essay structure uts

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Sample written assignments

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

How to use this page

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

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

Annotated bibliography

Annotated Bibliography: Traditional Chinese Medicine  (PDF, 103KB)

Essay: Business - "Culture is a Tool Used by Management"  (PDF, 496KB)

Essay: Business - "Integrating Business Perspectives - Wicked Problem"  (PDF, 660KB)

Essay: Business - "Overconsumption and Sustainability"  (PDF, 762KB)

Essay: Business - "Post bureaucracy vs Bureaucracy"  (PDF, 609KB)

Essay: Design, Architecture & Building - "Ideas in History - Postmodernism"  (PDF, 545KB)

Essay: Design, Architecture & Building - "The Context of Visual Communication Design Research Project"  (PDF, 798KB)

Essay: Design, Architecture & Building - "Ideas in History - The Nurses Walk and Postmodernism"  (PDF, 558KB)

Essay: Health (Childhood Obesity )  (PDF, 159KB)

Essay: Health  (Improving Quality and Safety in Healthcare)  (PDF, 277KB)

Essay: Health (Organisational Management in Healthcare)   (PDF, 229KB)

UTS HELPS annotated Law essay

 (PDF, 250KB)

Essay: Science (Traditional Chinese Medicine)  (PDF, 153KB)

Literature review

Literature Review: Education (Critical Pedagogy)   (PDF, 165KB)

Reflective writing

Reflective Essay: Business (Simulation Project)  (PDF, 119KB)

Reflective Essay: Nursing (Professionalism in Context)  (PDF, 134KB)

Report: Business (Management Decisions and Control)   (PDF, 244KB)

Report: Education (Digital Storytelling)  (PDF, 145KB)

Report: Education (Scholarly Practice)   (PDF, 261KB)

Report: Engineering Communication (Flood Mitigation & Water Storage)  (PDF, 1MB)

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

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Academic Research & Writing

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Email Ettiquette

THE BASIC RULES

• Don't use an unprofessional email address
• Start with a new e-mail
• Include an appropriate subject heading
• Write a salutation
• Write well!  
• Provide context and background information
• Write a clear and concise message
• Sign your name
• Proofread the e-mail
• Allow adequate time for a reply
• Writing Professional Emails More detailed advice about how to write emails to academic staff

Paragraph Writing

What's important.

• Developmental paragraphs relating to the information presented in the introduction (each paragraph contains only one main idea)
• Paragraphs are arranged in logical progression
• Evidence is presented and analysed
• Reference is made to other sources
• Includes examples, statistics, tables, charts, reference to cases/legislation (law), etc. to support your ideas
• Paragraphs flow smoothly from one to the next
• Academic Reading and Writing A self-testing and tutorial program looking at paragraph and text reconstruction, recognising the Structure of Academic Articles
• Paragraphs: An Academic Writing Module Tutorial on the use and construction of paragraphs in Academic English.
• Academic Paragraphs A very clear outline and example provided by Regent University Writing Center.

How to Proofread Draft Assignments

[ Open All | Close All ]

• Have you clearly stated your position or argument (thesis statement)?
• Does your introduction clearly outline what is to follow?
•  Is there a clear introduction, body and conclusion?
• Does your assignment progress in logical stages?
• Do your paragraphs flow and are they well connected?
• Do all the main points relate to the topic and contribute to answering the question?
• Does each sentence flow on from the previous?
• Have you used transition words to connect ideas and points?
• Are your transitions varied, or have you used the similar types?
• Have you supported facts and opinions with appropriate examples and evidence?
• Are all examples and evidence presented relevant to the points you have made and the question you are answering?
• Have you used appropriate terminology?
• Have you checked your spelling?
• Is your language clear and direct?
• Have you explained key concepts?
• Have you used appropriate punctuation?
• Are your tenses correct?
• Is there any unnecessary repetition?
• Is there any unnecessary words or content?
• Have you included in-text citations?
• Is there a complete reference list at the end of the assignment?
• Are your references in the reference list alphabetically ordered?
• Are your references accurate (will the reader be able to find them)?
• Is it clear what are your thoughts and what ideas come from credible sources?

