steps of assignment writing pdf

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 Insert Checkbox in Word [For Students]

As a full-time writer, I've encountered the same challenges many students face: the inability to insert checkboxes in Word for their assignments or to-do lists. But fear not! Through my experiences, I've discovered simple solutions to tackle these issues.

Common Problems About Inserting Checkboxes in Word

While checkboxes are a handy tool for creating to-do lists, forms, and questionnaires in Word, you might encounter some issues when using them. Here's a breakdown of common problems you might face:

1. Missing Checkbox Feature:

In some versions of Word, the checkbox functionality might not be readily available on the main toolbar. This can be confusing, especially for those accustomed to using it.

2. Unclickable Checkboxes:

You might insert a checkbox, but it doesn't respond to clicks. This could be because you've inserted a static checkbox meant for printing purposes only, rather than an interactive one for digital forms.

3. Limited Customization:

The default appearance of checkboxes might not always match your needs. You might want to change the size, shape, or even add a checkmark or cross symbol, but find limited options for customization.

4. Compatibility Issues:

If you're sharing a Word document with someone using a different version, there's a chance the checkboxes won't display or function correctly on their end.

These are some of the common roadblocks you might encounter when working with checkboxes in Word. In the next part, we'll explore solutions to address these issues and effectively use checkboxes in your documents.

How to Insert Checkboxes in Word

Now it's time to fight back and become a Word checkbox master. In this part, we'll tackle how to insert these handy squares and even customize them a bit.

To insert checkboxes in Word, follow these simple steps using a to-do list sample:

Using Customized Option:

Step 1 . Click on the "File" tab in the Word toolbar.

Step 2. Select "Options" from the menu.

Step 3. In the Word Options dialog box, choose "Customize Ribbon" from the list on the left.

Step 4. Check the box next to "Developer" in the right-hand column.

Step 5. Click "OK" to confirm and close the Word Options dialog box.

Step 6. Now, you will see the "Developer" tab appear on the Word toolbar.

Using the Developer:

Step 1. With the "Developer" tab now visible, click on it to access its options.

Step 2. From the right side of the Developer tab, locate the "Controls" group.

Step 3. Check the box next to "Checkbox" to insert a checkbox into your document.

Step 4. You can now customize the appearance and properties of the checkbox as needed.

How to Edit the Checkbox in Word

We've conquered inserting checkboxes, but what about fine-tuning their appearance? While Word doesn't offer extensive editing options, there are a few tricks you can use:

Limited Editing:

Unfortunately, double-clicking a checkbox in Word doesn't bring up a detailed editing menu like some sources might suggest. However, there are still a couple of ways to make small adjustments:

Ticking the Box : This might seem obvious, but it's the primary way to interact with the checkbox. Click on the box to add a checkmark, signifying completion of a task.

Pre-Populated Checkboxes (Not recommended) :

While not ideal for most cases, you can technically type an "X" or a checkmark symbol (like ✓) directly inside the checkbox. However, this isn't a true edit and might cause formatting issues later. It's generally better to leave the checkbox empty and tick it as needed.

Focus on Using the Developer Tab:

For more significant changes, remember the Developer tab is your friend! Here's how you can use it for some customization:

Change Checkbox Symbol : If the default "X" doesn't suit your fancy, you can switch it to a checkmark.

Font Size Adjustments : Though limited, you can slightly increase the checkbox size for better visibility. Here's how:

Highlight the checkbox.

Go to the Developer tab.

Click "Check Box Properties."

Click the "Font" button.

Increase the font size slightly (e.g., from 8pt to 9pt). Be cautious with large font sizes as they might distort the checkbox appearance.

Click "OK" on all open windows.

These editing options are fairly basic. While they can provide a touch of customization, Word doesn't offer in-depth formatting features for checkboxes.

For situations where extensive customization is crucial (like creating a complex form), consider using a different tool like a dedicated form-building application or exploring online templates that offer more design flexibility.

