essay in objectives

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Writing objectively How and when to use an impersonal tone

For another look at the same content, check out the video on YouTube (also available on Youku ). There is a worksheet (with answers and teacher's notes) for this video.

Academic writing is generally impersonal and objective in tone. This section considers what objective writing is , how objective academic writing is , then presents several ways to make your writing more objective . There is also an academic article , to show authentic examples of objective language, and a checklist at the end, that you can use to check the objectivity of your own writing.

What is objective writing?

Objective writing places the emphasis on facts, information and arguments, and can be contrasted with subjective writing which relates to personal feelings and biases. Objective writing uses third person pronouns (it, he, she, they), in contrast to subjective writing which uses first person pronouns (I, we) or second person pronoun (you).

How objective is academic writing?

Although many academic writers believe that objectivity is an essential feature of academic writing, conventions are changing and how much this is true depends on the subject of study. An objective, impersonal tone remains essential in the natural sciences (chemistry, biology, physics), which deal with quantitative (i.e. numerical) methods and data. In such subjects, the research is written from the perspective of an impartial observer, who has no emotional connection to the research. Use of a more subjective tone is increasingly acceptable in areas such as naturalist research, business, management, literary studies, theology and philosophical writing, which tend to make greater use of qualitative rather than quantitative data. Reflective writing is increasingly used on university courses and is highly subjective in nature.

How to write objectively

There are many aspects of writing which contribute to an objective tone. The following are some of the main ones.

Use passive

Objective tone is most often connected with the use of passive, which removes the actor from the sentence. For example:

• The experiment was conducted.
• I conducted the experiment.
• The length of the string was measured using a ruler.
• I measured the length of the string with a ruler.

Most academic writers agree that passive should not be overused, and it is generally preferrable for writing to use the active instead, though this is not always possible if the tone is to remain impersonal without use of I or other pronouns. There is, however, a special group of verbs in English called ergative verbs , which are used in the active voice without the actor of the sentence. Examples are dissolve, increase, decrease, lower, and start . For example:

• The white powder dissolved in the liquid.
• I dissolved the white powder in the liquid.
• The white powder was dissolved in the liquid.
• The tax rate increased in 2010.
• We increased the tax rate in 2010.
• The tax rate was increased in 2010.
• The building work started six months ago.
• The workers started the building work six months ago.
• The building work was started six months ago.

Focus on the evidence

Another way to use active voice while remaining objective is to focus on the evidence, and make this the subject of the sentence. For example:

• The findings show...
• The data illustrate...
• The graph displays...
• The literature indicates...

Use evidence from sources

Evidence from sources is a common feature of objective academic writing. This generally uses the third person active. For example:

• Newbold (2021) shows that... He further demonstrates the relationship between...
• Greene and Atwood (2013) suggest that...

Use impersonal constructions

Impersonal constructions with It and There are common ways to write objectively. These structures are often used with hedges (to soften the information) and boosters (to strengthen it) . This kind of language allows the writer to show how strongly they feel about the information, without using emotive language, which should be avoided in academic writing.

• It is clear that... (booster)
• It appears that... (hedge)
• I believe that...
• There are three reasons for this.
• I have identified three reasons for this.
• There are several disadvantages of this approach.
• This is a terrible idea.

Personify the writing

Another way to write objectively is to personify the writing (essay, report, etc.) and make this the subject of the sentence.

• This essay considers the role of diesel emissions in global warming.
• I will discuss the role of diesel emissions in global warming.
• This report has shown that...
• I have shown that...

In short, objective writing means focusing on the information and evidence. While it remains a common feature of academic writing, especially in natural sciences, a subjective tone is increasingly acceptable in fields which make use of qualitative data, as well as in reflective writing. Objectivity in writing can be achieved by:

• using passive;
• focusing on the evidence ( The findings show... );
• referring to sources ( Newbold (2021) shows... );
• using impersonal constructions with It and There ;
• using hedges and boosters to show strength of feeling, rather than emotive language;
• personifying the writing ( This report shows... ).

Bailey, S. (2000). Academic Writing. Abingdon: RoutledgeFalmer

Bennett, K. (2009) 'English academic style manuals: A survey', Journal of English for Academic Purposes , 8 (2009) 43-54.

Cottrell, S. (2013). The Study Skills Handbook (4th ed.) , Basingstoke: Palgrave MacMillan.

Hinkel, E. (2004). Teaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar . Mahwah: Lawrence Erlbaum Associates Inc Publishers.

Hyland, K. (2006) English for Academic Purposes: An advanced resource book . Abingdon: Routledge.

Jordan, R. R. (1997) English for academic purposes: A guide and resource book for teachers . Cambridge: Cambridge University Press.

Example article

Below is an authentic academic article. It has been abbreviated by using the abstract and extracts from the article; however, the language is unchanged from the original. Click on the different areas (in the shaded boxes) to highlight the different objective features.

Title: Obesity bias and stigma, attitudes and beliefs among entry-level physiotherapy students in the Republic of Ireland: a cross sectional study. Source: : https://www.sciencedirect.com/science/article/pii/S0031940621000353

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Below is a checklist for using objectivity in academic writing. Use it to check your writing, or as a peer to help. Note: you do not need to use all the ways given here.

Next section

Read more about writing critically in the next section.

• Critical writing

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Go back to the previous section about using complex grammar .

• Complex grammar

Author: Sheldon Smith    ‖    Last modified: 05 February 2024.

Sheldon Smith is the founder and editor of EAPFoundation.com. He has been teaching English for Academic Purposes since 2004. Find out more about him in the about section and connect with him on Twitter , Facebook and LinkedIn .

Compare & contrast essays examine the similarities of two or more objects, and the differences.

Cause & effect essays consider the reasons (or causes) for something, then discuss the results (or effects).

Discussion essays require you to examine both sides of a situation and to conclude by saying which side you favour.

Problem-solution essays are a sub-type of SPSE essays (Situation, Problem, Solution, Evaluation).

Transition signals are useful in achieving good cohesion and coherence in your writing.

Reporting verbs are used to link your in-text citations to the information cited.

How to Write Objectives | A Step-to-step Guide | 2024 Updates

Astrid Tran • 22 April, 2024 • 9 min read

Objectives are needed for every aspect of life, work and education. 

Whether you are setting objectives for academic research, teaching and learning, courses and training, personal development, professional growth, a project, or more, having clear objectives like having a compass to help you stay on track.

So, how to write objectives? Check out this article to get a complete guide on writing realistic and impactful objectives.

Table of Contents

How to write objectives of a project

How to write objectives for a presentation, how to write objectives for lesson plan, how to write objectives for a research, how to write objectives for personal growth.

More tips on how to write objectives

Frequently Asked Questions

Project objectives often focus on tangible results, such as completing specific tasks, delivering products, or achieving certain milestones within a defined timeframe. 

Writing project objectives should follow these principles:

Start early : It is important to set your project objectives at the beginning of your project to avoid unexpected situations and employees misunderstanding. 

Changes : Project objectives can be determined to address challenges of previous projects experience and seek to minimize potential risks prior to the project begins.

Achievement : An objective of a project should mention what success is. Different success is measured by specific and measurable objectives. 

OKR : OKR stands for “objectives and key results,” a managerial model that aims to set goals and identify metrics to measure progress. Objectives are your destination, while key results contribute to the path that will get you there. 

Focus : Different project objectives might consist of related issues such as:

• Customer satisfaction
• Turnover and Retention
• Sales and Revenue
• Return on investment (ROI)
• Sustainability
• Productivity

For example : 

• The goal of the campaign is to improve the traffic by 15% before the end of the first quarter. 
• This project aims to produce 5,000 units of products in the next three months.
• Add five new methods for clients to seek the feedback form in-product within the next three months.
• Increase click through rate (CTR) engagement on email by 20% by the end of the second quarter.

Presentation objectives outline what you intend to accomplish with your presentation, which might involve informing, persuading, educating, or inspiring your audience. They guide the content creation process and shape how you engage your listeners during the presentation.

When it comes to writing presentation objectives, there are some notes to look at:

The questions “Why” : To write a good presentation objective, start with answering why questions, such as Why is this presentation important to your audience? Why should people invest time and money to attend this presentation? Why is your content important to the organization?

