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Common Writing Assignments

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

Understanding Writing Assignments

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

Argument Papers

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

Research Papers

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

Exploratory Papers

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

Annotated Bibliographies

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

Book Report

This resource discusses book reports and how to write them.

Definitions

This handout provides suggestions and examples for writing definitions.

Essays for Exams

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

Book Review

This resource discusses book reviews and how to write them.

Academic Proposals

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

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Academic Assignment Samples and Examples

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Frequently Ask Questions?

How can these samples help you.

The assignment writing samples we provide help you by showing you versions of the finished item. It’s like having a picture of the cake you’re aiming to make when following a recipe.

Assignments that you undertake are a key part of your academic life; they are the usual way of assessing your knowledge on the subject you’re studying.

There are various types of assignments: essays, annotated bibliographies, stand-alone literature reviews, reflective writing essays, etc. There will be a specific structure to follow for each of these. Before focusing on the structure, it is best to plan your assignment first. Your school will have its own guidelines and instructions, you should align with those. Start by selecting the essential aspects that need to be included in your assignment.

Based on what you understand from the assignment in question, evaluate the critical points that should be made. If the task is research-based, discuss your aims and objectives, research method, and results. For an argumentative essay, you need to construct arguments relevant to the thesis statement.

Your assignment should be constructed according to the outline’s different sections. This is where you might find our samples so helpful; inspect them to understand how to write your assignment.

Adding headings to sections can enhance the clarity of your assignment. They are like signposts telling the reader what’s coming next.

Where structure is concerned, our samples can be of benefit. The basic structure is of three parts: introduction, discussion, and conclusion. It is, however, advisable to follow the structural guidelines from your tutor.

For example, our master’s sample assignment includes lots of headings and sub-headings. Undergraduate assignments are shorter and present a statistical analysis only.

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How to write the best college assignments.

By Lois Weldon

When it comes to writing assignments, it is difficult to find a conceptualized guide with clear and simple tips that are easy to follow. That’s exactly what this guide will provide: few simple tips on how to write great assignments, right when you need them. Some of these points will probably be familiar to you, but there is no harm in being reminded of the most important things before you start writing the assignments, which are usually determining on your credits.

The most important aspects: Outline and Introduction

Preparation is the key to success, especially when it comes to academic assignments. It is recommended to always write an outline before you start writing the actual assignment. The outline should include the main points of discussion, which will keep you focused throughout the work and will make your key points clearly defined. Outlining the assignment will save you a lot of time because it will organize your thoughts and make your literature searches much easier. The outline will also help you to create different sections and divide up the word count between them, which will make the assignment more organized.

The introduction is the next important part you should focus on. This is the part that defines the quality of your assignment in the eyes of the reader. The introduction must include a brief background on the main points of discussion, the purpose of developing such work and clear indications on how the assignment is being organized. Keep this part brief, within one or two paragraphs.

This is an example of including the above mentioned points into the introduction of an assignment that elaborates the topic of obesity reaching proportions:

Background : The twenty first century is characterized by many public health challenges, among which obesity takes a major part. The increasing prevalence of obesity is creating an alarming situation in both developed and developing regions of the world.

Structure and aim : This assignment will elaborate and discuss the specific pattern of obesity epidemic development, as well as its epidemiology. Debt, trade and globalization will also be analyzed as factors that led to escalation of the problem. Moreover, the assignment will discuss the governmental interventions that make efforts to address this issue.

Practical tips on assignment writing

Here are some practical tips that will keep your work focused and effective:

– Critical thinking – Academic writing has to be characterized by critical thinking, not only to provide the work with the needed level, but also because it takes part in the final mark.

– Continuity of ideas – When you get to the middle of assignment, things can get confusing. You have to make sure that the ideas are flowing continuously within and between paragraphs, so the reader will be enabled to follow the argument easily. Dividing the work in different paragraphs is very important for this purpose.

– Usage of ‘you’ and ‘I’ – According to the academic writing standards, the assignments should be written in an impersonal language, which means that the usage of ‘you’ and ‘I’ should be avoided. The only acceptable way of building your arguments is by using opinions and evidence from authoritative sources.

– Referencing – this part of the assignment is extremely important and it takes a big part in the final mark. Make sure to use either Vancouver or Harvard referencing systems, and use the same system in the bibliography and while citing work of other sources within the text.

– Usage of examples – A clear understanding on your assignment’s topic should be provided by comparing different sources and identifying their strengths and weaknesses in an objective manner. This is the part where you should show how the knowledge can be applied into practice.

– Numbering and bullets – Instead of using numbering and bullets, the academic writing style prefers the usage of paragraphs.

– Including figures and tables – The figures and tables are an effective way of conveying information to the reader in a clear manner, without disturbing the word count. Each figure and table should have clear headings and you should make sure to mention their sources in the bibliography.

– Word count – the word count of your assignment mustn’t be far above or far below the required word count. The outline will provide you with help in this aspect, so make sure to plan the work in order to keep it within the boundaries.

The importance of an effective conclusion

The conclusion of your assignment is your ultimate chance to provide powerful arguments that will impress the reader. The conclusion in academic writing is usually expressed through three main parts:

– Stating the context and aim of the assignment

– Summarizing the main points briefly

– Providing final comments with consideration of the future (discussing clear examples of things that can be done in order to improve the situation concerning your topic of discussion).

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Lois Weldon is writer at Uk.bestdissertation.com . Lives happily at London with her husband and lovely daughter. Adores writing tips for students. Passionate about Star Wars and yoga.

7 comments on “How To Write The Best College Assignments”

Extremely useful tip for students wanting to score well on their assignments. I concur with the writer that writing an outline before ACTUALLY starting to write assignments is extremely important. I have observed students who start off quite well but they tend to lose focus in between which causes them to lose marks. So an outline helps them to maintain the theme focused.

Hello Great information…. write assignments

Well elabrated

Thanks for the information. This site has amazing articles. Looking forward to continuing on this site.

This article is certainly going to help student . Well written.

Really good, thanks

Practical tips on assignment writing, the’re fantastic. Thank you!

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Sample written assignments

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

How to use this page

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

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

Annotated bibliography

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

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

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

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

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

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

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

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

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

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

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

UTS HELPS annotated Law essay

(PDF, 250KB)

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

Literature review

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

Reflective writing

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

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

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

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

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

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

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How to Write an Effective Assignment

At their base, all assignment prompts function a bit like a magnifying glass—they allow a student to isolate, focus on, inspect, and interact with some portion of your course material through a fixed lens of your choosing.

The Key Components of an Effective Assignment Prompt

All assignments, from ungraded formative response papers all the way up to a capstone assignment, should include the following components to ensure that students and teachers understand not only the learning objective of the assignment, but also the discrete steps which they will need to follow in order to complete it successfully:

Preamble. This situates the assignment within the context of the course, reminding students of what they have been working on in anticipation of the assignment and how that work has prepared them to succeed at it.
Justification and Purpose. This explains why the particular type or genre of assignment you’ve chosen (e.g., lab report, policy memo, problem set, or personal reflection) is the best way for you and your students to measure how well they’ve met the learning objectives associated with this segment of the course.
Mission. This explains the assignment in broad brush strokes, giving students a general sense of the project you are setting before them. It often gives students guidance on the evidence or data they should be working with, as well as helping them imagine the audience their work should be aimed at.
Tasks. This outlines what students are supposed to do at a more granular level: for example, how to start, where to look, how to ask for help, etc. If written well, this part of the assignment prompt ought to function as a kind of "process" rubric for students, helping them to decide for themselves whether they are completing the assignment successfully.
Submission format. This tells students, in appropriate detail, which stylistic conventions they should observe and how to submit their work. For example, should the assignment be a five-page paper written in APA format and saved as a .docx file? Should it be uploaded to the course website? Is it due by Tuesday at 5:00pm?

For illustrations of these five components in action, visit our gallery of annotated assignment prompts .

For advice about creative assignments (e.g. podcasts, film projects, visual and performing art projects, etc.), visit our Guidance on Non-Traditional Forms of Assessment .

For specific advice on different genres of assignment, click below:

Response Papers

Problem sets, source analyses, final exams, concept maps, research papers, oral presentations, poster presentations.

Learner-Centered Design
Putting Evidence at the Center
What Should Students Learn?
Start with the Capstone
Gallery of Annotated Assignment Prompts
Scaffolding: Using Frequency and Sequencing Intentionally
Curating Content: The Virtue of Modules
Syllabus Design
Catalogue Materials
Making a Course Presentation Video
Teaching Teams
In the Classroom
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Common Assignments: Journal Entries

Basics of journal entries, related webinar.

Didn't find what you need? Email us at [email protected] .

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Next Page: Read the Prompt Carefully
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Academic writing
Types of academic writing
Planning your writing

Structuring written work

Grammar, spelling and vocabulary
Editing and proofreading
Evidence, plagiarism and referencing
Resources and support

Some assignments have a standard format, such as lab reports or case studies, and these will normally be explained in your course materials. For other assignments, you will have to come up with your own structure.

Your structure might be guided by:

the assignment question. For example, it may list topics or use wording such as ‘compare and contrast’
the subject matter itself, which may suggest a structure based on chronology, process or location
your interpretation of the subject matter. For example, problem/solution, argument/counter-argument or sub-topics in order of importance
the structure of other texts you’ve read in your discipline. Look at how the information is organised and sequenced. Make sure you modify the structure to suit your purpose to avoid plagiarism.

