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Common Writing Assignments

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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.

Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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How to Write an English Assignment

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wikiHow is a “wiki,” similar to Wikipedia, which means that many of our articles are co-written by multiple authors. To create this article, 20 people, some anonymous, worked to edit and improve it over time. This article has been viewed 48,544 times.

Writing an English assignment can be troublesome at times. The students lack the proper information which is required to write an assignment. Apart from this there are many more things which are necessary for an assignment writing and such things are highlighted in this article.

• Take second advice from a close friend. Some mistakes you may not see or be used to seeing, and a second opinion can help catch some of the mistakes that you won't see the first time through.

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• ↑ https://www.openpolytechnic.ac.nz/current-students/study-tips-and-techniques/assignments/step-by-step-guide-to-assignment-writing/
• ↑ https://writingcenter.unc.edu/tips-and-tools/understanding-assignments/
• ↑ https://www.uq.edu.au/student-services/learning/structuring-your-assignment
• ↑ https://www.uts.edu.au/current-students/support/helps/self-help-resources/academic-writing

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1.3: Assignment- Narrative Essay—Final Draft

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For this assignment, you will turn in your final draft of your narrative essay.

Narrative Essay Prompt

Choose one of the following topics to write your own narrative essay. The topic you decide on should be something you care about, and the narration should be a means of communicating an idea that ties to the essay’s theme. Remember in this essay, the narration is not an end in itself.

• Gaining independence
• A friend’s sacrifice
• A significant trip with your family
• A wedding or a funeral
• An incident from family legend

The World Around You

• A storm, a flood, an earthquake, or another natural event
• A school event
• The most important minutes of a sporting event

Lessons of Daily Life

• A time you confronted authority
• A time you had to deliver bad news
• Your biggest social blunder
• Your first day of school
• The first performance you gave
• A first date

Assignment Instructions

• Review the grading rubric as listed on this page.
• Review feedback.
• Work through the revision and proofreading stages of the writing process.
• 3–4 typed, double-spaced pages (about 600–750 words), 12 pt font size, Times New Roman
• MLA formatting
• Submit your final version of your Narrative Essay as a single file upload.

Requirements

Be sure to:

• Decide on something you care about so that the narration is a means of communicating an idea.
• Include characters, conflict, sensory details.
• Create a sequence of events in a plot.
• Develop an enticing title.
• Use the introduction to pull the reader into your singular experience.
• Avoid addressing the assignment directly. (don’t write “I am going to write about…”—this takes the fun out of reading the work!)
• Let the essay reflect your own voice (Is your voice serious? Humorous? Matter-of-fact?)
• Avoid telling just what happens by making sure your essay reflects on why this experience is significant.

If you developed your prewriting by hand on paper, scan or take a picture of your prewriting, load the image onto your computer, and then insert the image on a separate page after your draft.

Contributors and Attributions

• Narrative Essay. Authored by : Daryl Smith O' Hare and Susan C. Hines. Provided by : Chadron State College. Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution
• Authored by : Paul Powell. Provided by : Central Community College. Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution
• Modification, adaptation, and original content. Provided by : Lumen Learning. License : CC BY: Attribution

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Advantages of CBSE Class 3 English Worksheets

• By practising NCERT CBSE Class 3 English Worksheet , students can improve their problem solving skills.
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Worksheets of CBSE Class 3 English are devised by experts of WorksheetsBuddy experts who have great experience and expertise in teaching Maths. So practising these worksheets will promote students problem-solving skills and subject knowledge in an interactive method. Students can also download CBSE Class 3 English Chapter wise question bank pdf and access it anytime, anywhere for free. Browse further to download free CBSE Class 3 English Worksheets PDF .

Now that you are provided all the necessary information regarding CBSE Class 3 English Worksheet and we hope this detailed article is helpful. So Students who are preparing for the exams must need to have great solving skills. And in order to have these skills, one must practice enough of Class 3 English revision worksheets . And more importantly, students should need to follow through the worksheets after completing their syllabus.  Working on CBSE Class 3 English Worksheets will be a great help to secure good marks in the examination. So start working on Class 3 English Worksheets to secure good score.

CBSE WorkSheets for Class 3

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Daisy Ridley’s ‘Young Woman and the Sea’…

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Daisy ridley’s ‘young woman and the sea’ gives new york sports hero gertrude ederle her due.

The actress had just completed a 500-foot swim, her longest during the production of her new movie “Young Woman and the Sea,” in which she portrays Gertrude Ederle, the first woman to successfully swim across the English Channel .

“I swam for as long as I could and popped up, and that was how we ended the shoot,” Ridley recalled to the Daily News. “I thought, ‘Wow, I feel so proud of myself after a couple minutes of swimming.’ This woman did this for hours . It’s still unbelievable to me what she did, because even a piece of it was so challenging.”

The biopic dives into theaters Friday, nearly a century after the New York City-born Ederle finished the 21-mile swim from France to England on Aug. 6, 1926.

Nicknamed the Queen of the Waves, Ederle overcame both the channel’s treacherous conditions and the inequality facing female athletes of her era to immortalize herself as one of New York’s great sports heroes.

