Annotating  a text means that you actively engage with it by taking notes as you read, usually by marking the text in some way (underlining, highlighting, using symbols such as asterisks) as well as by writing down brief summaries, thoughts, or questions in the margins of the page.  If you are working with a textbook and prefer not to write in it, annotations can be made on sticky notes or on a separate sheet of paper.  Regardless of what method you choose, annotating not only directs your focus, but it also helps you retain that information.  Furthermore, annotating helps you to recall where important points are in the text if you must return to it for a writing assignment or class discussion.

Annotations should not consist of JUST symbols, highlighting, or underlining. Successful and thorough annotations should combine those visual elements with notes in the margin and written summaries; otherwise, you may not remember why you highlighted that word or sentence in the first place.

How to Annotate:

• Underline, highlight, or mark sections of the text that seem important, interesting, or confusing.
• Be selective about which sections to mark; if you end up highlighting most of a page or even most of a paragraph, nothing will stand out, and you will have defeated the purpose of annotating.
• Use symbols to represent your thoughts.
• Asterisks or stars might go next to an important sentence or idea.
• Question marks might indicate a point or section that you find confusing or questionable in some way.
• Exclamation marks might go next to a point that you find surprising.
• Abbreviations can represent your thoughts in the same way symbols can
• For example, you may write “Def.” or “Bkgnd” in the margins to label a section that provides definition or background info for an idea or concept.
• Think of typical terms that you would use to summarize or describe sections or ideas in a text, and come up with abbreviations that make sense to you.
• Write down questions that you have as you read.
• Identify transitional phrases or words that connect ideas or sections of the text.
• Mark words that are unfamiliar to you or keep a running list of those words in your notebook.
• Mark key terms or main ideas in topic sentences.
• Identify key concepts pertaining to the course discipline (i.e.–look for literary devices, such as irony, climax, or metaphor, when reading a short story in an English class).
• Identify the thesis statement in the text (if it is explicitly stated).

Example of how to annotate a Journal Article:

Links to sample annotated texts  –  Journal article  (https://tinyurl.com/ybfz7uke) ·  Book chapter excerpt  (https://tinyurl.com/yd7pj379)

Basics of Annotating a Text

For three different but equally helpful videos on how to read actively and annotate a text, click on one of the links below:

“ How to Annotate ” (https://youtu.be/muZcJXlfCWs,  transcript  here )

“ 5 Active Reading Strategies ” (https://youtu.be/JL0pqJeE4_w, transcript  here )

“ 10 Active Reading Strategies ” (https://youtu.be/5j8H3F8EMNI, transcript  here )

ATTRIBUTIONS

• Content Adapted from Excelsior Online Writing Lab (OWL). (2020).  Excelsior College. Retrieved from https://owl.excelsior.edu/ licensed under a  Creative Commons Attribution-4.0 International License .
• Content Adapted from Composition II. Authored by : Alexis McMillan-Clifton.  Provided by : Tacoma Community College.  Located at :  http://www.tacomacc.edu . L icensed under a  Creative Commons Attribution-4.0 International License .
• Reverse Outline is an unedited video from The Writing Center, University of North Carolina at Chapel Hill. This work is licensed under a  Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License .  The video can be found on their page https://writingcenter.unc.edu/tips-and-tools/reverse-outline/
• Content included from Let’s Get Writing ; Chapter 1 – Critical Reading  by Elizabeth Browning is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

English 101: Journey Into Open Copyright © 2021 by Christine Jones is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Composition and Rhetoric – ENGL 101

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 09/05/2023

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Course Description

For information regarding prerequisites for this course, please refer to the  Academic Course Catalog .

Reading and writing are essential for success in college and in life. In English 101, the student will further develop his/her skills in analyzing texts, processing that information in the context of his/her worldview, and articulating his/her conclusions clearly to a particular audience.

Course Assignment

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations , the student will complete the related checklist found in Course Overview.

Discussions (2)

Discussions are collaborative learning experiences. Therefore, for each Discussion, the student will address the instructor’s given topic with a thread of 250-300 words and 3 citations from the original source. Then, the student will create one reply to a classmate’s thread of 150-200 words and 2 citations from the original source. (CLO: A, B, C; FSLO: CIL 1, 2, 3, 4, 5; CT 1)

Essay Thesis/Outline Assignments (3)

In preparation for writing each essay, the student will complete a Thesis/Outline for each essay demonstrating understanding of credible research and correct documentation style usage. (CLO: A, B, C, D; FSLO: CIL 1, 2, 3, 4, 5; CT 1, 2, 3)

Essay Assignments (3)

The student will write 3 essays throughout the course. The first will be a proposal argument of 1,000–1,200 words. The second will be an ethical argument of 1,000–1,200 words. The third will be a cause and effect argument of 1,200–1,500 words. (CLO: A, B, C, D; FSLO: CIL 1, 2, 3, 4, 5; CT 1, 2, 3)

Composition Practice Assignments (8)

The student will complete 8 Composition Assignments. Each Composition Practice Assignment is an interactive resource that provides the student with information about the topics related to argumentative essay development while accessing his/her knowledge. MindTap is built around the concept of "test to learn" in which the student is given immediate feedback. The student is allowed to do each question 3 times within each assignment with the highest counting for a grade. (CLO: A, B, C, D, E, F, G)

Grammar Practice Assignments (6)

The student will complete 6 Grammar Practice Assignments to prepare for the 2 Grammar Quizzes. (CLO: F, G)

Quizzes (2)

The student will complete 2 open-notes quizzes covering the grammar concepts in each module. Each quiz consists of 25 true/false and multiple-choice questions and can be taken up to 3 times with the highest score counting for the grade. (CLO: F, G)

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You have to have a lot of self-motivation and self-discipline when you are going to school online, but the amazing thing is at Liberty you do not need to do it by yourself. You really do have resources like someone who is going to school on campus.

– Janae Fleming ’15, B.S. in Education

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Common Writing Assignments

Welcome to the Purdue OWL

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

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

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

Understanding Writing Assignments

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

Argument Papers

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

Research Papers

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

Exploratory Papers

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

Annotated Bibliographies

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

Book Report

This resource discusses book reports and how to write them.

Definitions

This handout provides suggestions and examples for writing definitions.

Essays for Exams

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

Book Review

This resource discusses book reviews and how to write them.

Academic Proposals

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

In this section

Subsections.