Essays are a very common form of academic writing. Like most of the texts you write at university, all essays have the same basic three-part structure: introduction, main body and conclusion. However, the main body can be structured in many different ways.

To write a good essay:

know if you’re expected to write an analytical, persuasive or critical essay
clearly structure your main body and paragraphs
use appropriate referencing
use academic language .

Reports generally have the same basic structure as essays, with an introduction, body and conclusion. However, the main body structure can vary widely, as the term ‘report’ is used for many types of texts and purposes in different disciplines.

Find out as much as possible about what type of report is expected.

How to plan your structure

There are many ways to come up with a structure for your work. If you’re not sure how to approach it, try some of the strategies below.

During and after reading your sources, take notes and start thinking about ways to structure the ideas and facts into groups. For example:

look for similarities, differences, patterns, themes or other ways of grouping and dividing the ideas under headings. This could include advantages, disadvantages, causes, effects, problems, solutions or types of theory
use coloured highlighters or symbols to tag themes or categories of information in your readings or notes
cut and paste notes in a document
physically group your readings or notes into piles.

It’s a good idea to brainstorm a few different ways of structuring your assignment once you have a rough idea of the main issues. Do this in outline form before you start writing – it’s much easier to re-structure an outline than a half-finished essay. For example:

draw some tree diagrams, mind-maps or flowcharts showing which ideas, facts and references would be included under each heading
discard ideas that don't fit into your overall purpose, and facts or references that are not useful for what you want to discuss
if you have a lot of information, such as for a thesis or dissertation, create some tables to show how each theory or reading relates to each heading (this is often called a 'synthesis grid')
plan the number of paragraphs you need, the topic heading for each one, and dot points for each piece of information and reference needed
try a few different possible structures until you find the one that works best.

Eventually, you’ll have a plan that is detailed enough for you to start writing. You’ll know which ideas go into each section and, ideally, each paragraph. You will also know where to find evidence for those ideas in your notes and the sources of that evidence.

If you’re having difficulties with the process of planning the structure of your assignment, consider trying a different strategy for grouping and organising your information.

Making the structure clear

Your writing will be clear and logical to read if it’s easy to see the structure and how it fits together. You can achieve this in several ways.

Use the end of the introduction to show the reader what structure to expect.
Use headings and sub-headings to clearly mark the sections (if these are acceptable for your discipline and assignment type).
Use topic sentences at the beginning of each paragraph , to show the reader what the main idea is, and to link back to the introduction and/or headings and sub-headings.
Show the connections between sentences. The beginning of each sentence should link back to the main idea of the paragraph or a previous sentence.
Use conjunctions and linking words to show the structure of relationships between ideas. Examples of conjunctions include: however, similarly, in contrast, for this reason, as a result and moreover.

Introductions

Most of the types of texts you write for university need to have an introduction. Its purpose is to clearly tell the reader the topic, purpose and structure of the paper.

As a rough guide, an introduction might be between 10 and 20 percent of the length of the whole paper and has three main parts.

The most general information, such as background and/or definitions.
The core of the introduction, where you show the overall topic, purpose, your point of view, hypotheses and/or research questions (depending on what kind of paper it is).
The most specific information, describing the scope and structure of your paper.

If the main body of your paper follows a predictable template, such as the method, results and discussion stages of a report in the sciences, you generally don’t need to include a guide to the structure in your introduction.

You should write your introduction after you know both your overall point of view (if it is a persuasive paper) and the whole structure of your paper. You should then revise the introduction when you have completed the main body.

Most academic writing is structured into paragraphs. It is helpful to think about each paragraph as a mini essay with a three-part structure:

topic sentence (also known as introductory sentence)
body of the paragraph
concluding sentence (necessary for long paragraphs but otherwise optional).

The topic sentence introduces a general overview of the topic and the purpose of the paragraph. Depending on the length of the paragraph, this may be more than one sentence. The topic sentence answers the question 'what's the paragraph about?'.

The body of the paragraph develops this topic. It may elaborate directly on the topic sentence by giving definitions, classifications, explanations, contrasts, examples and evidence.

The final sentence in many, but not all, paragraphs is the concluding sentence. It does not present new information, but often either summarises or comments on the paragraph content. It can also provide a link, by showing how the paragraph links to the topic sentence of the next paragraph. The concluding sentence often answers the question ‘so what?’, by explaining how this paragraph relates back to the main topic.

You don’t have to write all your paragraphs using this structure. For example, there are paragraphs with no topic sentence, or the topic is mentioned near the end of the paragraph. However, this is a clear and common structure that makes it easy for the reader to follow.

Conclusions

The conclusion is closely related to the introduction and is often described as its ‘mirror image’. This means that if the introduction begins with general information and ends with specific information, the conclusion moves in the opposite direction.

The conclusion usually:

begins by briefly summarising the main scope or structure of the paper
confirms the topic that was given in the introduction. This may take the form of the aims of the paper, a thesis statement (point of view) or a research question/hypothesis and its answer/outcome.
ends with a more general statement about how this topic relates to its context. This may take the form of an evaluation of the importance of the topic, implications for future research or a recommendation about theory or practice.

This material was developed by the the Learning Hub (Academic Language and Learning), which offers workshops, face-to-face consultations and resources to support your learning. Find out more about how they can help you develop your communication, research and study skills .

See our Writing skills handouts .

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5 tips on writing better university assignments

Lecturer in Student Learning and Communication Development, University of Sydney

Disclosure statement

Alexandra Garcia does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

University of Sydney provides funding as a member of The Conversation AU.

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University life comes with its share of challenges. One of these is writing longer assignments that require higher information, communication and critical thinking skills than what you might have been used to in high school. Here are five tips to help you get ahead.

1. Use all available sources of information

Beyond instructions and deadlines, lecturers make available an increasing number of resources. But students often overlook these.

For example, to understand how your assignment will be graded, you can examine the rubric . This is a chart indicating what you need to do to obtain a high distinction, a credit or a pass, as well as the course objectives – also known as “learning outcomes”.

Other resources include lecture recordings, reading lists, sample assignments and discussion boards. All this information is usually put together in an online platform called a learning management system (LMS). Examples include Blackboard , Moodle , Canvas and iLearn . Research shows students who use their LMS more frequently tend to obtain higher final grades.

If after scrolling through your LMS you still have questions about your assignment, you can check your lecturer’s consultation hours.

2. Take referencing seriously

Plagiarism – using somebody else’s words or ideas without attribution – is a serious offence at university. It is a form of cheating.

Hands on a keyboard using the Ctrl C copy function

In many cases, though, students are unaware they have cheated. They are simply not familiar with referencing styles – such as APA , Harvard , Vancouver , Chicago , etc – or lack the skills to put the information from their sources into their own words.

To avoid making this mistake, you may approach your university’s library, which is likely to offer face-to-face workshops or online resources on referencing. Academic support units may also help with paraphrasing.

You can also use referencing management software, such as EndNote or Mendeley . You can then store your sources, retrieve citations and create reference lists with only a few clicks. For undergraduate students, Zotero has been recommended as it seems to be more user-friendly.

Using this kind of software will certainly save you time searching for and formatting references. However, you still need to become familiar with the citation style in your discipline and revise the formatting accordingly.

3. Plan before you write

If you were to build a house, you wouldn’t start by laying bricks at random. You’d start with a blueprint. Likewise, writing an academic paper requires careful planning: you need to decide the number of sections, their organisation, and the information and sources you will include in each.

Research shows students who prepare detailed outlines produce higher-quality texts. Planning will not only help you get better grades, but will also reduce the time you spend staring blankly at the screen thinking about what to write next.

Young woman sitting at desk with laptop and checking notes for assignment

During the planning stage, using programs like OneNote from Microsoft Office or Outline for Mac can make the task easier as they allow you to organise information in tabs. These bits of information can be easily rearranged for later drafting. Navigating through the tabs is also easier than scrolling through a long Word file.

4. Choose the right words

Which of these sentences is more appropriate for an assignment?

a. “This paper talks about why the planet is getting hotter”, or b. “This paper examines the causes of climate change”.

The written language used at university is more formal and technical than the language you normally use in social media or while chatting with your friends. Academic words tend to be longer and their meaning is also more precise. “Climate change” implies more than just the planet “getting hotter”.

To find the right words, you can use SkELL , which shows you the words that appear more frequently, with your search entry categorised grammatically. For example, if you enter “paper”, it will tell you it is often the subject of verbs such as “present”, “describe”, “examine” and “discuss”.

Another option is the Writefull app, which does a similar job without having to use an online browser.

5. Edit and proofread

If you’re typing the last paragraph of the assignment ten minutes before the deadline, you will be missing a very important step in the writing process: editing and proofreading your text. A 2018 study found a group of university students did significantly better in a test after incorporating the process of planning, drafting and editing in their writing.

You probably already know to check the spelling of a word if it appears underlined in red. You may even use a grammar checker such as Grammarly . However, no software to date can detect every error and it is not uncommon to be given inaccurate suggestions.

So, in addition to your choice of proofreader, you need to improve and expand your grammar knowledge. Check with the academic support services at your university if they offer any relevant courses.

Written communication is a skill that requires effort and dedication. That’s why universities are investing in support services – face-to-face workshops, individual consultations, and online courses – to help students in this process. You can also take advantage of a wide range of web-based resources such as spell checkers, vocabulary tools and referencing software – many of them free.

Improving your written communication will help you succeed at university and beyond.