Writing Resources

• Essay Writing Basics University of Melbourne document designed to help you formulate essay questions, develop titles for your essays, consider the scope of your essays, and develop thesis statements.
• Guide to Writing in Business - Monash University Business writing guide with helpful Q&A's and tips for analyzing the topic.
• Analytical Writing Comprehensive guide from the University of Sydney on how to writing analytically.
• Informed Writer - Colorado State Colorado State University excerpt guide to writing a research paper.
• UTS Business Writing Guide A guide published by UTS designed to assist business students in writing their papers.
• Writing a Research Report How to write a research report, from the University of Adelaide.

Features of Academic Writing

The ability to express yourself clearly and accurately is important in academic writing.  Here you will find information to help you improve your academic writing and grammar.

Academic writing is:

Academic writing does not:

• The Dos and Don'ts of Academic Writing A useful chart from Lund University providing further details relating to the Dos and Don'ts of writing academically.

The Academic Writing Process

Before starting, it is important that you read the assignment question carefully and make sure you understand what you are being asked to do. If you are unsure, check with your lecturer or tutor.

Once you understand the question and what it is you are being asked to produce, generate your initial thoughts and ideas about the topic through brainstorming and writing them down, no matter how 'creative' or 'simple' they may be. Consider the following:

• Do you have any initial responses to the question?
• What could a possible answer (or answers) be?
• Do you have a particular opinion about the topic?
• What prior knowledge do you have about the topic?
• What are the key concepts relating to the question?

Generating some ideas before you start your research will help you to focus your reading. Without a sense of direction, it is easy to get lost in the research process.

If you really do not know anything about the topic, start by skimming and browsing the required or recommended readings to identify a few ideas and key concepts.

At this stage, it is also important to check your course outline for assignment guidelines and be certain about the following:

• What format your assignment should follow : An essay? A report? A critical review? etc.
• What the expected length is : This will affect the amount of research required, how much depth you should go into and how many references are needed.

As you conduct your research, your understanding of the topic will develop and your initial ideas are likely to change. The research process is something that evolves over time as you gain a deeper understanding and further engage with the subject area. 

For academic research, you must use credible sources. These are sources that can be trusted. We trust that the author's ideas are his/her own and can be backed up with evidence, i.e. a source with a solid authority within its discipline.

• Save interesting sources
• Summarise the main points
• Make a note of the reference

After you have generated some ideas and conducted some research, it is important to sketch out your assignment before you start to write. For your outline, use:

• Short sentences to describe paragraphs
• Bullet points to describe what each paragraph will cover

A draft is the preliminary and initial effort of your essay. It is going to be subject to revision, amendments, refining, etc. When writing your first draft:

• Don't worry (yet) too much about your introduction
• Pick the way that is most comfortable for you (location, laptop/desktop computer/free hand, etc.)
• Start writing your first draft in plenty of time so you have time to revise it and make changes

Note:  Keep a copy! It is important to keep copies of any drafts you write. This will help you in case there is any dispute about your work in the future.

Remember to proofread your essay! This means examining your essay cautiously to spot and correct mistakes in grammar, style and spelling. 

The proofreading process:

• Eliminate unnecessary words - write short, clear, concise, direct sentences
• Look at comments on old assignments and set a list of mistakes to watch out for
• Proofread using a hard copy of your assignment before going back to on-screen editing
• Read your assignment out loud to spot run-on sentences and hear other problems you may not spot whilst reading silently
• Use a spell checker
• Once you have edited your mistakes, proofread again!
• Essay Outline

Essay Structure

It is vital that all essays, whether for an assignment of in an exam, are structured clearly and logically for the reader.

All essays should include:

Example Introduction

• Essay Outline Very useful and straightforward template for outlining an essay.
• University of Adelaide: Essay Writing A fantastic guide from the University of Adelaide, including a video that likens essay writing to baking a cake.
• UNSW: Writing your essay Very helpful resource from UNSW clearly outlining the structure of an academic essay and the main elements that should be included in each section.
• University of Hull: Essay Writing Insights from the University of Hull about the basic essay structure.