What do you want the audience to know, feel and do ? Another important of writing objectives for a presentation is considering the comprehensive impact your presentation has on the audience. This pertains to the informational, emotional, and actionable aspect.

Rule of three : When you write your objectives in your PPT, don’t forget to express no more than three key points per slide. 

Some examples of objectives: 

• Ensure the managers understand that without additional funding of $10,000, the project will fail.
• Get commitment from the director of sales to a three-tier pricing proposal for customer Prime.
• Get the audience to commit to reducing their personal plastic usage by signing a pledge to avoid single-use plastics for at least a week.
• Participants will feel empowered and confident about managing their finances, replacing financial anxiety with a sense of control and informed decision-making.

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Learning objectives, often used in education and training, specify what learners are expected to gain from a learning experience. These objectives are written to guide curriculum development, instructional design, and assessment.

A guide on writing an objective for learning and lesson plan described as follows:

Learning objectives verbs : There is no better way to have learning objectives start with measurable verbs collected by Benjamin Bloom based on level of cognition.

• Knowledge level: tell, uncover, show, state, define, name, write, recall,…
• Comprehension level: indicate, illustrate, represent, formulate, explain, classify, translate,…
• Application level: perform, make a chart, put into action, build, report, employ, draw, adapt, apply,…
• Analysis Level: analyze, study, combine, separate, categorize, detect, examine,…
• Synthesis Level: integrate, conclude, adapt, compose, construct, create, design,…
• Evaluation Level: evaluate, interpret, decide, solve, rate, appraise, verify,…

Student-centered : Objectives should reflect the unique aspirations, strengths and weaknesses of each student, emphasize what students will know or be able to do, not what you will teach or cover. 

Learning Objective Examples:

• To recognize the power of different types of language
• By the end of this course, students will be able to identify and develop data collection instruments and measures for planning and conducting sociological research.
• By the end of this course, students will be able to identify their own position on the political spectrum.

The purpose of research objectives is congruent with research study outcomes.They articulate the purpose of the research, what the researcher intends to investigate, and the expected outcomes.

There are severals principles to follow to ensure a well-written research objectives:

Academic language : It is important to note that research writing is strict on the use of language. It is held to a high standard of clarity, precision, and formality.

Avoid using first-person references to state the objectives. Replace “I will” with neutral phrasing that emphasizes the research’s intention. Avoid emotional language, personal opinions, or subjective judgments.

Pinpoint the Focus : Your research objectives should clearly articulate what your study aims to investigate, analyze, or uncover.

Specify the Scope : Outline the boundaries of your research by specifying the scope. Clearly delineate what aspects or variables will be examined, and what will not be addressed.

Maintain Consistency with Research Questions : Ensure your research objectives align with your research questions.

Frequently used phrases in research objectives

• …contribute to the knowledge of…
• …search for…
• Our study will also document….
• The primary objective is to integrate…
• The purposes of this research include:
• We attempt to…
• We formulated these objective based on
• This study searches for
• The second gold is to test

Objectives for personal growth often focus on individual improvement on skills, knowledge, well-being, and overall development.

Personal growth objectives encompass various aspects of life, including emotional, intellectual, physical, and interpersonal dimensions. They serve as roadmaps for continuous learning, growth, and self-awareness.

• Read one non-fiction book each month to expand knowledge in areas of personal interest.
• Incorporate regular exercise into the routine by walking or jogging for at least 30 minutes five times a week.

Tips to write objectives for personal growth from AhaSlides.

💡 Development Goals For Work: A Step-By-Step Guide For Beginners with Examples

💡 What is Personal Growth? Set Up Personal Goals For Work | Updated in 2023

💡 Work Goals Examples For Evaluation with +5 Steps To Create in 2023

How to write objectives in general? Here are common tips for setting objectives of any field.

#1. Be concise and straightforward

Keep the words as simple and straightforward as much as possible. It is much better to remove unnecessary or ambiguous words that might lead to misunderstanding.

#2. Keep your number of objectives limited

Don’t confuse your learners or readers with too many objectives. Concentrating on a few key objectives can effectively maintain focus and clarity and prevent overwhelming. 

#3. Use action verbs

You can start each objective with one of the following measurable verbs: Describe, Explain, Identify, Discuss, Compare, Define, Differentiate, List, and more.

#4. Be SMART

SMART objectives framework can be defined with specific, measurable, achievable, relevant, and time-bound. These objectives are clearer and easier to understand and achieve.

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What are the 3 parts of an objective?

According to Mager (1997), objective statements contain three parts: behavior (or, performance), conditions, and criteria.

What are the 4 elements of a well-written objective?

The four elements of an objective are Audience, Behavior, Condition, and Degree, called A-B-C-D method. They are used to identify what a student is expected to know and how to test them.

What are the 4 components of objective writing?

There are four components of an objective include: (1) the action verb, (2) conditions, (3) standard, and (4) the intended audience (always the students)

Ref: Indeed | Batchwood | 

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How to Write Research Objectives

3-minute read

• 22nd November 2021

Writing a research paper, thesis, or dissertation ? If so, you’ll want to state your research objectives in the introduction of your paper to make it clear to your readers what you’re trying to accomplish. But how do you write effective research objectives? In this post, we’ll look at two key topics to help you do this:

• How to use your research aims as a basis for developing objectives.
• How to use SMART criteria to refine your research objectives.

For more advice on how to write strong research objectives, see below.

Research Aims and Objectives

There is an important difference between research aims and research objectives:

• A research aim defines the main purpose of your research. As such, you can think of your research aim as answering the question “What are you doing?”
• Research objectives (as most studies will have more than one) are the steps you will take to fulfil your aims. As such, your objectives should answer the question “How are you conducting your research?”

For instance, an example research aim could be:

This study will investigate the link between dehydration and the incidence of urinary tract infections (UTIs) in intensive care patients in Australia.

To develop a set of research objectives, you would then break down the various steps involved in meeting said aim. For example:

This study will investigate the link between dehydration and the incidence of urinary tract infections (UTIs) in intensive care patients in Australia. To achieve this, the study objectives w ill include:

• Replicat ing a small Singaporean study into the role of dehydration in UTIs in hospital patients (Sepe, 2018) in a larger Australian cohort.
• Trialing the use of intravenous fluids for intensive care patients to prevent dehydration.
• Assessing the relationship between the age of patients and quantities of intravenous fluids needed to counter dehydration.

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Note that the objectives don’t go into any great detail here. The key is to briefly summarize each component of your study. You can save details for how you will conduct the research for the methodology section of your paper.

Make Your Research Objectives SMART

A great way to refine your research objectives is to use SMART criteria . Borrowed from the world of project management, there are many versions of this system. However, we’re going to focus on developing specific, measurable, achievable, relevant, and timebound objectives.

In other words, a good research objective should be all of the following:

• S pecific – Is the objective clear and well-defined?
• M easurable – How will you know when the objective has been achieved? Is there a way to measure the thing you’re seeking to do?
• A chievable – Do you have the support and resources necessary to undertake this action? Are you being overly ambitious with this objective?
• R elevant – Is this objective vital for fulfilling your research aim?
• T imebound – Can this action be realistically undertaken in the time you have?

If you follow this system, your research objectives will be much stronger.

Expert Research Proofreading

Whatever your research aims and objectives, make sure to have your academic writing proofread by the experts!

Our academic editors can help you with research papers and proposals , as well as any other scholarly document you need checking. And this will help to ensure that your academic writing is always clear, concise, and precise.

Submit a free sample document today to trial our services and find out more.

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Essay Writing: A complete guide for students and teachers

P LANNING, PARAGRAPHING AND POLISHING: FINE-TUNING THE PERFECT ESSAY

Essay writing is an essential skill for every student. Whether writing a particular academic essay (such as persuasive, narrative, descriptive, or expository) or a timed exam essay, the key to getting good at writing is to write. Creating opportunities for our students to engage in extended writing activities will go a long way to helping them improve their skills as scribes.

But, putting the hours in alone will not be enough to attain the highest levels in essay writing. Practice must be meaningful. Once students have a broad overview of how to structure the various types of essays, they are ready to narrow in on the minor details that will enable them to fine-tune their work as a lean vehicle of their thoughts and ideas.