College assignments
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Assignment writing guides and samples

If you're looking for useful guides for assignment writing and language skills check out our range of study skills resources

Essay writing

Writing essays [PDF 240KB] . Tips on writing a great essay, including developing an argument, structure and appropriate referencing.
Sample essay [PDF 330KB] . A sample of an essay that includes an annotated structure for your reference.

Writing a critical review

Writing a critical review [PDF 260KB] . Tips on writing a great critical review, including structure, format and key questions to address when writing a review.
Sample critical review [PDF 260KB] . A sample of a critical review that includes an annotated structure for your reference.

Writing a business-style report

Writing a business-style report [PDF 330KB] . A resource for business and law students Find out how to write and format business-style reports.
Sample of a business-style report [PDF 376 KB] . A resource for business and law students. A sample of a business-style report with an annotated format.

Investigative report sample

Sample of an investigative report [PDF 500KB] . A resource for science, engineering and technology students. How to write an investigative report, including an annotated format.

Assignment topics and editing

Interpreting assignment topics [PDF 370 KB] . Find out how to interpret an assignment topic, including understanding key words and concepts.
How to edit your work [PDF 189KB] . A guide for all students about how to edit and review their work.

Language skills

Building your word power (expanding your knowledge of words) [PDF 306KB]. A guide to expanding your knowledge of words and communicating your ideas in more interesting ways.
Handy grammar hints [PDF 217KB] . A guide to getting grammar and style right in your assignments.

Resources relevant to your study area

Science, engineering and technology.

Writing a critical review [PDF 260KB]. Tips on writing a great critical review, including structure, format and key questions to address when writing a review.
Sample critical review [PDF 260KB] . A sample of a critical review that includes an annotated structure for your reference.
Sample of an investigative report [PDF 500KB] . A resource for science, engineering and technology students. How to write an investigative report, including an annotated format.
How to edit your work [PDF 189KB] . A guide for all students about how to edit and review their work.
Building your word power (expanding your knowledge of words) [PDF 306KB]. A guide to expanding your knowledge of words and communicating your ideas in more interesting ways.
Handy grammar hints [PDF 217KB] . A guide to getting grammar and style right in your assignments.

Health, Arts and Design

Sample essay [PDF 330KB] . A sample of an essay that includes an annotated structure for your reference.
Writing a critical review [PDF 260KB]. Tips on writing a great critical review, including structure, format and key questions to address when writing a review.
Sample critical review [PDF 260KB]. A sample of a critical review that includes an annotated structure for your reference.
How to edit your work [PDF 189KB] . A guide for all students about how to edit and review their work.
Handy grammar hints [PDF 217KB]. A guide to getting grammar and style right in your assignments.

Business and Law

Sample essay [PDF 330KB]. A sample of an essay that includes an annotated structure for your reference.
Writing a business-style report [PDF 330KB]. A resource for business and law students. Find out how to write and format business-style reports.
Sample of a business-style report [PDF 376 KB]. A resource for business and law students. A sample of a business-style report, with an annotated format.
Interpreting assignment topics [PDF 370 KB]. Find out how to interpret an assignment topic, including understanding key words and concepts.
How to edit your work [PDF 189KB]. A guide for all students about how to edit and review their work.

Griffith University

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Check your assignment task sheet to see the writing format required. View the various formats typically required at university.

Essays are an assessment item that can indicate your understanding of a topic. They can demonstrate how well you search for information, put ideas together in a logical sequence and write academically.

An essay can be analytical, argumentative or persuasive. You may be asked to discuss, analyse, explain, investigate, explore or review a topic. Your essay must show evidence of research, using a wide range of quality, peer reviewed academic sources.

Steps for writing an essay

Essays require a specific structure . The introduction, body and conclusion have a specific function within the writing. Check with your lecturer or tutor if you are unsure how to approach your essay.

Use the assessment task question to work out what you are required to do, and guide you with the essay format.

Do you have to compare and contrast, evaluate or discuss? These directive verbs indicate the type of essay you need to write and how to structure it.

Identify the keywords and phrases to use when searching for information around your topic.

Use the marking criteria sheet to help you decide the most important elements of the essay.

A thesis is the central argument or position around which your essay flows.

The thesis statement is placed in your essay's introduction. Each paragraph is used as evidence to support or refute the claim, and it is reiterated in the conclusion.

Edit your essay, ask yourself:

Have I clearly introduced my thesis in the introduction?
Have I used the body of the essay to support my thesis statement?
Does the conclusion show how I have proven my thesis?

Use the essay paragraphs to develop your argument.

The paragraphs should:

have a logical flow of ideas to sequentially build on the points you are making
use evidence and examples to support your argument.

Academic arguments require balance and counterarguments. The relationships between your reasons are important to consider. A good essay should be easy to follow as it presents your thoughts in a logical manner.

Make sure that the essay answers the question, and your writing supports your thesis. Demonstrate how each piece of information included in the paragraphs is relevant. This should be easy for the reader to figure out.

Keep the question and marking criteria open while writing your essay so that you remain focused on the task. The conclusion should include a summarised answer to the question, reiterating your thesis.

Report writing is an essential skill in many disciplines. You should develop effective report writing skills because it’s highly likely you’ll be writing reports in the workplace.

A report is a formal written document used to provide concise information on a specific subject. It can be used to communicate the results of an experiment, inform on the progress of a project or to make recommendations.

An effective report is an accurate presentation of information. It should be objective, concise and structured to guide the reader through the main points.

The task instructions usually specify what sections need to be included in your report. However, a report often has the following sections:

Title page and acknowledgements—include the title of the report, who commissioned it (or for assessment include your lecturer, course code, and student number) and the date.
Executive summary or abstract—provide a summary of the report's main points. It briefly covers the aims, objectives, research methods and the findings. It identifies what action is required. Although the abstract is located at the beginning of the report, it is usually written last as it is a summary of the whole report.
Table of contents—outline the structure of the report.
Introduction—state the aims and objectives of the report, the problem or situation that prompted the report and identify what the report intends to achieve. Include definitions, research methods and background history (if relevant).
Methodology—explain what you did and how you did it. For instance, the materials used in an experiment, the subjects involved in a survey or the steps you took in a project.
Results or findings—detail the findings from the experiment, survey or research project.
Discussion—present and discuss the facts or evidence.
Conclusions—provide implications from the content of the report.
Recommendations—describe a clear course of action. Demonstrate your professional competence in a specific situation that clearly aligns with the conclusions.
References—acknowledge all the sources used in the report. Learn more about referencing .
Appendices—contains additional graphical, statistical or other supplementary material. Each item should be clearly labelled (for example, Appendix 1) and referred to in the report.

A case study gives you the opportunity to apply what you are learning to a real life or fictitious case. It requires you to do further research to show how the theory applies to the practical situation.

Steps for responding to a case study

Get a clear understanding of the case study by reading it several times.
Make notes and consider how it relates to what you have learnt.
Reflect on how to show your learning through your understanding of the case study.
Identify the questions that need to be answered to address the case.
Determine if the answers will come from the case, the literature or a combination of both.
Research to find the answers to the questions.
Take notes to show evidence (such as theory) to support your thinking.
Compare your notes—from the research and case—against the marking criteria, have you addressed the required content?
Use evidence and examples from the literature and case to support your argument in the body of the assignment.
Avoid summarising the whole case as you will use too much of the word count.
See how to structure your assignment to help guide you in organising your work.

Reflective writing

You may be asked to think about, or reflect upon, a situation or event that has occurred and document your feelings and reactions. For example, you may be asked to write a reflective essay on a work placement experience.

Reflective writing requires you to make a link between your experience and the course content. It’s a way of clarifying the relationship between theory and practice.

Taking time to reflect allows you to become more aware of your own values and belief system and any assumptions you may hold to support those.

Steps for reflective writing

Document the facts, what happened, when did it happen and how did it happen?

For example if writing a reflective essay on a work placement experience, include:

tasks you completed and when
processes or steps involved to complete the task
why the task needed to be done
how long it took to complete
the challenges involved.

Record all the relevant details.

Describe what you think about the event or experience, dig deep and get in touch with your feelings.

What emotions did you experience?
Do you have any new insights?
Can you make a connection with other things you know or concepts in the course?
What were the strengths and weaknesses of the concept, process, event or procedure?

Identify what you have learnt from the experience.

Did it change your thinking or shift your values, assumptions or opinions about the event?
What else could you have done in the situation or event?
Are there any actions that could have helped
What hindered the situation?
How will you use this information in the future?

Literature review

You may be required to write a literature review as part of your university studies.

Literature reviews can be used alone or in research projects, reports, articles and theses.

They are a way of bringing together, analysing and evaluating a range of sources in relation to a particular topic or research question.

Steps for writing a literature review

If you have a research topic, problem or question to analyse, it is important to take time to clarify what is expected before you start researching and writing.

When developing your own research topic and question, try to:

define the general topic area
identify the particular problem or issue you are interested in investigating
turn the problem into questions. For example, why does this happen? How can we solve this problem? What are the main features of this issue?
brainstorm ideas and key points.

As you get started, it is important to formulate key questions to focus your research.

To find relevant research you will need a search strategy. A search strategy is a structured organisation of terms used to search an online research tool, such as the library catalogue or databases. The search strategy shows how these terms combine in order to retrieve the best results.

Online research tools work in different ways so you need to adapt your search strategy for each one.

To develop a search strategy:

Identify the keywords in your assessment topic.
Identify any related words (use a dictionary, encyclopaedia or provided readings).
Combine your keywords and related words into a search strategy using the terms AND, OR and NOT.