Exercises to apply your knowledge and practice your skills

Exercise 1: The Introduction

Exercise 2: The Conclusion

Exercise 3: Voice

Exercise 4: Paraphrasing

Report Structure

Types of reports can vary greatly, depending on the aim of the report. There is, however a basic structure common to most reports:

• Title of report
• Assignment title
• Your student number
• Course code and title

Executive Summary

• Briefly outline the report in full

Table of Contents (TOC)

• A list of the major and minor sections of the report and their page numbers

Introduction

• Set the scene; give some background information about the topic
• State the purpose/aim of the report
• Outline the structure (what you will be discussing within the report)
• Main body of the report where you present the arguments for your recommendations
• Needs to be presented in a logical order using headings and sub-headings to clearly break up the discussion
• Brief summary of your report & judgment

Recommendations

• Explicitly state what your recommendations are following your conclusion

Reference List

• A complete list of ALL sources used
• Use HARVARD referencing style
• Any reference given in the reference list MUST ALSO feature in-text (do not include any references that have not been included in-text)
• List references alphabetically with clear spacing between each

Appendices (if applicable)

• Any information used in your report but not included in the body
• Business Report - Example Structure An example of how to properly structure a business report and organise the different sections.

Thesis Statement

A thesis statement is the  main idea  of an essay. It is often the point you want to argue or support in an essay. The thesis statement appears in the introductory paragraph of an essay and can be 1 or 2 sentences. A clear and well written thesis statement will help you to determine the direction and structure of your argument.

What is thesis statement?

Avoid the following:.

• What's a thesis statement? A useful resource on what is a thesis statement by The Writing Center, University of North Carolina at Chapel Hill
• Thesis Statement TOP's guide to writing a good thesis statement.

Quoting, Paraphrasing and Summarising

Quoting should be done sparingly - you must have a good reason to use a direct quotation! Direct quotes should support your own ideas, and not replace them. For example, make a point in your own words, then use a direct quote from a credible source as evidence to support what you have said. 

SHORT QUOTATIONS appear as a continuation within the main paragraph and often work well integrated into a sentence.

Social mechanisms are important in instances of scarcity as ‘[m]aking the best use of scarce resources will … involve forming agreements with others’ (Ricketts 2002, p. 4). 

LONGER QUOTATIONS  (more than 3 lines of text) should start on a new line and be indented.

Researchers have examined the role of social mechanisms in instances of scarcity:

As part of a community of individuals, however, individuals …usually find that their best strategy is not to cut themselves off from all communication with their fellows, but rather co-ordinate their activity with that of other people. Making the best use of scarce resources will therefore involve forming agreements with others, and economics then becomes the study of the social mechanisms which facilitate such agreements (Ricketts 2002, p. 4).

Paraphrasing involves saying the same thing as the original source, but in different words, using a different sentence structure.

• Do not just replace words with synonyms
• Do not simply reorder the sentences
• Do not simply remove or add words or phrases
• Do not use some new phrasing but keep much of the original phrasing
• Do not forget to cite your source
• Make sure you fully understand the information you would like to paraphrase
• Break up and combine ideas
• Expand on or shorten some ideas
• Use common language (words that do not have a likely synonym and must be used to describe a topic)
• Maintain the idea of the original passage as truly as possible

Original Text

In order to communicate effectively with other people, one must have a reasonably accurate idea of what they do and do not know that is pertinent to the communication. Treating people as though they have knowledge that they do not have can result in miscommunication and perhaps embarrassment. On the other hand, a fundamental rule of conversation, at least according to a Gricean view, is that one generally does not convey to others information that one can assume they already have.

Nickerson, R. S. (1999) How we know-and sometimes misjudge-what others know: Imputing one's own knowledge to others.  Psychological Bulletin , 125 (6): p. 737.