She needed only 14 hours and 31 minutes to clear the channel. That was faster than any of the five men who completed the swim before her, including the previous record-holder, Enrique Tirabocchi, who took 16 hours and 33 minutes three years earlier.

But as the decades passed, Ederle’s triumph largely faded from public consciousness.

“I was baffled by that,” Joachim Rønning , who directed the film, told The News. “How come I don’t know this story? The more I talked about it with people around me, nobody really knew this story. Nobody knew about Trudy Ederle. For me, it became almost like an obligation to retell this story and put Trudy back on the map.”

The daughter of German immigrants, Ederle grew up on the Upper West Side but learned to swim in Highlands, N.J., where her family owned a summer home. It was in that beachfront borough that Ederle became introduced to the Women’s Swimming Association, which trained her and her sisters.

Despite a childhood case of measles that damaged her hearing, Ederle established herself as a world-class swimmer well before she tackled the channel. She set 29 U.S. and world records from 1921-25, including seven in Brighton Beach.

One of Ederle’s world records came in the 150-meter event, which she set during the Olympic trials before the 1924 Summer Games in Paris. That performance proved vital, considering the cash-strapped American Olympic Committee favored men’s sports and was liable to cut down the women’s swimming team, according to Glenn Stout’s 2009 book , also titled “Young Woman and the Sea,” that inspired the movie.

Ederle went on to win the Olympic gold in the 4×100-meter freestyle relay that year, along with bronze medals in the 100-meter freestyle and the 400-meter freestyle.

The English Channel represented a greater challenge. Known for its frigid, jellyfish-infested waters and its poor visibility, the channel was prone to fast-changing currents that were impossible to predict with 1920s technology.

Ederle was unsuccessful in her first attempt, making it 14 miles on Aug. 18, 1925.

“To swim the channel at any time is a huge challenge,” said Siobhan-Marie O’Connor , a silver medalist in the 200-meter individual medley at the 2016 Olympics, who trained Ridley for the movie.

“You have to be so, so fit to be able to take on that amount of distance. It would have required a huge amount of training,” continued O’Connor, who competed for Great Britain. “Fourteen hours of swimming non-stop. No breaks. You can’t touch any sort of vessel or boat. You’re constantly battling the elements without rest.”

For her second try, Ederle turned to Bill Burgess, who swam the channel in 1911, to train her. Helping Ederle fund the attempt was a contract from the Daily News and the Chicago Tribune Press Service in exchange for her exclusive story.

Her historic swim was likely longer than 21 miles in real distance, as brutal conditions that day prevented Ederle from following a straight route. On Aug. 7, 1926, The News dedicated its full front page to Ederle’s unprecedented accomplishment.

“Here it is several hours since I have accomplished the ambition of my life as a swimmer and I am rather at a loss for words to tell what I have been able to do or how I did it,” Ederle wrote in the Aug. 8 edition of The News. “I, frankly, am more than a little dazed by my success and by the abuse I took from the roughest sea I have ever encountered for any considerable length of time.”

Ederle completed the swim using the American crawl, a stroke similar to the modern-day front crawl. Ridley’s preparation for the film included learning Ederle’s technique, which required three months of training before production began in April 2022.

The London-born Ridley was no stranger to rigorous preparation, having gone through it for her starring role as Rey in the “Star Wars” sequel trilogy . Mastering swimming was another force entirely.

“I remember [O’Connor] saying to me at the beginning, ‘There is no way to supplement swimming without swimming,’” Ridley, 32, said. “We were swimming during filming and swimming to train in the weekends and the evenings, and then the big swim was at the end of the film. That was, mentally, probably the biggest challenge, because you just don’t know what it’s going to be until you’re there.”

Adding to the challenge was Rønning’s decision to shoot the film’s English Channel sequences in open water. The cast and crew captured those scenes over nine days along the Bulgarian coast.

“It was important for me to be out on the ocean and do this as real as possible,” Rønning said. “When we spoke early on, I said, ‘I don’t want to be in a tank. I want to be out there in the elements,’ and Daisy was so game to do that. … Never complaining, always going for it, lips blue and channeling Trudy Ederle.”

Ederle’s time remained the standard for female swimmers until 1950, when Florence Chadwick, also an American, swam the English Channel in under 13 ½ hours.

“Trudy paved the way for women’s swimming, but also women’s sport,” O’Connor said. “The trailblazers in women’s sport were so important to encourage women and young girls to … know these things are achievable. Just being told that you can’t do something, and saying, ‘No, actually I can,’ it’s such a powerful message.”

New York City celebrated Ederle’s English Channel conquest with a ticker-tape parade attended by an estimated two million people. President Calvin Coolidge hailed her “America’s best girl” and invited her to the White House. The International Swimming Hall of Fame inducted Ederle in 1965, and the National Women’s Hall of Fame inducted her in 2003.

Ederle died in Wyckoff, N.J., in 2003 at age 98.

“I believe her legacy is one of someone that did something groundbreaking,” Ridley said, “and did it at a time where it seemed impossible.”

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