Enter your search strategy in the Library catalogue to find relevant literature. Identify other research tools such as library databases to find highly specialised information.

In a literature review, you are not simply recounting what each author says about a topic. You need to critically evaluate and discuss the literature to convince the reader of its relevance to your work.

Critically evaluate by questioning each item you read to assess its:

reliability—are the facts accurate?
credibility—is the author an authority?
perspective—is there bias or opinion?
purpose—does the information inform, explain or persuade?
evidence—does the author use facts, examples, statistics, expert testimony?

There are many ways to sort and classify the literature that you are reading, including:

thesis chapters (if applicable)
your own categories
theoretical perspective (for example, ‘Marxist’, ‘behaviourist’ or ‘post-modernist’)
discipline categories
whether it supports, or conflicts with, your thesis or central argument
reliability.

How your review is organised depends on what information is gathered and how your discipline structures them. This is one way to organise it:

Introduction—include your topic, aim, main ideas, overall plan, limits and scope.
Body—include your research (where applicable), discussion of evidence, theories, concepts and relationships between different literature.
Conclusion—bring together the key issues, trends, common threads, major gaps and agreements/disagreements in the literature.

Annotated bibliography

Writing an annotated bibliography is the first step in collecting information about a topic of interest, or to find the scope of an issue. It helps establish what current research exists, and the value or quality of that research. It allows you to gain a clearer perspective and develop critical appraisal skills.

Structure your annotated bibliography

An annotated bibliography looks like an extended reference list, it has three parts—a reference, main summary and critique.

Provide the full bibliographic details of the text—including, title, author and year—in the required referencing style.

Learn more about referencing

Each annotation is one paragraph. It retells the main points, identifying the theoretical perspectives, research findings, methods and conclusions.

Critique the text by considering the research's findings, relevancy and limitations. Give an evaluative comment about the usefulness of the research for your own work. For example:

Is there any bias?
Are the findings relevant to certain populations or groups?
Does it look at an issue from a broad or narrow perspective?
What ideas does it support or oppose?
Is it useful in practical situations?
How does it inform your understanding of the topic?

It is important to be concise. Limit to about 100-300 words per annotation—consult your task sheet for guidance on word length.

Eakin, E., Reeves M., Winkler E., Lawler S., & Owen, N. (2010). Maintenance of physical activity and dietary change following a telephone-delivered intervention. Health Psychology , 29 , 566-573. http://dx.doi.org/10.1037/a0021359

A randomised controlled trial was conducted and 434 patients with Type 2 diabetes or hypertension were recruited from ten primary care practices in a disadvantaged community. Five practices were randomised to a telephone-counselling intervention (n = 228) and five practices to usual care (n= 206). The aim was to examine the maintenance of behavioural changes six months after a telephone-delivered physical activity and diet intervention. Participants received 18 phone calls, a workbook with information on physical activity and healthy eating that followed the 5 A’s approach, and a pedometer. The usual care group received brief feedback on their assessment and health related brochures. The main outcome measures included the use of validated, self-report measures of physical activity and diet. Data was collected at baseline, twelve months, and 18 months (months post intervention). The findings showed both interventions were found to show significantly improved behaviour changes particularly in those who adhered to the study. The research is relevant for managing people with type 2 diabetes and hypertension living in disadvantaged communities. The researchers concluded that telephone-delivered interventions promoted maintenance of health behaviour change but studies with longer term follow-up are needed to determine how intervention duration and intensity might enhance maintenance .

Presentations—video, in-person, online

You may be asked to deliver a presentation individually, in partnership or as part of a group.

Consider the following to help inform your style, language and delivery.

Who is the presentation targeted at or intended for?
What do they already know on the subject?
Why are they there?
What would they like to know?

For example, a Business course presentation may be targeted at stakeholders, or be a pitch for potential investors.

The intention of the presentation influences the type of language, rhetorical features and tone used.

Are you pitching:

a new service
an idea or product
to enlighten and inform your audience?

For example, a persuasive presentation may use more emotive language, rhetorical questions and repetition. Whereas, this approach may not be suitable for a formal report.

When, where and how will your presentation be delivered? Will it be delivered live, online or pre-recorded?

This will influence your preparations for organising the visual, environmental and technical elements, to ensure a successful presentation.

Do you need to record and edit video for your presentation?

Create an effective and engaging presentation

Regardless of the type of presentation and how it is delivered a successful presentation should take into account the following:

Matter—does the subject and content address the task and marking criteria?
Manner—practise the verbal (volume, pace, pause) and non-verbal (eye contact, gestures) delivery elements.
Method—have it structured in a logical way (introduction, body, conclusion) with support of visual aids.

Visual elements

You may be asked to support your presentation with visual aids, such as PowerPoint or an infographic. Visual aids, used appropriately, can enhance your presentation and engage your audience.

Ensure your visual aids support your presentation in purpose and style and reinforce your message.

Communicate your message effectively using a simple and strategic design.

Limit the text quantity, use three to five bullet points per slide.
Use high resolution images and pictures.
Limit animation and flashy transitions.
Use contrasting colours for readability.
Maintain continuity in text font, images and colour.

Finally, your choices should reflect the audience, purpose and context.

Practice makes perfect

Practise frequently to ensure a smooth, successful and confident presentation delivery.

aloud—consider recording yourself to identify areas for improvement
in front of peers and/or family
with the technology and visuals that will be used on the day
with your partner or group members, if relevant, to ensure smooth transition between presenters.

Academic integrity

Understand your academic integrity obligations and responsibilities to act in an honest and ethical manner.

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The Writing Center • University of North Carolina at Chapel Hill

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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Formatting your assignments

Illustrated step-by-step guides to help you understand the formatting and presentation expectations of university assignments.

Introduction

Although formatting your essay, report or dissertation can feel like a lesser priority than the process of research and writing itself, it is an important way to ensure your ideas are given the spotlight through visually accessible, professional presentation. Formatting can be a minefield, especially when you’re formatting at the last minute; it’s important to leave a few days at the end of your essay writing process for working on your formatting, and to spend some time familiarising yourself with the different aspects of formatting.

301 Recommends:

Our Essay Structure and Planning workshop will outline how to analyse your essay question, discuss approaches logically structure all your ideas, help you make your introductions and conclusions more effective, and teach how to link your ideas and ensure all essay content flows logically from the introduction.

Below, you will find some general introductions to the key areas.

Action: know the rules

Because formatting rules can vary greatly depending on your department or assignment, it’s crucial to check the formatting specifications in your assignment description/rubric, and any general departmental presentation standards, as a first port of call. Many referencing systems also have specific rules about how to format your work, so make sure to familiarise yourself with the university library’s referencing guides . Many referencing systems also have more detailed style guides available via their websites.

Formatting key information

Assignment cover sheets .

In some departments, you may be expected to include a cover sheet on the front page of your assignment. This is a page including key information about your assignment, such as your module number, student registration number, essay title, and submission date.

You may be asked to submit a plagiarism declaration and to make your markers aware of any disabilities through the yellow sticker system . If you are asked to include a cover sheet in your assignment, your department should make you aware of where you can access this.

Assignment titles

Place your assignment title at the top of your first page, either centre or left aligned, in bold font. At university, you may be assigned a pre-designed essay title/question, or asked to select from several possible titles. You may also be asked to design your own essay title. Here are some top tips on designing your own title:

To bring focus to your essay, draft a working title at the essay planning stage. You can come back and review this title in light of your finished essay draft.
Make sure to use action words in your essay title that reflect the skills your assessors are looking for, both in the assignment description and the marking criteria you have been given. For example, if heavy emphasis is placed on critical analysis, you could use a title like ‘Analyse the effect of…’ See this glossary of essay terms , containing examples that you can use in your own titles.
The action words you choose can also help you to reflect the structure of the essay in your question. For example, an essay using the action word ‘Discuss’ might use a for/against/conclusion or advantages/disadvantages/conclusion structure, or an essay using the term ‘Analyse’ might break an issue down into parts, e.g. into key themes, to understand its meaning as a whole. Think about the type of essay you want to write: do you want it to be comparative, look at several topics equally, or do you have a clear argument that you want to put forward? You can then create a question that gives you the opportunity to approach the topic from your own perspective.
Make sure to include the main terminology you are working with in your assignment title.
Make sure your question has a realistic scope, without being so broad that you cannot answer it within the limitations of your essay. To limit your question, you could include any limiting factors you are working with, such as specific time periods, geographical regions or sub-themes within the overall topic area. For example, in the title ‘Evaluate the proposition that a global monoculture will destroy diversity and difference’, the broad topic of global monoculture is limited down through a specific sub-focus on diversity and difference.

Stating word counts

Depending on the instructions you have been given, you may be asked to state your word count, either on your cover sheet or at the beginning of your essay. If you are asked to include this information, make sure your word count accurately reflects the assessment guidance: for example, are references included in your word count?

Visual clarity

Line spacing .

Most assignment descriptions specify that you should increase the space between each line on the page, from the standard 1.0 spacing to either 1.5 or 2.0 spacing. You are asked to do this to make the essay more visually accessible and easier to read, by breaking up the number of lines on each page.

Download this step-by-step illustrated guide to line spacing in Microsoft Word and Google Docs.

Fonts

All non-examination based assignments should be word processed rather than handwritten. Most assignment descriptions will specify that for visual clarity, and to ensure a professional appearance, you should use a plain, sans-serif font such as Arial. For readability, this should be in 11 or 12 point size. Check your departmental or assignment guidance for any specific rules about font choices.