To effectively communicate, it is necessary to have a reasonably accurate idea of what is known or not known that is relevant to the communication. Assuming people have knowledge that they do not have can cause miscommunication and sometimes embarrassment. However, an important rule of conversation is that people do not generally convey information that they assume of thers already have.

Nickerson (1999) suggests that effective communication depends on a generally accurate knowledge of what the audience knows. If a speaker assumes too much knowledge about the subject, the audience will either misunderstand or be confused; however, assuming too little knowledge among those in the audience may cause them to feel patronised.

The amount of detail included in a summary depends on the length of the original text and how much information you need/would like to provide. 

What to do:

• Highlight the main points in the text
• Make notes of the main points, omitting examples
• Rewrite the main points in your own words

Attributing the work of authors using introductory phrases

Every time you use the ideas of another person, you much acknowledge the original source by referencing. There will also be times when you would like to name the author directly within the main text. To do this, you can use one of the following introductory phrases:

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• Last Updated: May 18, 2023 12:16 PM
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LX / Enrol for Spring 2024’s Graduate Certificate in Higher Education Teaching and Learning

Enrol for Spring 2024’s Graduate Certificate in Higher Education Teaching and Learning

• professional development

Calling on all UTS staff involved in education: Are you ready to step up your academic career, challenge yourself and become a more responsible, adaptable and skilful teacher in the higher education landscape? The Graduate Certificate in Higher Education Teaching and Learning (GCHETL) is now open for enrolments to Spring Semester.

It was the first time I was exposed to sort of the depth of pedagogy that exists… sort of the theory behind teaching. Course participant feedback

In this course, you will:

• Develop your teaching and learning repertoire, and advance your scholarship
• Reflect on your values and teaching practices, and transform your classroom with practice-based learning
• Connect with and learn from your peers, and grow your own professional networks
• Teach with more confidence and evidence your impact

This course is designed for UTS staff involved in education, and it locates teaching and learning in a dynamic environment. Participants are equipped to become responsible and adaptable educators who understand how learning and teaching is theorised, practised and evidenced. It balances theory from key research in learning and curriculum, with practical skills and strategies. It’s aligned with  the Student Experience Framework  and  Indigenous content  is woven throughout the course

It was really clever how right from the beginning, we were learning about Indigenous content. So it’s like… we’re learning how to learn by learning.  Course participant feedback

Course Structure

• Start with the two foundational core subjects ‘Teaching for Learning’ and ‘Advancing Academic Practice’
• Then choose five electives from a wide suite of subjects including from the GC Transdisciplinary Learning, the GC Learning Design and CAIK micros
• Complete the course with the capstone subject ‘Evidencing Academic Practice’

Check out all the details of the course structure, elective choice block and admission requirements in the  Handbook . 

I would have never learnt all these educational concepts just through my teaching.  Course participant feedback

Maximum flexibility

The GCHETL has been designed with flexibility in mind. You can enrol in a single subject (core or elective) as a non-award subject – if you decide later to continue studying you can enrol with the next intake and apply for recognition of prior learning (RPL).

This is a pass/fail no marks, part-time course. Delivery modes are blended, with subjects offered in short teaching sessions of six weeks, to complete the course in a minimum of one and a maximum of two years.

The assessments were so well designed, which in itself is a learning mechanism for us, because you’re role modelling through everything.  Course participant feedback

This course is free to UTS staff (including casual academics) and UTS HDR students teaching into subjects. Submit your application via the  UTS Student Portal  using a non-UTS email address – you’ll be issued a UTS student address while studying.

Enrolments for Spring close Wednesday 19th June. For more information, contact  [email protected]

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Guest Essay

A Dangerous Game Is Underway in Asia

By Mike M. Mochizuki and Michael D. Swaine

Dr. Mochizuki is a professor at George Washington University. Dr. Swaine is a senior research fellow at the Quincy Institute for Responsible Statecraft.

This month, President Biden threw one of the most lavish state dinners in Washington’s recent memory. Celebrities and billionaires flocked to the White House to dine in honor of Prime Minister Fumio Kishida of Japan, posing for photos in front of an elaborate display of Japanese fans. Jeff Bezos dropped by; Paul Simon provided the entertainment.