In this article, we will drill down to some aspects that will assist students in taking their essay writing skills up a notch. Many ideas and activities can be integrated into broader lesson plans based on essay writing. Often, though, they will work effectively in isolation – just as athletes isolate physical movements to drill that are relevant to their sport. When these movements become second nature, they can be repeated naturally in the context of the game or in our case, the writing of the essay.

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• Clear objectives  easy to match to the demands of your curriculum

Planning an essay

The Boys Scouts’ motto is famously ‘Be Prepared’. It’s a solid motto that can be applied to most aspects of life; essay writing is no different. Given the purpose of an essay is generally to present a logical and reasoned argument, investing time in organising arguments, ideas, and structure would seem to be time well spent.

Given that essays can take a wide range of forms and that we all have our own individual approaches to writing, it stands to reason that there will be no single best approach to the planning stage of essay writing. That said, there are several helpful hints and techniques we can share with our students to help them wrestle their ideas into a writable form. Let’s take a look at a few of the best of these:

BREAK THE QUESTION DOWN: UNDERSTAND YOUR ESSAY TOPIC.

Whether students are tackling an assignment that you have set for them in class or responding to an essay prompt in an exam situation, they should get into the habit of analyzing the nature of the task. To do this, they should unravel the question’s meaning or prompt. Students can practice this in class by responding to various essay titles, questions, and prompts, thereby gaining valuable experience breaking these down.

Have students work in groups to underline and dissect the keywords and phrases and discuss what exactly is being asked of them in the task. Are they being asked to discuss, describe, persuade, or explain? Understanding the exact nature of the task is crucial before going any further in the planning process, never mind the writing process .

BRAINSTORM AND MIND MAP WHAT YOU KNOW:

Once students have understood what the essay task asks them, they should consider what they know about the topic and, often, how they feel about it. When teaching essay writing, we so often emphasize that it is about expressing our opinions on things, but for our younger students what they think about something isn’t always obvious, even to themselves.

Brainstorming and mind-mapping what they know about a topic offers them an opportunity to uncover not just what they already know about a topic, but also gives them a chance to reveal to themselves what they think about the topic. This will help guide them in structuring their research and, later, the essay they will write . When writing an essay in an exam context, this may be the only ‘research’ the student can undertake before the writing, so practicing this will be even more important.

RESEARCH YOUR ESSAY

The previous step above should reveal to students the general direction their research will take. With the ubiquitousness of the internet, gone are the days of students relying on a single well-thumbed encyclopaedia from the school library as their sole authoritative source in their essay. If anything, the real problem for our students today is narrowing down their sources to a manageable number. Students should use the information from the previous step to help here. At this stage, it is important that they:

●      Ensure the research material is directly relevant to the essay task

●      Record in detail the sources of the information that they will use in their essay

●      Engage with the material personally by asking questions and challenging their own biases

●      Identify the key points that will be made in their essay

●      Group ideas, counterarguments, and opinions together

●      Identify the overarching argument they will make in their own essay.

Once these stages have been completed the student is ready to organise their points into a logical order.

WRITING YOUR ESSAY

There are a number of ways for students to organize their points in preparation for writing. They can use graphic organizers , post-it notes, or any number of available writing apps. The important thing for them to consider here is that their points should follow a logical progression. This progression of their argument will be expressed in the form of body paragraphs that will inform the structure of their finished essay.

The number of paragraphs contained in an essay will depend on a number of factors such as word limits, time limits, the complexity of the question etc. Regardless of the essay’s length, students should ensure their essay follows the Rule of Three in that every essay they write contains an introduction, body paragraphs, and a conclusion.

Generally speaking, essay paragraphs will focus on one main idea that is usually expressed in a topic sentence that is followed by a series of supporting sentences that bolster that main idea. The first and final sentences are of the most significance here with the first sentence of a paragraph making the point to the reader and the final sentence of the paragraph making the overall relevance to the essay’s argument crystal clear. 

Though students will most likely be familiar with the broad generic structure of essays, it is worth investing time to ensure they have a clear conception of how each part of the essay works, that is, of the exact nature of the task it performs. Let’s review:

Common Essay Structure

Introduction: Provides the reader with context for the essay. It states the broad argument that the essay will make and informs the reader of the writer’s general perspective and approach to the question.

Body Paragraphs: These are the ‘meat’ of the essay and lay out the argument stated in the introduction point by point with supporting evidence.

Conclusion: Usually, the conclusion will restate the central argument while summarising the essay’s main supporting reasons before linking everything back to the original question.

ESSAY WRITING PARAGRAPH WRITING TIPS

●      Each paragraph should focus on a single main idea

●      Paragraphs should follow a logical sequence; students should group similar ideas together to avoid incoherence

●      Paragraphs should be denoted consistently; students should choose either to indent or skip a line

●      Transition words and phrases such as alternatively , consequently , in contrast should be used to give flow and provide a bridge between paragraphs.

HOW TO EDIT AN ESSAY

Students shouldn’t expect their essays to emerge from the writing process perfectly formed. Except in exam situations and the like, thorough editing is an essential aspect in the writing process. 

Often, students struggle with this aspect of the process the most. After spending hours of effort on planning, research, and writing the first draft, students can be reluctant to go back over the same terrain they have so recently travelled. It is important at this point to give them some helpful guidelines to help them to know what to look out for. The following tips will provide just such help: 

One Piece at a Time: There is a lot to look out for in the editing process and often students overlook aspects as they try to juggle too many balls during the process. One effective strategy to combat this is for students to perform a number of rounds of editing with each focusing on a different aspect. For example, the first round could focus on content, the second round on looking out for word repetition (use a thesaurus to help here), with the third attending to spelling and grammar.

Sum It Up: When reviewing the paragraphs they have written, a good starting point is for students to read each paragraph and attempt to sum up its main point in a single line. If this is not possible, their readers will most likely have difficulty following their train of thought too and the paragraph needs to be overhauled.

Let It Breathe: When possible, encourage students to allow some time for their essay to ‘breathe’ before returning to it for editing purposes. This may require some skilful time management on the part of the student, for example, a student rush-writing the night before the deadline does not lend itself to effective editing. Fresh eyes are one of the sharpest tools in the writer’s toolbox.

Read It Aloud: This time-tested editing method is a great way for students to identify mistakes and typos in their work. We tend to read things more slowly when reading aloud giving us the time to spot errors. Also, when we read silently our minds can often fill in the gaps or gloss over the mistakes that will become apparent when we read out loud.

Phone a Friend: Peer editing is another great way to identify errors that our brains may miss when reading our own work. Encourage students to partner up for a little ‘you scratch my back, I scratch yours’.

Use Tech Tools: We need to ensure our students have the mental tools to edit their own work and for this they will need a good grasp of English grammar and punctuation. However, there are also a wealth of tech tools such as spellcheck and grammar checks that can offer a great once-over option to catch anything students may have missed in earlier editing rounds.

Putting the Jewels on Display: While some struggle to edit, others struggle to let go. There comes a point when it is time for students to release their work to the reader. They must learn to relinquish control after the creation is complete. This will be much easier to achieve if the student feels that they have done everything in their control to ensure their essay is representative of the best of their abilities and if they have followed the advice here, they should be confident they have done so.

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Subjective vs. Objective Essay: Examples, Writing Guides, & Topics

Subjective or objective essay writing is a common task students have to deal with. On the initial stage of completing the assignment, you should learn how to differentiate these two types of papers. Their goals, methods, as well as language, tone, and voice, are different.

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A subjective essay focuses on the writer’s personal opinion, while an objective one represents valid facts. So, be careful when composing an objective paragraph or paper. Don’t let your beliefs take over real arguments supported by substantial evidence.

In short, differences between these styles concern the following:

• The ground for objective essays is facts; for subjective essays – personal opinions and beliefs.
• Objective papers report the findings from scientific sources, while subjective ones describe the writer’s thoughts.
• The objective essay’s goal is to help the reader make a decision. Subjective writing aims to reflect the author’s vision of the issue.

So, if you face this task for the first time, you may need some explanations. Custom-writing.org experts prepared a list of tips on how to write objective and subjective essays. Some topics, as well as objective and subjective writing examples, will also be useful.

• 🆚 Subjective vs. Objective

🔗 References

🆚 subjective vs. objective essays.

First and foremost, let’s find out the critical differences between the writing styles. Take a look at the following table and shed light on this issue.