Page numbering, headers and footers

Including page numbers in your assignments makes them more accessible. Depending on the departmental guidance you have been given, you may be asked to include these in either the header or the footer of your essay (the blank space above and below where the text would go on a normal page in a word processor). It may also be helpful to include your registration number and the module code of the essay in the same header or footers that specify the page number.

Download this step-by-step illustrated guide to adding page numbers and using headers and footers in Microsoft Word and Google Docs.

Page layout

Margins .

A margin is the amount of blank space on either side of a paragraph in a normal word processor. Traditionally, assignment descriptions specified that the margins should be made wider at the binding edge (the left hand side) of the page, to allow for easier reading of printed essays. However, with the shift to online essays, you might not be asked to do this any more and the default settings on your word processor are likely to be sufficiently wide.

For printed dissertations and theses, you may receive specific guidance about the suitable layout of margins, as these are more likely to be printed: see this university guide on formatting PhD theses .

Download this step-by-step illustrated guide to adjusting margins in Microsoft Word and Google Docs.

Paragraph alignment

Most formatting instructions specify that paragraphs should be lined up in a straight line (aligned) on the left hand edge, but left jagged on the right hand edge (like this page). This is called left alignment, or flush-left style, and should be the default alignment setting for your word processor. This style can be helpful for visual accessibility, but check any specific instructions you have been given by your department to see which style of alignment you have been asked to use.

Download this step-by-step illustrated guide to adjusting paragraph alignment in Microsoft Word and Google Docs.

Paragraph indentation

You may be asked to add indents to your paragraphs: an indent is an additional small gap between the margin and the beginning of a paragraph (it makes a ‘dent’ in the first line of your paragraph). Indents are used to provide extra clarification that the reader is starting a new paragraph after finishing the last one: therefore, they should not be used in the first paragraph of your essay. Indents are not always required, and whether you are expected to use them may depend on your referencing style , and any formatting instructions you have been given by your department.

Download this step-by-step illustrated guide to indenting paragraphs in Microsoft Word and Google Docs.

Formatting referenced material

Footnotes and endnotes .

Some referencing systems require you to use footnotes or endnotes to format your references (make sure to check the library’s referencing guide to familiarise yourself with the expected format of your referencing style). Inserting a footnote into your word document when you have cited from a source adds a superscript number (a number formatted in a smaller font) to the sentence. It creates a note with a matching number at the bottom of the page you are working on (in the footer), which you can add the reference information to.

Endnotes work in the same way, but instead of appearing at the bottom of the page, the reference list appears at the end of the document.

Download this step-by-step illustrated guide to manually inserting footnotes and endnotes in Microsoft Word and Google Docs.

References and bibliographies

Instead of, or alongside footnotes/endnotes, some referencing systems ask you to include a bibliography and/or a reference list at the end of the essay (make sure to check the library’s referencing guide to familiarise yourself with the expected format of your referencing style). A reference list is a list of all the sources you have directly referred to in the essay, which could be ordered numerically or alphabetically, depending on your referencing style.

A bibliography could be used alongside, or instead of, a reference list, depending on your referencing style; here, you list all the sources you have consulted that have influenced your ideas, whether they are included in the essay or not. The way this is ordered also depends on your referencing style.

If you auto-generate your citations in Microsoft Word or Google Docs, you can auto-generate your bibliography instead of creating it manually: instructions for doing so are in the resource below. If you use a different reference manager, such as Mendeley, Zotero, or Endnote, these have their own specific instructions for auto-generating bibliographies. See the reference management resources offered by the university.

Download this step-by-step illustrated guide to manually or automatically formatting a bibliography or reference list in Microsoft Word and Google Docs.

Block quotations

When you need to include a quotation in your essay that is three or more lines long, you can add this as a block quotation. A block quotation appears on a separate line to the other parts of the paragraph, and is indented (i.e. there is a wider gap between a block quotation and the left-hand margin than there is between the rest of the paragraph and the left-hand margin). Block quotations aren’t placed in quotation marks, so the indentation is used to indicate that you are using a quotation.

Check your referencing guide and any departmental guidance to learn more about the specific rules on formatting block quotations in your department. Because they take up large chunks of your word count, and break up the flow of your texts, make sure to use block quotations sparingly: they are especially helpful when you are going to perform close analysis of a large section of text. For more information on different types of quotation and how to use them, see our workshop on paraphrasing and using academic sources.

Download this step-by-step illustrated guide to formatting block quotations in Microsoft Word and Google Docs.

Advanced formatting

Headings and contents tables .

Most standard short essays do not include headings, other than the essay title and reference list and/or bibliography. Section headings may be required for some longer or more structured types of academic writing, such as reports; reports often follow a very closely prescribed structure, so it is essential to pay very careful attention to the specific guidelines issued with your brief. Make sure that any system you use for numbering your headings and subheadings is consistently applied throughout the document.

Depending on the advice you have been given, and the length and complexity of a lab report, you may also be required to include a table of contents to help the reader navigate between headings. Contents tables are generally standard practice in longer assignments such as dissertations and theses. Make sure to check any departmental guidance you have been given about formatting reports.

Download this step-by-step illustrated guide to formatting headings and contents tables in Microsoft Word and Google Docs.

301 Recommends: Scientific Writing and Lab Reports Workshop

This workshop will help you to familiarise yourself with some of the specific expectations associated with this assignment format.

Figures and tables

Some kinds of essays, dissertations and reports will require you to make use of figures (pictures, diagrams, and graphs) and tables (any data in a table format). Figures and tables are normally numbered in sequence, e.g. ‘Table 1’, ‘Figure 4’, and are directly referred to in the text according to their number, rather than according to their location on the page (e.g. ‘as shown in Table 2’ rather than ‘as shown below’).

If your text is of dissertation or thesis length, or if your text has several figures, it may also be helpful to include a list of figures immediately after the table of contents. Some referencing guides have specific rules about presenting and referencing tables and figures, so make sure to familiarise yourself with these and carefully read any specific instructions about figures and tables in your assignment brief.

Download this step-by-step illustrated guide to inserting figures and tables and creating lists of figures/tables in Microsoft Word and Google Docs.

Top tips for formatting tables and figures:

Make sure that any tables or figures you use are placed below the paragraph where you refer to them, and that you have directly referred to all figures and tables in the text of the essay.
The caption for a table usually acts as its title, so this is placed above the table in the document. The caption for a figure is usually placed underneath the figure. Do not include unnecessary additional titles in the graph image itself, if the title is already included in your image caption.
Make sure to label your captions consistently, choosing between ‘Fig.’ or ‘Figure’ and consistently using either a full stop or a colon after the label (i.e. ‘Figure 1:’ or ‘Fig. 1.’)
Your caption should clearly and succinctly explain what the figure or table is. If the figure is taken from an external source, you must provide a reference that accurately reflects its copyright status (see these university library guides to inserting and attributing images and figures in university work).
Make sure to include legends in any charts you use (a key that helps to explain the data in the chart). Any data series you use should be clearly distinguishable from each other (e.g. avoid printing a report with coloured graphs in black and white!) If you are only using one series of data, a legend is not always necessary.
Make sure tables are clear and easy to read, using sans serif fonts, a readable font size, and avoiding unnecessary use of colour.
Make sure graphs are clear and easy to read, with clearly and appropriately labelled axes. Be wary of 3D effects that may obscure the clarity of a graph.
Make sure to avoid presenting the same information in a graph and a table.
Images and figures in printed essays, such as dissertations and theses, should be large enough for the text and numbers to be legible on the printed copy. Make sure they do not extend beyond the print margins of the document.

301 Recommends: Displaying Data in Graphs and Tables Workshop

This workshop will provide more technical advice on using graphs and tables in your work. See also this Engineering department guidance on formatting graphs and tables in Engineering lab reports.

Appendices

Appendices commonly appear in dissertations, theses, and lab reports. An appendix provides supporting information that gives the reader a better understanding of the essay, but that might be too long, detailed or awkward to insert into the main body of the essay without breaking up its flow. Interview questions or transcripts, sample questionnaires, raw data, figures, photographs, large/complex datasets, and diagrams are all examples of information that could be included in an appendix, if it is relevant to do so.

The reader should be able to understand the essay without reference to this supporting information, as all the most important and relevant information needed to answer the question should be included in the body (i.e., the appendix should not be used to make room for content that doesn’t fit within your word count). Your appendices must be clearly signposted and explained in the body of your report, highlighting any information that is essential for your reader to understand. Do not include any appendices that are not referenced in the text itself.

The appendices should be placed in numerical or alphabetical order, and signposted according to this specific system (e.g. ‘Appendix B indicates that…’) They should be clearly labelled, using headings that match up to the in-text reference. Appendices usually appear at the very end of the assignment, after your references/bibliography. Make sure to list any appendices used in your table of contents; if you have been instructed to do so by your department or within your referencing system, you could include a list of appendices separate to your contents list.

The specific format of the appendix heading, and the reference made to the appendix in the text, depends on your referencing style , so make sure to carefully review this information before you design your appendices.

Download this step-by-step illustrated guide to inserting appendices and creating lists of appendices in Microsoft Word and Google Docs.

Tips and resources

Use this 301 proofreading checklist to check over your work when you are finished.
Use the University Library referencing guide for advice about referencing and formatting that is specific to your referencing style. If you need extra clarification about formatting rules, it is often possible to download an extended style guide from the official website for a specific referencing system.
For further training on referencing, using reference generators, and using images in your work, see the University Library workshop programme .