The spectacle was part of a carefully orchestrated series of events to showcase the renewed U.S.-Japan relationship — and the notable transformation of the United States’ security alliances in Asia. The next day, President Ferdinand Marcos Jr. of the Philippines was also in the U.S. capital for a historic U.S.-Japan-Philippines summit, during which a new trilateral security partnership was announced.

Both events were directed at the same audience: China.

Over the past several years, Washington has built a series of multilateral security arrangements like these in the Asia-Pacific region. Although U.S. officials claim that the recent mobilization of allies and partners is not aimed at China, don’t believe it. Indeed, Mr. Kishida emphasized in a speech to Congress on April 11 that China presents “the greatest strategic challenge” both to Japan and to the international community.

China’s recent activity is, of course, concerning. Its military has acquired ever more potent ways to counter U.S. and allied capabilities in the Western Pacific and has behaved aggressively in the South China Sea, the Taiwan Strait and elsewhere, alarming its neighbors.

But Washington’s pursuit of an increasingly complex lattice of security ties is a dangerous game. Those ties include upgrades in defense capabilities, more joint military exercises, deeper intelligence sharing, new initiatives on defense production and technology cooperation and the enhancement of contingency planning and military coordination. All of that may make Beijing more cautious about the blatant use of military force in the region. But the new alliance structure is not, on its own, a long-term guarantor of regional peace and stability — and could even increase the risk of stumbling into a conflict.

The security partnership rolled out this month in Washington is only the latest in a string of new defense configurations that reach across Asia and the Pacific. In 2017 the Quadrilateral Security Dialogue, known as the Quad, was revived, promoting collaboration among the United States, Japan, Australia and India. In September 2021, Australia, Britain and the United States began their partnership, known as AUKUS, and the United States, Japan and South Korea committed to closer cooperation in a summit at Camp David last August.

All of these moves have been motivated primarily by concern over Beijing, which has, in turn, castigated these countries as being part of a U.S.-led effort to create an Asian version of NATO designed to contain China. None amount to a collective defense pact like the NATO treaty, whose Article 5 considers an armed attack on one member as “an attack against them all.” But China will nevertheless almost certainly regard the latest agreement among the United States, Japan and the Philippines — with which it is engaged in an active territorial dispute — as further confirmation of a Washington-led attempt to threaten its interests.

It’s not yet clear how Beijing will respond. But it may double down on the expansion of its military capabilities and intensify its use of military and paramilitary force to assert its territorial claims in the region, especially regarding the sensitive issue of Taiwan. Beijing could also promote further Chinese military cooperation with Russia in the form of enhanced military exercises and deployments.

The net result may be an Asia-Pacific region that is even more divided and dangerous than it is today, marked by a deepening arms race. In this increasingly contentious and militarized environment, the chance of some political incident or military accident triggering a devastating regional war is likely to grow. This is especially likely, given the absence of meaningful U.S. and allied crisis communication channels with China to prevent such an incident from spiraling out of control.

To prevent this nightmare, the U.S. and its allies and partners must invest much more in diplomacy with China, in addition to bolstering military deterrence.

For a start, the United States and key allies like Japan should make a sustained effort to establish a durable crisis prevention and management dialogue with China involving each nation’s foreign policy and security agencies. So far, such dialogues have been limited primarily to military channels and topics. It is critical that both civilian and military officials understand the many possible sources of inadvertent crises and develop ways to prevent them or manage them if they occur. This process should include the establishment of an agreed-upon set of leaders’ best practices for crisis management and a trusted but unofficial channel through which the relevant parties can discuss crisis-averting understandings.

The immediate focus for the United States and Japan should be on avoiding actions that add to tensions across the Taiwan Strait. The deployment of American military trainers to Taiwan on what looks like a permanent basis and suggestions by some U.S. officials and policy analysts that Taiwan be treated as a security linchpin within the overall U.S. defense posture in Asia are needlessly provocative. They also openly contradict America’s longstanding “one China” policy , under which the United States ended the deployment of all U.S. military forces to Taiwan and does not view Taiwan as a key U.S. security location, caring only that the Taiwan issue be handled peacefully and without coercion.