An objective essay is a presentation of the material with no independent opinion involved. Only facts matter in this paper, and only facts can back up some assertions. Writing subjective essays implies introducing your standpoint on a particular problem.

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📋 How to Write an Objective Essay

Writing any essay consists of three parts: preparation, the actual writing, and revision. During the first one, you need to decide on your topic and do a little research. You can see how it looks in a real example.

Objective Essay Example: The Portrayal of Odysseus

In Odyssey, Homer portrays Odysseus, the king of Ithaca, as the true epic hero. The depiction of Odysseus is thoughtfully knitted together with the themes of love and loyalty that further magnify it, painting a holistic picture of a long 10-year journey home. Although it can be argued that some of Odysseus’s personality traits he displays cannot be applied to a true hero, he is still depicted following a very specific heroic archetype.

Now, let’s get into more detail!

Objective Essay Topics

If you’ve decided to write an objective essay, you need to come up with a topic. The topic gives a reader a brief overview of what will be covered in the paper.

Here are ten great examples:

• While the differences between Italy and Spain are evident, the resemblances are striking.
• There are several similarities between the movies “Deep Impact” and “Armageddon.”
• Compare and contrast the capitals of two English-speaking countries.
• Somatic symptoms in people with PTSD can be influenced by age, gender, and avoidance.
• Some might argue, but being overweight carries a social stigma.
• Environmental factors contribute to the phenotypic expression of psychological disorders.
• Although the exact reason remains unclear, depression is affected by sex, gender, hormonal changes, and age.
• When comparing and contrasting the Bible and Quran, it seems that they have more similarities than differences.
• Musical ability is the result of influence on the person from outside.
• In comparison to extroverts, introverts draw power from within themselves to use it in future activities.

Objective Essay Structure

We shall continue with exploring an essay structure. Note that the parts described below are essential for any essay.

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• Introduction . The introduction is usually the part that broadly describes the topic and gets the interest of the reader. This part of the paper should cover some background information and present the purpose.
• Hypothesis . In case your essay has one, state it in your introduction. A hypothesis includes information about how you intend to prove or refute the claim. It briefly describes the way you intend to do so.
• Arguments . Present one side of the argument. In the next paragraph, present the opposing one, using such words as “however,” “nevertheless,” and “although.” The task is to provide the readers with two sides of the argument.
• Evidence . Provide the evidence for all of your points. Keep the balance in providing proof and refutal. Omit your personal opinion, rather than include the evidence you find informative and convincing.
• Conclusion . Summarize the arguments both for and against the position. While remaining objective, shortly go over the information you presented as evidence. If the instructions require a personal opinion, in conclusion, you might write one. In other cases, briefly recap the parts of the essay. Shorten sentence generator would be greatly beneficial in such endeavor.

📜 How to Write a Subjective Essay

As we’ve mentioned earlier, a subjective essay represents the author’s vision of a particular issue. You have an opportunity to introduce your point of view without supporting your ideas with evidence from the primary sources. However, make sure your arguments are still logical and adequate.

Now see how to write a subjective essay in the sections below.

Subjective Writing Example

A well-chosen topic is the vital determinant of a successful essay. Yet, the process of selecting an idea for your paper might be challenging. That’s why you may find our example helpful.

The rapid pace of development of modern technologies increases the demand for oil and gas every year. A considerable amount of these resources is necessary to maintain both industrial enterprises and private equipment. Despite active production, there are still many unexplored places on Earth, potentially rich in oil and gas deposits. However, while making them public would help solve the existing problem, I’m afraid I disagree with this proposal.

Subjective Essay Topics

Check our list of subjective essay topics, choose the one you like the most, or inspire and come up with your idea!

• The fake and too glamorous life presented in social media leads to the development of an inferiority complex among teenagers.
• The information flows within the country should not be controlled by the governments.
• Since developed nations provoked the climate crisis, they should take full responsibility for their past actions and reduce carbon emissions in the atmosphere.
• Cyberbullying should be a matter of the same importance as physical abuse.
• Remote learning opens more opportunities and expands the students’ horizons.
• Instead of catching up with fashion trends, it is better to develop your unique style.
• People should have enough rest to reduce the levels of anxiety and decrease the chances of depression.
• Studying abroad is an experience worth trying.
• Planning and scheduling are perfect strategies to deal with procrastination.
• While applying for a job position, work experience is more significant than having a degree.

📝 Subjective Essay Structure

When you deal with this task, you have full freedom of choice. You can decide for yourself what idea to support and what arguments to present. Still, you have to structure even a subjective essay properly.

Get an originally-written paper according to your instructions!

Here are the elements you have to include in your paper:

• grab the readers’ attention;
• introduce your subject;
• state your position in the thesis statement.

Important note: your thesis should be clear and straightforward. Let your audience understand your opinion.

• Description . Dive deeper into your topic and describe your issue in detail. However, don’t go too far. Avoid including irrelevant facts and unnecessary information. Follow the principle “quality over quantity” to keep your reader engaged.
• Opinion . After describing your issue, move to the most crucial part of your essay—opinion. State it clearly and concisely. Although you don’t need to provide any evidence from scholarly sources, your ideas should be supported by substantial arguments or examples from your personal life.
• Conclusion . In the last paragraph of your subjective essay, restate your thesis statement. Don’t introduce any other ideas here. To make your paper more dynamic, ask a provocative question at the end. It may motivate your reader for further investigation of your subject.

A helpful tip:

Before submitting your work, make sure it is coherent. Check if all of your ideas follow the logical flow. To avoid redundancy and wordiness, mix shorter sentences with longer ones and apply transitional phrases. Polish your essay, turn it in, and wait for your perfect grade.

Thanks for reading the page! Share it with your peers who may need some guidance as well. Our writers are ready to explain any other essay type , not only objective or subjective ones.

Learn more on this topic:

• How to Write an Expository Essay in Simple Steps
• Nursing Reflective Essay Example and Guidelines for Students
• Essay on Dengue Fever: How to Write + Free Examples
• French Essay Writing: How-to Guide and Examples
• How to Write a Rebuttal Essay: Jackie Michael, Pen and the Pad
• Writing Objectively: OWLL, Massey University
• Subjective vs Objective: Difference and Comparison, Diffen
• Objective and Subjective Claims: TIP Sheet, Butte College
• Evidence: The Writing Center, University of North Carolina at Chapel Hill
• Organizing Your Argument: Purdue Online Writing Lab, College of Liberal Arts, University of Purdue
• Argumentative Paper Format: Courtesy the Odegaard Writing & Research Center, University of Washington
• How Do I Write an Intro, Conclusion, & Body Paragraph: LSA Sweetland Center for Writing, the University of Michigan
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Very helpful to make my assignment. Thank you so much!

Glad to know that. Thank you very much, Farhana!

Subjective and reflective.

That’s right, Raj 🙂

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• Aims and Objectives – A Guide for Academic Writing
• Doing a PhD

One of the most important aspects of a thesis, dissertation or research paper is the correct formulation of the aims and objectives. This is because your aims and objectives will establish the scope, depth and direction that your research will ultimately take. An effective set of aims and objectives will give your research focus and your reader clarity, with your aims indicating what is to be achieved, and your objectives indicating how it will be achieved.

Introduction

There is no getting away from the importance of the aims and objectives in determining the success of your research project. Unfortunately, however, it is an aspect that many students struggle with, and ultimately end up doing poorly. Given their importance, if you suspect that there is even the smallest possibility that you belong to this group of students, we strongly recommend you read this page in full.

This page describes what research aims and objectives are, how they differ from each other, how to write them correctly, and the common mistakes students make and how to avoid them. An example of a good aim and objectives from a past thesis has also been deconstructed to help your understanding.

What Are Aims and Objectives?

Research aims.

A research aim describes the main goal or the overarching purpose of your research project.

In doing so, it acts as a focal point for your research and provides your readers with clarity as to what your study is all about. Because of this, research aims are almost always located within its own subsection under the introduction section of a research document, regardless of whether it’s a thesis , a dissertation, or a research paper .

A research aim is usually formulated as a broad statement of the main goal of the research and can range in length from a single sentence to a short paragraph. Although the exact format may vary according to preference, they should all describe why your research is needed (i.e. the context), what it sets out to accomplish (the actual aim) and, briefly, how it intends to accomplish it (overview of your objectives).