Related information

Academic Writing

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The following were created for classroom use and can be incorporated into your assignments. They may also be adapted to meet specific requirements. Please check with your librarian for more information.

Is Your Website Credible
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Resources from Other Institutions

Keyword Generator Created by the University of Texas at Austin, this website offers strategies for identifying key concepts and developing a keyword search.
How to Read a Scientific Paper

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AAC&U Information Literacy Value Rubric The Association of American Colleges & Universities VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty.

Determine the Extent of the Information Needed*

Defining the question and narrowing focus is often a difficult task for students new to academic writing and/or research. Providing a structure to the question can be beneficial. Here are some tools that can help students to refine their topic and to develop keywords from their research question.

Keyword Generator This tool from the University of Texas guides beginning students of any discipline through the research question and keyword generation process.
Template for PICOT Questions PICOT (Patient, Intervention, Comparison, Outcome, and Time) is used primarily in health and medical science.

Access the Needed Information*

Accessing information often involves navigating both the web and library resources. For those unfamiliar with academic literature, the default is too often Google or other search engines. The following are ways you can encourage students to explore the literature and sources of their discipline.

Provide clear guidelines for type of resources you would expect to see reflected in the assignment. For example, 5 scholarly articles, 2 government documents or organizational reports, 1 web site, and at least 1 book. It is best to keep categories broad so that students with more difficult topics are not limited to a single source type.
Provide a link to the library topic page or course guide that relates best to the assignment. Suggesting specific databases or indexes off the guide is a good way to point students towards credible, relevant, and discipline appropriate sources. A list of topic guides is available at: http://library.pfw.edu/home
Elie Pariser, Chief Executive of UpWorthy: Beware Online Filter Bubbles
Kathleen Ennis, Library Educator: Search Engine vs. Research Database for College Research

Evaluate Information and its Sources Critically*

Determining the credibility of sources is a popular information literacy topic. Often, holding a discussion either online or in class regarding these issues is an effective way to explore this competency. Some of the things to consider when designing an assignment, discussion, or assessment in this area are:

how is the entity that created the item biased? Bias exists and is nearly impossible to avoid, so rather than asking if the creator is biased, ask how .
does the creator of the information have any credentials or other professional affiliations that lend them authority?
Currency of information - there is no arbitrary "safe" date for currency. The answer to this question can vary even within the same class depending on the topics being researched. Rather than giving a set date for sources to remain within, having a conversation related to judging currency is preferable. Even in the sciences and medical professions, it is not uncommon to site seminal works that may be decades old. (In one memorable case from John Hopkins, a research participant died and later investigations brought to light that studies from the 1950s, had they been consulted, could have prevented the tragedy.)
Audience for the information - was the information written for an academic audience, the general public, or both? The audience for journal articles is typically the easiest to define. Government documents, white papers from organizations and other types of "grey" literature can be relevant and useful but may be more ambiguous regarding audience. Including "grey" literature can be a good critical thinking exercise for students.

Use Information Effectively to Accomplish a Specific Purpose*

Purpose is a broad concept. Often, instructors use the writing assignments to accomplish this goal. But there are other options beyond the traditional written paper.

Have students design a poster and enter it into the Student Research and Creative Endeavor Symposium !
Have students create an instructional video or tutorial for a specific audience.
Assign students to create entries for encyclopedias or online repositories. For example, 's BIOL-345000 create entries for Animal Diversity Web .

Access and Use Information Ethically and Legally*

Plagiarism and copyright are two of the main areas that fall within this competency. Often these are best addressed as conversations. Some topic starters are:

Did Melania Trump plagiarize Michelle Obama's speech? CNN News Story
Copyright law in music. List of cases: http://mcir.usc.edu/cases/Pages/Cases2010List.html
Fanfiction and fair use law. http://lawblog.usfca.edu/internetjustice/2013/fan-fiction-and-copyright-law/

Other resources dealing with this topic include:

Antidotes to Plagiarism by Library Staff Last Updated Mar 29, 2024 52 views this year
Indiana University What is Plagiarism?

Using proper citation formats is an area many students struggle with. The following advice and resources can help.

Avoid overly complicated styles that require more advanced skills. For example, AMA and ACS use abbreviated journal titles but share general characteristics with APA. Undergraduate students may find it easier to learn APA first, and then migrate to the abbreviated styles.
Provide links to the relevant Purdue Owl pages for the style you've chosen. https://owl.english.purdue.edu/owl/ Purdue Owl includes resources on writing in various disciplines as well as citation information.
If your students will be citing more than ten resources, a citation management tool like Endnote may be useful. Endnote is free to all students and is available as a desktop program or a cloud-based application. The Library holds workshops each semester. More information on reference/citation/bibliographic management tools can be found on the library Publishing Guide .

* Taken from the AAC&U Information Literacy Value Rubric: https://www.aacu.org/value/rubrics/information-literacy

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What is an essay?
Essay planning and structure
Introduction
Thesis statement
Body paragraphs
Essay revision
Essay writing resources
What is a report?
Report structure
Analysing issues for a report
Business report
What is a business report?
Business report structure
Inductive vs. deductive reports
Other kinds of business communication
Business report format and layout
What is a lab report?
Lab report structure
Science lab report writing resources
Psychology lab report writing resources
Lab report body paragraphs
Literature review
What is a literature review?
Writing a literature review
Literature review structure
Literature review writing resources
Research proposal
Writing a research proposal
Research proposal structure
Other types
Article critique
Book review
Annotated bibliography
Reflective writing
Oral presentation
Thesis / dissertation
Article / conference paper
Shorter responses
PhD confirmation report
Computer skills
Microsoft Word
Basic formatting
Images, tables, & figures
Long documents
Microsoft Excel
Basic spreadsheets
Navigating & printing spreadsheets
Charts / graphs & formulas
Microsoft PowerPoint
Basic skills
Advanced skills
Distance study
Getting started
How to study
Online study techniques
Distance support
Reading & writing
Reading strategies
Writing strategies
Grammar resources
Listening & speaking
Listening strategies
Speaking strategies
Maths & statistics
Trigonometry
Finance formulas
Postgraduate study
Intro to postgrad study
Planning postgrad study
Postgrad resources
Postgrad assignment types
Referencing
Intro to referencing
What is referencing?
Why reference?
Common knowledge
Referencing styles
What type of source is this?
Reference list vs. bibliography
Referencing software
Quoting & paraphrasing
Paraphrasing & summarising
Paraphrasing techniques
APA Interactive
In-text citation
Reference list
Online material
Other material
Headings in APA
Tables and Figures
Referencing elements
5th vs. 6th edition
6th vs. 7th edition
Chicago style
Chicago Interactive
About notes system
Notes referencing elements
Quoting and paraphrasing
Author-date system
MLA Interactive
Abbreviations
List of works cited
Captions for images
8th vs 9th edition
Oxford style
Other styles
Harvard style
Vancouver style
Legal citations
Visual material

Sample assignments

Sample essay 1
Sample essay 2
Sample annotated bibliography
Sample book review
Study skills
Time management
Intro to time management
Procrastination & perfectionism
Goals & motivation
Time management for internal students
Time management for distance students
Memory skills
Principles of good memory
Memory strategies
Note-taking
Note-taking methods
Note-taking in lectures
Note-taking while reading
Digital note-taking
Reading styles
In-depth reading
Reading comprehension
Reading academic material
Reading a journal article
Reading an academic book
Critical thinking
What is critical thinking?
Constructing an argument
Critical reading
Logical fallacies
Tests & exams
Exam & test study
Planning exam study
Gathering & sorting information
Reviewing past exams
Phases of revision
Last-minute study strategies
Question types
Short answer
Multi-choice
Problem / computational
Case-study / scenario
Open book exam
Open web exam or test
Take home test
In the exam
Online exam
Physical exam

This section contains example assignments of various types (essays, reports, and others), with comments and annotations about the structure, style, and approach.

In this section

Related sections.

Detailed instruction on writing essays, reports, and other types of assignment are given in the section on assignment types .

For the requirements common to most academic assignments, see the section on academic writing .

Page authorised by Director - Centre for Learner Success Last updated on 22 August, 2019

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Assessment, Survey, and Effectiveness Research

Sample assignments, mapping exercises, mapping + integration template.

This template asks students to list courses in General Education and their major and co-curricular activities and then to reflect on connections among them and also to their Personal and Interpersonal Life and Professional/Career Life. They do so by drawing lines to note the connections and making a brief annotation as to the nature of the connection. As used in IE courses—such as English 494EI: Writing, Identity, and English Studies—it is often followed by an essay further reflecting on the completed map.

Art History 415: Methods of Art History

Skills Chart and Narrative

This assignment, the second in a three-part sequence of reflections, offers a model of how students might map their skills and knowledge. What makes this a valuable assignments for students is the opportunity to then use the skills charting to produce a narrative and employer portfolio. Writing the narrative and subsequent portfolio requires students to articulate for themselves the value of their General Education and major experiences. Japanese 494RI: Communicating in Japanese

Reflection Assignment

This assignment is in two parts: the first is a mapping exercise framed by two questions. It asks students what they would like to ultimately be doing in life, and asks what they will do following graduate to achieve that. This mapping then moves into an overall reflection on the major and General Education courses that students have taken, asking them to consider how, directly or indirectly, these courses may help them achieve the objectives. Following the mapping exercise, students are asked to write a reflection essay based on their mapping charts, and what they identified as overall goals.