Japan, for its part, has also become more circumspect about its own “one China” policy by being reluctant to reaffirm explicitly that Tokyo does not support Taiwan’s independence. Recent statements by some political leaders in Tokyo about Japanese military forces being ready to help defend Taiwan will almost certainly inflame Chinese leaders, who remember that Japan seized Taiwan after the Sino-Japanese War of 1894 and ’95.

Washington and Tokyo should clearly reaffirm their previous commitments on the China-Taiwan dispute. Tokyo also should confirm that it does not support any unilateral move by Taiwan toward independence and resist U.S. efforts to compel Japan to commit to Taiwan’s defense. Although American officials have reportedly been prodding Japan to join military planning for a Taiwan conflict, a large majority of Japanese residents do not favor fighting to defend Taiwan. Tokyo can best contribute to deterring China by focusing on strengthening its ability to defend its own islands.

Washington and its allies should shift to a more positive approach to China, aimed at fostering accommodation and restraint. This could include working to secure credible mutual assurances regarding limits on Chinese military deployments, such as amphibious forces and missile capabilities relevant to Taiwan, in return for U.S. limits on the levels and types of arms that it sells to the island. They could also explore increasing security cooperation with China regarding cyberattacks, the defense of sea lanes and the proliferation of weapons of mass destruction, as well as better collaboration to combat climate change and the outbreak of another pandemic.

China, of course, has its own role to play. In the end, Beijing, like the United States, wants to avoid a crisis and conflict in the region. Given that, it should respond to a more cooperative American and allied approach by moderating its own coercive behavior regarding maritime disputes.

None of this will be easy, given the intense suspicion that now exists between Beijing and Washington and its allies. But new thinking and new diplomatic efforts could incentivize China to reciprocate in meaningful ways. At the very least, it’s necessary to try. Focusing on military deterrence alone won’t work. Trying to find a way to cooperate with China is the best way — perhaps the only way — to steer the world away from disaster.

Mike M. Mochizuki is a professor at George Washington University and a nonresident fellow at the Quincy Institute for Responsible Statecraft. Michael D. Swaine is a senior research fellow focusing on China-related security topics at the Quincy Institute.

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The APA (American Psychological Association) referencing style is the most common style in use at UTS. APA covers all subject areas, and is widely used by many academic journals, textbooks, and universities around the world. It is currently in its 7th edition and is usually referred to as APA 7th.

A hard copy of the APA 7th manual is available to borrow from the Library catalogue . Online guides are also available (see below).

Why reference

Referencing is an essential part of academic communication, serving these main purposes:

• To support claims, arguments, and assertions in your work
• To show evidence of reading and research
• To give credit to the authors of any material that you have referred to in your work
• To help readers find the sources of information you have cited
• To ensure academic integrity and avoid accusations of plagiarism

Take the Avoiding Plagiarism quiz to see how much you know about plagiarism.

Online guides

• APA 7th referencing guide
• Quick Guide to APA 7th referencing
• Video tutorials
• Advice on how to reference generative AI

Other resources

• APA Style Official Blog : The official companion blog to APA, providing extensive support and clarification for all aspects of the APA 7th style
• Citefast.com : Automated citator for APA 7th (double check your citations for accuracy)
• RefQuest video game : want to learn APA 7th referencing while playing a throwback 8-bit video game? Well RefQuest is for you! From the University of Western Sydney.
• Sample Assignments with APA 7th referencing

Training and support

• Chat to a librarian on Library Chat or contact the Library for assistance with APA or other referencing questions.
• Undergraduate and postgraduate coursework students can book a consultation with a librarian for personalised assistance with finding, evaluating and referencing information.
• Take the Academic Integrity at UTS tutorial and quiz to see how much you know about plagiarism.  

Acknowledgement of Country

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

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