To give an example, we have extracted the following research aim from a real PhD thesis:

Example of a Research Aim

The role of diametrical cup deformation as a factor to unsatisfactory implant performance has not been widely reported. The aim of this thesis was to gain an understanding of the diametrical deformation behaviour of acetabular cups and shells following impaction into the reamed acetabulum. The influence of a range of factors on deformation was investigated to ascertain if cup and shell deformation may be high enough to potentially contribute to early failure and high wear rates in metal-on-metal implants.

Note: Extracted with permission from thesis titled “T he Impact And Deformation Of Press-Fit Metal Acetabular Components ” produced by Dr H Hothi of previously Queen Mary University of London.

Research Objectives

Where a research aim specifies what your study will answer, research objectives specify how your study will answer it.

They divide your research aim into several smaller parts, each of which represents a key section of your research project. As a result, almost all research objectives take the form of a numbered list, with each item usually receiving its own chapter in a dissertation or thesis.

Following the example of the research aim shared above, here are it’s real research objectives as an example:

Example of a Research Objective

• Develop finite element models using explicit dynamics to mimic mallet blows during cup/shell insertion, initially using simplified experimentally validated foam models to represent the acetabulum.
• Investigate the number, velocity and position of impacts needed to insert a cup.
• Determine the relationship between the size of interference between the cup and cavity and deformation for different cup types.
• Investigate the influence of non-uniform cup support and varying the orientation of the component in the cavity on deformation.
• Examine the influence of errors during reaming of the acetabulum which introduce ovality to the cavity.
• Determine the relationship between changes in the geometry of the component and deformation for different cup designs.
• Develop three dimensional pelvis models with non-uniform bone material properties from a range of patients with varying bone quality.
• Use the key parameters that influence deformation, as identified in the foam models to determine the range of deformations that may occur clinically using the anatomic models and if these deformations are clinically significant.

It’s worth noting that researchers sometimes use research questions instead of research objectives, or in other cases both. From a high-level perspective, research questions and research objectives make the same statements, but just in different formats.

Taking the first three research objectives as an example, they can be restructured into research questions as follows:

Restructuring Research Objectives as Research Questions

• Can finite element models using simplified experimentally validated foam models to represent the acetabulum together with explicit dynamics be used to mimic mallet blows during cup/shell insertion?
• What is the number, velocity and position of impacts needed to insert a cup?
• What is the relationship between the size of interference between the cup and cavity and deformation for different cup types?

Difference Between Aims and Objectives

Hopefully the above explanations make clear the differences between aims and objectives, but to clarify:

• The research aim focus on what the research project is intended to achieve; research objectives focus on how the aim will be achieved.
• Research aims are relatively broad; research objectives are specific.
• Research aims focus on a project’s long-term outcomes; research objectives focus on its immediate, short-term outcomes.
• A research aim can be written in a single sentence or short paragraph; research objectives should be written as a numbered list.

How to Write Aims and Objectives

Before we discuss how to write a clear set of research aims and objectives, we should make it clear that there is no single way they must be written. Each researcher will approach their aims and objectives slightly differently, and often your supervisor will influence the formulation of yours on the basis of their own preferences.

Regardless, there are some basic principles that you should observe for good practice; these principles are described below.

Your aim should be made up of three parts that answer the below questions:

• Why is this research required?
• What is this research about?
• How are you going to do it?

The easiest way to achieve this would be to address each question in its own sentence, although it does not matter whether you combine them or write multiple sentences for each, the key is to address each one.

The first question, why , provides context to your research project, the second question, what , describes the aim of your research, and the last question, how , acts as an introduction to your objectives which will immediately follow.

Scroll through the image set below to see the ‘why, what and how’ associated with our research aim example.

Note: Your research aims need not be limited to one. Some individuals per to define one broad ‘overarching aim’ of a project and then adopt two or three specific research aims for their thesis or dissertation. Remember, however, that in order for your assessors to consider your research project complete, you will need to prove you have fulfilled all of the aims you set out to achieve. Therefore, while having more than one research aim is not necessarily disadvantageous, consider whether a single overarching one will do.

Research Objectives

Each of your research objectives should be SMART :

• Specific – is there any ambiguity in the action you are going to undertake, or is it focused and well-defined?
• Measurable – how will you measure progress and determine when you have achieved the action?
• Achievable – do you have the support, resources and facilities required to carry out the action?
• Relevant – is the action essential to the achievement of your research aim?
• Timebound – can you realistically complete the action in the available time alongside your other research tasks?

In addition to being SMART, your research objectives should start with a verb that helps communicate your intent. Common research verbs include:

Table of Research Verbs to Use in Aims and Objectives

Last, format your objectives into a numbered list. This is because when you write your thesis or dissertation, you will at times need to make reference to a specific research objective; structuring your research objectives in a numbered list will provide a clear way of doing this.

To bring all this together, let’s compare the first research objective in the previous example with the above guidance:

Checking Research Objective Example Against Recommended Approach

Research Objective:

1. Develop finite element models using explicit dynamics to mimic mallet blows during cup/shell insertion, initially using simplified experimentally validated foam models to represent the acetabulum.

Checking Against Recommended Approach:

Q: Is it specific? A: Yes, it is clear what the student intends to do (produce a finite element model), why they intend to do it (mimic cup/shell blows) and their parameters have been well-defined ( using simplified experimentally validated foam models to represent the acetabulum ).

Q: Is it measurable? A: Yes, it is clear that the research objective will be achieved once the finite element model is complete.

Q: Is it achievable? A: Yes, provided the student has access to a computer lab, modelling software and laboratory data.

Q: Is it relevant? A: Yes, mimicking impacts to a cup/shell is fundamental to the overall aim of understanding how they deform when impacted upon.

Q: Is it timebound? A: Yes, it is possible to create a limited-scope finite element model in a relatively short time, especially if you already have experience in modelling.

Q: Does it start with a verb? A: Yes, it starts with ‘develop’, which makes the intent of the objective immediately clear.

Q: Is it a numbered list? A: Yes, it is the first research objective in a list of eight.

Mistakes in Writing Research Aims and Objectives

1. making your research aim too broad.

Having a research aim too broad becomes very difficult to achieve. Normally, this occurs when a student develops their research aim before they have a good understanding of what they want to research. Remember that at the end of your project and during your viva defence , you will have to prove that you have achieved your research aims; if they are too broad, this will be an almost impossible task. In the early stages of your research project, your priority should be to narrow your study to a specific area. A good way to do this is to take the time to study existing literature, question their current approaches, findings and limitations, and consider whether there are any recurring gaps that could be investigated .

Note: Achieving a set of aims does not necessarily mean proving or disproving a theory or hypothesis, even if your research aim was to, but having done enough work to provide a useful and original insight into the principles that underlie your research aim.

2. Making Your Research Objectives Too Ambitious

Be realistic about what you can achieve in the time you have available. It is natural to want to set ambitious research objectives that require sophisticated data collection and analysis, but only completing this with six months before the end of your PhD registration period is not a worthwhile trade-off.

3. Formulating Repetitive Research Objectives

Each research objective should have its own purpose and distinct measurable outcome. To this effect, a common mistake is to form research objectives which have large amounts of overlap. This makes it difficult to determine when an objective is truly complete, and also presents challenges in estimating the duration of objectives when creating your project timeline. It also makes it difficult to structure your thesis into unique chapters, making it more challenging for you to write and for your audience to read.

Fortunately, this oversight can be easily avoided by using SMART objectives.

Hopefully, you now have a good idea of how to create an effective set of aims and objectives for your research project, whether it be a thesis, dissertation or research paper. While it may be tempting to dive directly into your research, spending time on getting your aims and objectives right will give your research clear direction. This won’t only reduce the likelihood of problems arising later down the line, but will also lead to a more thorough and coherent research project.

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Examples of Scholarship Essays for the “Career Goals” Question

Emily Wong is a writer at Scholarships360. She’s worked as a social media manager and a content writer at several different startups, where she covered various topics including business, tech, job recruitment, and education. Emily grew up and went to school in the Chicago suburbs, where she studied economics and journalism at Northwestern University.