ResEcon 394LI: Life is Full of Choices: An Integrated Experience Seminar

SBS Pathways Inventory

This assignment asks students to develop their SBS Pathways Portfolio, a component of the larger SBS Pathways Program. In doing so, students have an opportunity to reflect on their courses, both General Education and major-focused, as well as any co-curricular experiences. Upon mapping these experiences, students are then asked to identify the skills attained from such experiences, and consider how they might use them in their future goals. This is done in conjunction with students’ professional development. This assignment is an example of using informal mapping to prompt students’ reflective thinking and draw connections between their broader educational experiences and their own professional and personal lives.

Narrative Assignments

*With the exception of Art History 415 and English 494EI, these course assignments do not include mapping or charting activities.

Anthro 494RI: Religion, Evolution, and Human Biology

Reflection Papers

There are two reflection papers that ask students to reflect on specific General Education designated courses (one BS course, and one AL, AT, or SB course). These reflections are explicitly connected to the content of the course, with prompts asking students to draw connections. While not explicit in the Term Paper assignment, the language of the prompt draws parallels to that of the earlier reflection papers.

This course includes three reflection and integration activities: the initial and final being in narrative form, and the second involves charting.

Initial Reflection Paper

This assignment is constructed in 3 parts, allowing students to work through their experiences. Students are given a chance to think separately about their General Education courses, as well as their introductory, 100-level major courses. In doing so, students can identify what patterns emerge specific to one particular group, or see what is shared. This comes together with the final questions which ask students to think about the impact of these courses on their future plans. Completed early in the semester, these reflection papers are meant to frame and guide students' experience in the course.

See description above.

Final Reflection Paper

This assignment is in addition to a final research project. While the final research project is disciplinary/course content focused, this final reflection assignment offers students the chance to consider how all facets of their UMass experience (General Education courses, major courses, extracurricular activities, etc.) influenced not only their choice in research project, but also their approach to the future.

Comm 494XI: Media and Prejudice

These papers are designed for students to reflect on their prior General Education experience, while also requiring that they think about these experiences in the context of the course theme. In doing so, students are given the opportunity to integrate their learning experiences within the context of their major and the overall course focus.

8-Page Paper

While the primary focus of this assignment is for students to design their own theory-based media intervention, marking the assignment as a kind of wrap-up to the course, students are encouraged to use previous Gen Ed courses as inspiration and resources. This assignment offers an example of how an assignment can be "content-focused" and perhaps, disciplinary-specific, while also granting an opportunity for reflection on and integration of prior General Education experience.

English 494EI: Writing, Identity, and English Studies

Project 3: “College”

This project is one of five that students complete in the course. While the other projects offer different reflective lenses for students to consider, Project 3 emphasizes a reflection on College. Students are asked to reflect on and integrate “their college learning so far,” considering all of the courses they have taken alongside their co-curricular activities. These reflections are then presented in a final paper taking the form of a narrative, critical reflection, or case study. The project is one piece of a larger whole that offers students the opportunity to critical reflect on and engage their prior learning experiences. To prompt their thinking for this reflection, students begin by completing the Mapping + Integration Template .

NatSci 489H: Integrative Science Senior Exposition Seminar

Personal IE Reflective Essay

This essay asks students to craft a “narrative on [their] intellectual/personal journey through college.” Students develop the reflection essay, which requires both reflection on and integration of their General Education coursework and major courses, with peer and instructor feedback throughout the course of the semester. While the essay itself is developed “iteratively,” the syllabus provides some initial prompts to help students get started.

PoliSci 394DI

Protest and Dissent: Electronic Journal Assignment

This assignment is a cumulative journal assignment, with an established minimum number of entries students are required to make. While some of the entries can be interest-driven, with students writing about their own topics, the syllabus highlights five required prompts throughout the course of the semester. These prompts ask students to reflect on their prior experiences, including General Education courses, in relation to their major and the course material.

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Harvard referencing quick guide: Sample assignment

Introduction
General guidelines
Citing and referencing material

Sample assignment

Referencing software

Citing and reference list example

The text to the right shows how citations and the reference list are typically written in the Harvard referencing style.

Note: the text itself is not designed to be a proper example of academic writing and does not use information from the sources cited; it is for illustrative purposes only.

The purpose of this assignment is to show common elements of the Harvard style of referencing in Dundalk Institute of Technology. It is not intended to be an example of good quality academic writing, and indeed may not make sense in general, but it should show you how citations and a reference list are formed in the Harvard style of referencing (Cameron 2021). If you include a “direct quotation from a book you have read” (Giddens and Sutton 2021, p.117) you should include the relevant page number.

You don’t always have to write the author and year in brackets. Cameron (2021) explains that if the author’s name occurs naturally in the text then the year follows it in brackets. If there are two authors you should include both of them in the citation (Levine and Munsch 2021). If there are three or more authors you don’t have to list all of the names in the citation but you should include them all in the reference list (Robbins et al. 2020). The reference list should appear at the end of your assignment and be in alphabetical order based on the first author’s surname (Bruen 2022) rather than the order in which they appear in your assignment ( Papagiannis 2022). If you are using a citation for a second time you do not need to include it twice in the reference list (Cameron 2021).

Referencing an academic journal that you find online requires more information in the reference list but uses the same format for citing as other sources (Tesseur 2022). If referencing a source from a library database you say from which database you found it (Mayombe 2021).

Don’t forget that websites need to be cited too (Dundalk Institute of Technology 2022). We recommend you look at the full version of DkIT’s Harvard referencing guidelines, and contact the Library if you have any questions. Good luck.

Reference list

Bruen, M. (2020). River flows. In: Kelly-Quinn, M. and Reynolds, J., eds. Ireland’s rivers . Dublin: University College Dublin Press, pp.39-59.

Cameron, S. (2021). The business student's handbook: skills for study and employment . 7th ed. Harlow: Pearson.

Dundalk Institute of Technology. (2022). Research support [online]. Available from: https://www.dkit.ie/research/research-support.html [accessed 25 March 2022].

Giddens, A. and Sutton, P.W. (2021). Sociology . 9th ed. Cambridge: Polity Press.

Levine, L.E. and Munsch, J. (2021). Child development: an active learning approach [online]. 4th ed. London: SAGE Publications. Available from: https://books.google.ie/books?id=zlrZzQEACAAJ&dq [accessed 25 March 2022].

Mayombe, C. (2021). Partnership with stakeholders as innovative model of work-integrated learning for unemployed youths. Higher Education, Skills and Work-Based Learning [online], 12(2), pp.309-327. Available from: Emerald Insight [accessed 25 March 2022].

Papagiannis, N. (2020). Effective SEO and content marketing: the ultimate guide for maximizing free web traffic [online]. Indianapolis: Wiley. Available from: EBSCOhost eBook Collection [accessed 25 March 2022].

Robbins, S.P., Coulter, M.A. and De Cenzo, D.A. (2020). Fundamentals of management . 11th ed. Harlow: Pearson.

Tesseur, W. (2022). Translation as inclusion? An analysis of international NGOs’ translation policy documents. Language Problems and Language Planning [online], 45(3), pp. 261-283. Available from: https://doras.dcu.ie/26151 [accessed 25 March 2022].

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Templates for college and university assignments

Include customizable templates in your college toolbox. stay focused on your studies and leave the assignment structuring to tried and true layout templates for all kinds of papers, reports, and more..

Keep your college toolbox stocked with easy-to-use templates

Work smarter with higher-ed helpers from our college tools collection. Presentations are on point from start to finish when you start your project using a designer-created template; you'll be sure to catch and keep your professor's attention. Staying on track semester after semester takes work, but that work gets a little easier when you take control of your scheduling, list making, and planning by using trackers and planners that bring you joy. Learning good habits in college will serve you well into your professional life after graduation, so don't reinvent the wheel—use what is known to work!

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Implement Universal Design for Learning with Assignments

by Mohammad Ahmed | May 14, 2024 | Accessibility , How-tos , Instructional design , Services , Universal Design for Learning

A pencil lying on top of a notebook, with a math textbook next to it.

This post is the second installment in a series on Universal Design for Learning. For more information, please see previous installments in this series .

When you are designing assignments to help your class practice new concepts, you can set up your students for success by implementing the principles of Universal Design for Learning (UDL). This involves creating tasks that provide multiple means of representation, expression, and engagement to accommodate the diverse needs and preferences of all learners. Providing multiple options for assignments involves offering students various ways to engage with the material, demonstrate their understanding, and express their learning.