Use WPS AI to Polish Your Writing/To-do Lists

Conquered the checkbox basics? Now let's talk about taking your writing and to-do lists to the next level with WPS AI, a built-in feature in WPS Office.

Think of WPS AI as your personal writing assistant and to-do list guru. It uses artificial intelligence to analyze your work and offer smart suggestions, making you a more efficient and polished writer.

Here's how WPS AI can be a game-changer for students:

Grammar and Style : We all make typos and grammar mistakes. But fret no more! WPS AI acts like a grammar police officer with a helpful side. It identifies errors in your writing, from misplaced commas to subject-verb agreement issues. It also suggests improvements to sentence structure and phrasing, making your writing clearer and more impactful.

Writing Confidence Booster : Staring at a blank page or struggling to express yourself clearly? WPS AI can be your brainstorming buddy. It analyzes your writing and provides suggestions for improvement. Whether it's strengthening your arguments or crafting a smoother narrative flow, WPS AI helps you refine your writing and express your ideas with confidence.

To-Do List Efficiency : WPS AI can be your secret weapon for managing to-do lists. While it can't magically complete your tasks (sorry!), it can help you prioritize effectively. Imagine highlighting a crucial task on your list and having WPS AI automatically suggest sub-tasks or deadlines, keeping you organized and on track.

Think of it this way: You've mastered the art of inserting checkboxes, now WPS AI helps you ensure those tasks are well-written and efficiently managed. It's the ultimate student power combo!

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Converting Your Writing/To-do Lists to PDF without losing Format

So you've crafted a stellar to-do list or resume, complete with perfectly placed checkboxes. But sometimes, converting your masterpiece from Word to PDF can be a formatting nightmare. Fear not, for WPS Office offers a smooth and reliable solution!

Here's how to effortlessly convert your Word doc to PDF in WPS Office, ensuring your formatting stays crisp:

Step 1 : Open your Document:

Launch WPS Office Writer and open your meticulously crafted to-do list or resume.

Step 2 : Head to the Export Menu:

Navigate to the "File" menu at the top left corner of your screen.

Step 3 : Choose the PDF Path:

In the "File" menu, select "Export" and then hover over "Create PDF/XPS". A submenu will appear.

Step 4 : Export with Confidence:

Click on "Export" in the submenu. This will open a "Save As" dialog box where you can choose the destination folder and filename for your PDF.

Step 5 : Conversion Complete!

Click "Save" and WPS Office will seamlessly convert your document to a pristine PDF, preserving all your formatting efforts. Now you can share your to-do list or resume with confidence, knowing it will look exactly as intended.

Bonus Tip :

For even more control over the conversion process, explore the "Export" options within the "Create PDF/XPS" submenu. You can adjust settings like page layout, image quality, and security to further customize your PDF output.

By following these steps, you can effortlessly convert your writing assignments or to-do lists from Word to PDF format while preserving the original formatting and layout.

FAQs about Inserting Checkboxes in Word   

Q1. can the size and shape of the checkbox be customized.

Yes, to a limited extent. While Word doesn't offer extensive editing options for checkboxes, you can slightly change the size using the Developer tab. However, you cannot modify the shape of the checkbox itself.

Q2. How can I Delete Checkboxes in Word?

To delete checkboxes in Word, simply select the checkbox you want to remove and press the "Delete" or "Backspace" key on your keyboard. Alternatively, you can right-click on the checkbox and select the "Cut" or "Delete" option from the context menu.

Q3. Can I Insert Checkboxes in Word Online?

Unfortunately, inserting checkboxes is not currently supported in Word Online. This functionality is available in the desktop version of Word.

In this guide, I've covered the process of inserting checkboxes in Word for students' writing assignments and to-do lists. I've addressed common issues, provided easy-to-follow steps, and emphasized the importance of using WPS Office for seamless document creation. With WPS Office's intuitive tools and helpful features, students can overcome challenges and enhance the quality of their work, ultimately empowering them to excel in their academic endeavors.

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