Learn about our editorial policies

Maria Geiger is Director of Content at Scholarships360. She is a former online educational technology instructor and adjunct writing instructor. In addition to education reform, Maria’s interests include viewpoint diversity, blended/flipped learning, digital communication, and integrating media/web tools into the curriculum to better facilitate student engagement. Maria earned both a B.A. and an M.A. in English Literature from Monmouth University, an M. Ed. in Education from Monmouth University, and a Virtual Online Teaching Certificate (VOLT) from the University of Pennsylvania.

Writing an essay is often the trickiest part of the scholarship application, not to mention the most time-consuming. However, the essay section also allows room for creativity and individuality. If you can communicate effectively, you can use the essay portion to stand out from the crowd. Let’s go over some tips for writing, as well as a couple of scholarship essay examples about career goals.

How to write a scholarship essay 

At this point, you’ve probably gained plenty of experience writing papers for school. However, it may still take a couple of tries to nail the scholarship essay. Since scholarship teams often have to get through a lot of applications, it’s important to stand out while staying concise. Here are some simple guidelines for writing scholarship essays.

See also: How to write a winning scholarship essay (with examples!)

Take five minutes to brainstorm

Before you even start your essay, take some time to gather your thoughts. Think about what you’ll want the paper to focus on. Why did you choose to pursue your career path in the first place? Where do you want to be in five years? How would this scholarship help you further your studies and work toward your goals?

Once you’ve jotted down a few ideas, choose one or two to center your essay on. Identifying the focus of your paper, it’ll make it easier to keep your thoughts organized. In turn, it’ll make it easier for the reader to follow.

Related : How to start a scholarship essay (with examples!)

Stay within the word limit

Unlike the four-page essays that you may have written in English class, scholarship essays are often only a paragraph or two. In order to respect the selection committee’s time, be wary of going too far about the specified word count. A general rule of thumb is to stay within 20 words above or below the limit. That may entail a few rounds of edits to get the wording just right.

Stay positive!

Feel free to use part of your essay to talk about your life’s challenges. After all, the selection committee often wants to give the award to a candidate who needs it. However, make sure your anecdote doesn’t devolve into a sob story. If you’re going to bring up hardships you’ve endured, try to balance it by talking about how you’ve overcome them. By demonstrating resilience, you can show readers how you would use the scholarship to succeed in your current situation.

Leave time to proofread

Especially for a short scholarship essay, proofreading can take as little as 5-10 minutes. Still, it can be tempting to just hit “submit” after your first draft. However, being too impulsive can leave your essay riddled with typos and grammatical errors.

Try to avoid unnecessary mistakes by finishing your draft at least 24 hours before the scholarship deadline. That way, you can proofread it with fresh eyes before you submit it.

If you’re struggling to close out your essay, read how to end a scholarship essay in five steps .

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How to write a 100-word “career goals” essay.

When writing a 100-word essay, you’ll have to choose your content carefully. Since space is limited, you’ll want to identify the most important details to include beforehand.

First and foremost, make sure to clearly communicate your current pursuits. Talk about your academic and extracurricular activities related to your career goals. Additionally, it’s important to be specific about what you plan to do in the future. Then, if you have extra room, you can talk about how the scholarship will help you reach your goals.

My name is Alison MacBride, and I’m a sophomore at the University of Illinois. I’m currently pursuing a major in Journalism with a minor in Natural Resource Conservation. After completing my program, I plan to combine my areas of interest to become an environmental journalist.

During high school, I volunteered at an eco-conscious farm, where I learned about how our actions affect the earth. Since then, I’ve been set on raising awareness for the environment. This scholarship would go a long way in helping me finish my degree with the skills I need to investigate and report about critical issues.

Word count: 100

How to write a 250-word “career goals” essay

For the 250-word essay, you can go into more detail. Give the readers some context by talking about how you first got interested in your chosen career. Storytelling can be especially effective in engaging your audience. Try to capture their attention by choosing one or two concrete examples and relaying them vividly.

Additionally, you can spend more time talking about the scholarship and how it’ll make a difference in your studies. Go into more detail about how and why you need the award, but remember to keep it positive! For more help, check out how to write a 250 word essay . 

I first decided that I wanted to pursue a career in environmentalism in early high school. The summer after my freshman year, I joined a volunteer program at an eco-conscious farm in my community. In addition to helping out with the operations, I learned about current environmental issues related to farming and other consumer industries.

After learning about the agricultural industry’s impact on the planet, I was inspired to make a difference. The next year, I started a monthly earth magazine at my high school in which we broke down environmental issues and offered tips on how to be more eco-friendly. When I started college, I founded an on-campus publication with the same mission.

In recent years, I’ve been troubled to see how some media outlets downplay the gravity of issues like climate change and deforestation. I’ve admired reporters who publish trustworthy and comprehensible information about environmental issues, and I aim to follow in their footsteps.

When I entered college, I was initially concerned that I wouldn’t have enough money to finish my degree. Fortunately, I’ve been able to cover most of my tuition using merit scholarships and paychecks from my part-time job on campus. Receiving this scholarship would allow me more time to focus on acing my classes and pursuing environmental advocacy work on campus.

Word count: 261

Final thoughts

Planning is essential in making your “career goals” essay clear and concise. Hopefully, these scholarship essay examples about career goals can be your guide to writing a scholarship-winning essay. Good luck!

Additional resources

Maybe you need to write a longer scholarship essay? We can help with our writing a 500 word essay guide ! Be prepared and learn how to write essays about yourself and how to craft an impressive personal statement . Learn the differences between a personal statement and a statement of purpose as the terms might come up on college websites. If you haven’t decided on a college already, check out our guide on how to choose a college . No matter where you are in your educational journey, make sure that you apply for all the scholarships you qualify for!

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Home » Blog » Learning Objectives: How to Write, Types and Examples

Learning Objectives: How to Write, Types and Examples

For students, learning objectives provide an overview of the key points and main building blocks covered in a topic.

Skillshub’s experience in the academic and corporate world shows that having established learning objectives can help to improve engagement, motivation, and results.

As a thought leader in the field of educational objectives, we believe there are several types and structures of learning objectives you should consider when planning a course or lesson.

In this article, we’ll look at how to write learning objectives effectively, different types of learning objectives, and provide some example objectives to help you get started.

What are Learning Objectives?

Before we cover the details of writing learning objectives, it’s important to understand what they are and why having them is essential.

Learning objectives provide an overview of the topics covered in a course or lesson and allow everyone involved—teachers, students, and even administrators—to have a shared understanding of the goals for any given session.

In simple terms, learning objectives:

• Outline what students should be able to do after completing the lesson
• Provide a shared understanding of the topics covered in a course or lesson
• Help teachers plan and assess learning activities
• Allow administrators to monitor student progress
• Make it easier for students to review key material

Essentially, learning objectives provide a framework that benefits everyone involved in the learning process.

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What’s the difference between a learning objective and a learning outcome.

Learning outcomes and learning objectives are superficially similar, as in both cases, the two terms are used to describe what students should be able to do after completing a course or lesson.

However, there is an essential distinction between the two.

A learning objective refers specifically to the topics that will be covered during a lesson/course. Learning outcomes, on the other hand, look beyond mere knowledge and provide evaluations on how well students can apply what they’ve learned.

For instance, a learning objective may be to “understand the components of the water cycle”. A learning outcome related to this might be to “identify ways in which humans are impacting the global water cycle.”

The learning objective here defines how the lesson or course should be structured, while the learning outcome provides an evaluation of how well students understand and can apply what they have learned.

Benefits of Well-Written Learning Objectives

Now that you’ve got a clearer understanding of what learning objectives are and how they differ from learning outcomes, let’s take a look at the benefits of having well-crafted learning objectives in place.

There is a wide range of material benefits associated with creating and leveraging learning objectives, including:

Improved lesson and course planning

A clearly stated learning objective provides the basis for lesson and course planning. Well-written objectives help teachers identify not only the topics that need to be covered, but also the resources (e.g., books or videos) needed to cover them effectively.

Improved assessment

Having established learning objectives in place helps teachers create assessments which accurately evaluate student understanding of any given topic.

Teachers can use learning objectives to create quizzes, tests, and other assessments to accurately evaluate student knowledge.

Improved student understanding

Clear learning objectives are helpful for students in a number of ways.

For instance, having an overview of the topics covered in a lesson or course can help students track their progress more effectively and identify areas which may need review.

Furthermore, having objectives in place can help reduce the cognitive load associated with learning new topics, allowing students to focus more on their understanding of a subject rather than worrying about what needs to be done next.

Increased student engagement

Having established learning objectives in place can help keep students and employees engaged during lessons and lectures.

When students have a clear understanding of the topics covered, it becomes easier for them to follow along with the lesson plan and stay focused on the topic at hand.

Furthermore, providing objectives can motivate students by setting out specific goals they should be working towards.

More effective communication between teachers, students, and administrators

A shared understanding of learning objectives helps to ensure effective communication between all stakeholders in the educational process.

Teachers can use objectives to effectively communicate expectations with students, while administrators can use them to monitor student progress.

Having established learning objectives also makes it easier for teachers and administrators to identify potential issues or areas in which students may need additional support.

A better focus on the topics covered in a given course or lesson

Finally, having learning objectives in place helps to ensure that all stakeholders are focusing on the topics covered in a lesson or course.

Objectives set out specific goals which everyone should be working towards and help to keep discussions focused.

By providing an overview of the topics covered, learning objectives can also help teachers identify areas which need further exploration or review.

Overall, having clear learning objectives can help to improve results by providing everyone involved with a shared understanding of the goals of any given lesson or course.

How to Write Effective Learning Objectives

While the basic idea of learning objectives is simple, the act of creating effective learning objectives requires a bit more thought and consideration.

Let’s take a look at some tips to help you craft practical learning objectives:

Understanding the ABCD Model

The ABCD model provides a foundation for creating effective learning objectives.

The ABCD stands for:

The Audience portion of the ABCD model refers to whom the objective is intended for. The intended audience for any learning objective should modify the content and language used in the objective.

For instance, objectives for younger students may need to be simplified or contain more visual aids, whereas objectives for adult learners can assume a higher level of knowledge and use more sophisticated language.

The Behaviour associated with the ABCD model refers to what type of action should be taken by the audience in question.

This could include analytical thinking, problem-solving, writing, or any other behaviour which is relevant to the topic being covered.

The type of behaviour should be specific and clearly defined in order for it to be effectively measured.

The Condition portion of the model refers to what context or circumstances will have an impact on how the objective is achieved.

For instance, a learning objective may require students to solve a problem in a particular way (e.g., without using a calculator).

The condition portion of the ABCD model ensures that any necessary qualifications are taken into account when crafting an objective.

The Degree portion of the ABCD model refers to how successful students should be in order to achieve the learning objective.

This can include anything from basic understanding to complete mastery of the topic in question.

The degree should be clearly specified so that it can be effectively measured when assessing student performance.

Putting it all together

In other words, learning objectives should provide a description of who is being taught, what they should be able to do afterwards, the conditions under which this can be achieved, and how well it must be done.

Using the ABCD model provides an accessible framework that specific learning objectives can be crafted around.

Breaking Down the Process

To help you master the process of creating effective learning objectives, we’ve broken down the process into four steps:

Identify your audience

When crafting learning objectives, it’s important to consider who the objective is intended for. Identifying the intended audience will inform the language and content used in crafting the objective.

Specify desired learner behaviour

Having a specific behaviour in mind will help you create a practical learning objective. Consider which behaviours are necessary for learners to master the topic, and strive to ensure that the objectives reflect these behaviours.

Determine the conditions and constraints

The conditions and constraints surrounding the learning objective should be made explicit. This includes any qualifications or stipulations which must be met in order for learners to achieve the objective.

It should also consider any possible constraints or limitations that may impact how the objective is achieved. These constraints could include time or resource limitations, for example.

Define the degree of success desired

Finally, you should determine how successful learners must be in order to achieve the objective. This could include understanding basic concepts or mastering all aspects of a topic.

By defining the degree of success desired, it will be easier to measure whether learners have achieved the objective.

The degree should be specific and measurable in order for learners to effectively work towards it. This could include anything from basic understanding to complete mastery of the topic in question.

Taking a step-by-step process

By taking a step-by-step approach to creating practical learning objectives, it will be easier to ensure that the desired outcome is achieved.

Ideally, any learning objective should contain all of the necessary information to help learners understand what they need to do in order to succeed.

To achieve this, you should start by outlining what the learner needs to do in a clear and concise manner.

Then, break down each step into more detailed tasks to ensure that all necessary aspects of the objective are included. This could include defining any qualifications or constraints which may impact the completion of the task.

Finally, consider how successful learners must be in order to achieve the task set out in the learning objectives. This should be measurable so that learners can effectively work towards it and track their progress.

By taking a step-by-step approach to writing learning objectives, you will be able to ensure that the desired outcomes are achieved for each lesson or course.

Types of Learning Objectives

There are three primary types of learning objectives that can be used as the basis for crafting your own practical learning objectives.

Using these archetypes along with the ABCD model will help to ensure that your objectives are specific, measurable, and achievable.

Knowledge-based Objectives

Knowledge-based objectives are used to measure the learner’s understanding of a particular concept.

This type of objective should focus on testing the learner’s knowledge and comprehension in order to assess their level of understanding.

A good example of a knowledge-based objective would be:

“The learner will be able to explain the process of photosynthesis in at least three sentences.”

Skill-based Objectives

Skill-based objectives are used to assess the learner’s ability to apply their understanding of a concept.

This type of objective should focus on testing the learner’s ability to use the knowledge they have acquired in order to complete a task.

A good example of a skill-based objective would be:

“The learner will be able to apply the principles of photosynthesis to solve a problem.”

Attitude-based Objectives

Attitude-based objectives are used to assess the learner’s attitude towards the concept.

This type of objective should focus on testing the learner’s ability to think critically about a concept and their willingness to apply this knowledge in real-world situations.

A good example of an attitude-based objective would be:

“The learner will be able to demonstrate an understanding of photosynthesis and its implications for sustainability.”

Learning Objectives Examples

To help make the process of crafting practical learning objectives easier, here are some examples you can use as a reference point.

Knowledge-Based Objectives Examples

“The learner will be able to list the three main components of photosynthesis and explain their role in the process.”

“The learner will be able to identify the five primary sources of energy used in photosynthesis and explain how they are utilised.”

Skill-Based Objectives Examples

“The learner will be able to apply their knowledge of photosynthesis to construct a model demonstrating the process.”

“The learner will be able to use the principles of photosynthesis to design an experiment that tests one of its aspects. “

Attitude-Based Objectives Examples

“The learner will be able to discuss the implications of photosynthesis on climate change and how it can help reduce negative impacts.”

“The learner will demonstrate an understanding of the importance of photosynthesis for our environment and its impact on sustainability.”

Best Practices for Writing Learning Objectives

While writing learning objectives can be challenging, the good news is that there is established best practice for crafting effective and practical learning objectives.

By following these guidelines, you will be able to ensure that your learning objectives are clear, achievable, and useful.

Make your Objectives Specific and Measurable

Good learning objectives are specific and should clearly indicate what the learner needs to accomplish to achieve the desired outcome. They should also be measurable so that it is evident when the learner has achieved them.

Use Action Verbs

Action verbs should be used in the learning objectives to indicate what the learner will do. This will make it clear to both the trainer and the learners what is expected of them.

Action verbs include:

• Understand • Identify • Demonstrate • Apply

Consider the Level of Difficulty

Before writing the learning objective, you should consider the difficulty level appropriate for the learners. The degree of difficulty should be challenging but also achievable so that learners can successfully work towards it.

Align objectives with the overall learning goals

Learning objectives should be aligned with the overall learning goals of the course or lesson. This will ensure that all objectives contribute towards achieving the desired outcome for the learners.

Turning Learning Objectives into Training Objectives

While learning objectives are most commonly used in educational settings to help guide the learning process, they can also be used as a basis for creating training objectives.

Training objectives should focus on the desired outcomes from the training activity and use similar language and structure as learning objectives.

The critical difference is that the focus will be more on how to best achieve these outcomes rather than what needs to be learned.

Some strategies for turning objectives into training objectives include:

• Focus on how to effectively apply the knowledge or skills acquired from the learning activity.
• Consider how best to facilitate the transfer of this knowledge or skill so that learners can use it in their professional lives. Make sure the objective is measurable and achievable.

An example of a training objective derived from a learning objective is:

Learning Objective: “The learner will be able to identify the five primary sources of energy used in photosynthesis and explain how they are utilised.”

Training Objective: “The learners will understand how to combine different sources of energy to create new products or applications.”

Developing content and assessments that align with objectives

The primary difference between learning and training objectives is that learning objectives focus on knowledge acquisition, whereas training objectives focus on skill development.

Where learning objectives prioritise content that teaches the learner about a specific concept, training objectives focus on developing problem-solving skills that can be applied to real-world scenarios.

When it comes to assessments, learning objectives should align with content and assessments that allow learners to demonstrate their understanding of the material. This could include multiple choice questions, short answer tests, and even practical activities.

By comparison, assessments for training objectives should encourage learners to apply their skills in a practical setting. This could include case studies, simulations, and group activities that allow learners to use the knowledge they have acquired in a problem-solving context.

Assessing and Evaluating Learning Objectives

Once written, learning objectives should not be static and should be reviewed regularly to ensure they are still relevant and achievable. To assess the learning objectives, it is essential to use both formative and summative assessments.

Formative assessments should be used during the learning process to measure progress and help identify any areas where learners may need additional support or guidance. This could include quizzes, tests, or group activities.

On the other hand, summative assessments should be used at the end of the learning process to measure the transfer of learning. These could include essays or presentations that require learners to demonstrate their understanding of the material.

By regularly assessing and evaluating your learning objectives, you can ensure they remain relevant and achievable for all learners. This is particularly true of training objectives where the application of the skills acquired is tested in a practical setting.

Measuring Learning Objectives

The ability to measure learning objectives is essential for assessing the success of a course or lesson. Learning objectives should be measurable to ensure it is evident when learners have met them.

As mentioned, formative assessments should be used during the learning process to help measure progress, while summative assessments should be used to measure how much learners have learned.

Other methods for measuring learning objectives include:

• Pre- and Post-Tests: This involves administering a test or quiz before and after the lesson to measure how much the learners have learned.
• Self-Assessments: Ask learners to reflect on what they have learned at the end of each lesson or session.
• Observation: An observer can be used to watch a learning activity and provide feedback on how well learners are performing.
• Projects: Ask learners to create a project or product at the end of the lesson that demonstrates their understanding of the material.

By using these different methods of measurement, you can ensure that your learning objectives are being met and that learners are gaining the knowledge and skills they need to succeed.

Final Thoughts

Learning objectives are essential for any educational or training setting.

By measuring learning objectives regularly, you can more accurately track the success of your course or lesson and ensure that all learners achieve their desired outcomes.

Skillshub’s innovative eLearning platform makes it easy for trainers to create, measure, and assess learning objectives. With tools like quizzes and assessments, and reporting tools to track progress, Skillshub can help you ensure that all learners are achieving their desired outcomes.

Our professionally designed off-the-shelf courses are also a great way to get started and provide you with all the tools and resources you need to develop engaging and interactive courses.

With our comprehensive suite of e-learning solutions, Skillshub can ensure that your learners have the knowledge and skills they need to succeed.

If you’re looking for an easy and efficient way to create, measure, and assess learning objectives, Skillshub is the perfect platform for you.

As an eLearning company , Skillshub is committed to creating efficient and impactful learning experiences.

Contact us today to find out how we can help you achieve your educational goals.

Sean McPheat

Sean is the CEO of Skillshub. He’s a published author and has been featured on CNN, BBC and ITV as a leading authority in the learning and development industry. Sean is responsible for the vision and strategy at Skillshub, helping to ensure innovation within the company.

Updated on: 11 October, 2023

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How to Write the Dissertation Aims and Objectives – Guide & Examples

Published by Grace Graffin at January 27th, 2023 , Revised On October 9, 2023

Aims and objectives are among the essential aspects of a dissertation. If you write aims and objectives effectively, they can act as a foundation to give your research clarity and focus.

This article will provide you with all the necessary information regarding aims and objectives, their differences, writing tips , and the common mistakes you should avoid while writing them.

The aim is often a single sentence or a short paragraph that describes your dissertation’s main goal and intent. It tells what you hope to achieve at the end. You should write the aim so that it becomes identifiable when it is achieved with the completion of your dissertation .

The aim is written in a subsection of the introduction to clarify the overall purpose of the dissertation .

Example: It is often observed that employees in culturally diverse workplaces struggle to work effectively in a team. A probable cause of this issue is bullying at the workplace. This research investigates the impact of bullying on employee job satisfaction at culturally diverse workplaces and the resulting loss of employee productivity. This research will use surveys and case study analysis to analyze the impact of bullying on employees.

The objectives in a dissertation describe the ways through which you intend to achieve the research aim. They are specific statements that break down the aim into several smaller key sections of the overall research. Suitable objectives can help you stay focused and conduct research in the direction of your aim.

The number of objectives should be realistic; usually, between three to six, and each one should be possible to achieve. The following example shows the objectives for the previously-mentioned dissertation aim.

1. identification of the behaviors that are considered as bullying 2. exploring the factors that cause bullying at a culturally diverse workplace 3. analyzing the relationship between bullying and job satisfaction of employees 4. providing suitable recommendations on minimizing the bullying at the workplace

The objectives of a dissertation should be SMART.

• Specific: should be precise, focused, and well-defined
• Measurable: the progress should be measurable, and you should be able to determine when you have achieved an objective.
• Achievable: you should be able to carry out the required action within your available resources
• Relevant: should be related to the dissertation aim
• Time-bound: should be possible within the available time

Differences between aims and objectives

Aims and objectives are often mixed, but there are clear differences between them.

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How to write aims and objectives?

There is no particular way or standard to write the aims and objectives. Different researchers have different writing styles, and often it can be influenced by your research supervisor. However, you should follow certain basic principles while writing aims and objectives in a dissertation.

Writing the aim statement

The aim statement should cover the following essential elements.

• Why is the research necessary? (covers the underlying problem on which the study is to be conducted)
• What is the research about? (description of the research title)
• How are you going to conduct it? (a brief statement of intended research methods)

An appropriate aim clearly defines the research purpose without confusing the reader. If you struggle to explain your research and its importance in simpler terms, you should consider refining your research to clarify it further.

Writing objectives

The objectives describe how you would achieve your research aim. You can do this through the following steps,

• The first one to two objectives can be applied to the literature review . (Verbs to be used: investigate, examine, study)
• One objective can be applied to the methodology portion. (Verbs to be used: collect, select, demonstrate, estimate)
• Two to three objectives can cover the critical evaluation or discussion chapters (Verbs to be used: analyze, compare, evaluate)
• The final objective will cover the conclusion or recommendation portion. (Verbs to be used: conclude, recommend)

Instead of writing like a paragraph, the objectives should be written as a numbered list to give them more clarity.

How many aims and objectives should be there?

It depends upon the topic of your research and mainly upon your supervisor’s requirements. Generally, a dissertation has a single broad statement as the research aim. However, it is acceptable to include a main aim along with two to three subsidiary aims.

Similarly, the number of objectives should be realistic and sufficient to measure the progress regarding the achievement of the research aim. Their number can generally vary from three to six depending upon the aim.

Common mistakes to avoid while writing research aims and objectives

• Writing a broad research aim

Writing a broad research aim is a common mistake, and it often becomes difficult to achieve. It may create a problem when you are asked to prove how you have achieved your aims during your  viva defense . It would be best to narrow your study to a specific area in the early stages of the dissertation.

• Formulating overlapping research objectives

The objectives should be written such that they are measurable and distinct from each other. If they overlap, it makes it difficult to structure your dissertation properly in specific chapters.

• Setting unrealistic aims

Students often get over-ambitious while describing the research aim and face problems afterward in achieving those aims. You should avoid this mistake and be realistic about what you can achieve in the available time and resources.

Aims and objectives are the sections that require significant time and attention to avoid future hassles while conducting research and writing your dissertation.

Frequently Asked Questions

How to set dissertation aims and objectives.

To set dissertation aims and objectives, define your research goals clearly. Aims state what you want to achieve, while objectives outline specific, measurable steps to reach those goals. Ensure they align with your research question and contribute to your study’s significance.

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2024 WAEC: English Language Essay+Objectives Questions with Solution.

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