When implementing UDL in your course, be sure to explain the rationale behind different assignment formats. This will make it clear to students that through engaging with various formats they get a variety of ways to practice their knowledge and can develop far stronger skills in order to achieve greater mastery. Also highlight the link between the different formats, for example, that all of these formats contribute to the main learning objectives of the course and that one format is not “easier” or “harder”. Lastly, provide them with necessary feedback to improve their learning irrespective of the format they choose. Below are some strategies you can use to designing assignments with UDL:

Provide Clear Instructions: Clearly articulate the assignment objectives, expectations, and grading criteria. Consider providing written, spoken, and visual instructions to accommodate different learning preferences. A format-agnostic rubric will help to organize this, and we have resources available for you .
Offer Multiple Options : Provide students with choices on how they can demonstrate their understanding of the material. This could include options such as written essays, oral presentations, multimedia projects, artistic creations, or hands-on demonstrations.
Use Varied Formats : Present assignment materials in multiple formats to accommodate different learning styles. Offer readings in text, audio, and video formats, and provide visual aids such as diagrams, charts, and infographics to support comprehension. Allow students to choose the format in which they present their work. Options could include written reports, oral presentations, multimedia presentations (i.e. videos, audios), posters or infographics, or digital portfolios. Some tools that can support this such as Immersive Reader , Panopto Videos , and the OneButton Studio .
Support Accessibility : Ensure that assignment materials are accessible to all students, including those with disabilities. Use accessible document formats , provide alternative text for images, and consider the needs of students who may require accommodations such as screen readers or captioning.
Offer Feedback Options : Provide students with options for receiving feedback on their assignments, such as written comments, audio recordings, or face-to-face meetings. Speedgrader is a great resource for written and audio comments. Tailor feedback to individual student needs and preferences. Offer students options for receiving feedback on their assignments. Allow them to choose their preferred method of feedback, such as written comments, audio recordings, video feedback, or face-to-face meetings.
Promote Reflection : Incorporate opportunities for students to reflect on their learning process and evaluate their own progress. Encourage metacognitive strategies such as goal setting, self-assessment, and reflection journals.

Each one of these strategies can become overwhelming, so start small. Don’t implement all of them at once; instead choose one strategy and implement it into 1 assignment or assessment. This is what Thomas Tobin calls the +1 method 1 : one activity that you already do plus one new, easy strategy. To read more about his strategy you can download his free pdf book UDL for FET Practitioners: Guidance for Implementing Universal Design for Learning .

Let’s take feedback options, for example. After using SpeedGrader to grade the students’ exams, many faculty and instructors typically offer some text feedback; however, you can easily implement a UDL strategy by also offering verbal feedback through the recorded audio button near the bottom of the feedback panel in SpeedGrader. You can make this a 1+1 goal for the next quarter, and as you become more proficient with this strategy you can slowly increase it to monthly and then weekly implementations.

By providing multiple options for UDL assignments, you can accommodate diverse learning styles, preferences, and abilities, and empower students to take ownership of their learning experiences.

Further Resources:

Review Academic Technology Solutions’ full list of Teaching Tools .
Learn About Universal Design for Learnin g from CAST.
Explore the University of Chicago’s Center for Digital Accessibility .
Request an instructional design consultation with LDT instructional designers.
Request digital media consultation and development services in support of teaching materials and the presentation of research.
Request custom workshops for departments or programs who want to tailor the content to their instructors or subject area.
Join us in office hours , virtual or hybrid, during which you can ask any questions you may have.
Join our online workshops on various topics related to teaching with technology.

1 Tobin, T. J. (2021). UDL for FET Practitioners. SOLAS. April 15, 2024, https://www.ahead.ie/udlforfet-guidance .

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Should you give job applicants an assignment during the interview process? Be thoughtful about the ask

Employers have to ask themselves whether they are willing to turn off a strong candidate by asking them to do additional work.

Hiring is a time-consuming and expensive endeavor. Companies need candidates who offer the right skills and experience for a given role, and who align with their organization’s vision and mission.

To find the best fit, many companies still lean on a strategy that continues to generate debate : the assignment. Some candidates believe their experience and interviews should give prospective employers enough information to determine whether they will fit the role. Employers have to ask themselves whether they are willing to turn off a strong candidate by asking them to do additional work.

Is the assignment valuable enough to the evaluation process that they cannot move someone forward without it? Sometimes it is—sometimes they help an employer decide between two strong candidates. And if they are necessary, how can employers make assignments fair and equitable for the candidate or candidates?

When done right, assignments help assess practical skills and problem-solving abilities, giving a clearer picture of a candidate beyond what their resume or interview reveals. But employers should be thoughtful about the ask. While it may make sense for roles that require specific technical expertise or creative thinking, it isn’t appropriate for all roles—so assignments should always be given with a clear reason for why they are needed.

Plus, they don’t just benefit the employer. For job seekers, an assignment during the interview process might also help them stand out from the competition. It can also offer a window into what their day-to-day in the new role might entail. Remember that the candidate should be interviewing the company, too. Having a test run of the work they’d be asked to do is a great way to see whether they believe the role is a fit.

However, there is a rift in how people perceive the assignment as part of the interview process. Workers today span many generations, each with unique values and expectations. Whereas older workers often prioritize stability and loyalty, younger millennials and Gen Zers are more focused on flexibility and work well-being, Indeed data shows .

This mindset impacts the amount of time and energy a candidate is willing to devote to each application. After multiple rounds of interviews and prep, taking on an in-depth assignment may feel like a bridge too far—especially if the expectations for the assignment are not clearly communicated ahead of time.

Some candidates are wary of providing free labor to a company that may use their work and not hire them. Hiring managers should be clear about how the work will be used. They may also consider offering compensation if the assignment requires more than a couple hours of someone’s time, or if they plan to use the work without hiring the candidate.

The key for early career candidates in particular is to ensure their time and efforts are respected. This is a win-win for employers: By providing clarity and transparency, they not only elicit the additional information they want from candidates, but they demonstrate that the organization is transparent and fair.

Equity is also imperative: Which candidates are being asked to complete assignments? Is the hiring team consistent in giving out assignments across ages, experience levels, and roles? There should always be a process and clear evaluation criteria in place to ensure fairness.

As we adapt to the rapidly evolving world of work, we must continue to think critically about each step in the hiring process. Candidate assignments can be a valuable tool, but only with appropriate respect for job seekers’ time and contributions.

With the right strategy, we can bridge the gap between generations in the workplace and build a hiring culture that values efficiency, talent, and integrity.

Eoin Driver is the global vice president of talent at Indeed.

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Congress could soon spell the end of employment arbitration—but it’s not all good news for American workers
Outdated laws prevent gig economy workers from getting benefits. This pilot program shows the path forward
No, combustion engines won’t be supplanted by electric vehicles—and they’re critical for sustainable transport

The opinions expressed in Fortune.com commentary pieces are solely the views of their authors and do not necessarily reflect the opinions and beliefs of Fortune .

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Like most of the texts you write at university, all essays have the same basic three-part structure: introduction, main body and conclusion. However, the main body can be structured in many different ways. To write a good essay: know if you're expected to write an analytical, persuasive or critical essay.
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Sample critical review [PDF 260KB]. A sample of a critical review that includes an annotated structure for your reference. Sample of an investigative report [PDF 500KB]. A resource for science, engineering and technology students. How to write an investigative report, including an annotated format. Interpreting assignment topics [PDF 370 KB ...
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Essay. Essays are an assessment item that can indicate your understanding of a topic. They can demonstrate how well you search for information, put ideas together in a logical sequence and write academically. An essay can be analytical, argumentative or persuasive. You may be asked to discuss, analyse, explain, investigate, explore or review a ...
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Place your assignment title at the top of your first page, either centre or left aligned, in bold font. At university, you may be assigned a pre-designed essay title/question, or asked to select from several possible titles. You may also be asked to design your own essay title. Here are some top tips on designing your own title: To bring focus ...
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This assignment is constructed in 3 parts, allowing students to work through their experiences. Students are given a chance to think separately about their General Education courses, as well as their introductory, 100-level major courses. In doing so, students can identify what patterns emerge specific to one particular group, or see what is ...
PDF Guide for writing assignment reports
In that case use font Times New Roman, font size 12 pt. Set the line spacing to 1.2, left and right margins to 2.5 cm, top and bottom margins to 2.3 cm. A nice result is obtained if in the 'Page setup' a gutter of 1 cm is inserted, where this value is alternating set to the left (odd pages) and right (even pages).
LibGuides: Harvard referencing quick guide: Sample assignment
Sample assignment. The purpose of this assignment is to show common elements of the Harvard style of referencing in Dundalk Institute of Technology. It is not intended to be an example of good quality academic writing, and indeed may not make sense in general, but it should show you how citations and a reference list are formed in the Harvard ...
PDF Structuring an assignment
Start early to avoid rushing. 2.1 Plan Schedule your work on a particular assignment over a specific period, such a three weeks. Stick to the schedule. 2.2 Consult the prescribed study material- Tutorial letter 101, appropriate study guide and other relevant sources. 2.3 Study the instructions of the assignment and the guidelines- look at the ...
Templates for college and university assignments
Templates for college and university assignments. Include customizable templates in your college toolbox. Stay focused on your studies and leave the assignment structuring to tried and true layout templates for all kinds of papers, reports, and more. Category. Color. Create from scratch. Show all.
Implement Universal Design for Learning with Assignments
Below are some strategies you can use to designing assignments with UDL: Provide Clear Instructions: Clearly articulate the assignment objectives, expectations, and grading criteria. Consider providing written, spoken, and visual instructions to accommodate different learning preferences. A format-agnostic rubric will help to organize this, and ...
Should you give job applicants assignment during interview process
For job seekers, an assignment during the interview process might also help them stand out from the competition. It can also offer a window into what their day-to-day in the new role might entail ...

Common Writing Assignments

Welcome to the Purdue OWL

Understanding Writing Assignments

Argument Papers

Research Papers

Exploratory Papers

Annotated Bibliographies

Book Report

Definitions

Essays for Exams

Book Review

Academic Proposals

In this section

Academic Assignment Samples and Examples

Assignment Sample

Analysis of a Business Environment: Coffee and Cake Ltd (CC Ltd)

Application of Project Management Using the Agile Approach ….

Assessment of British Airways Social Media Posts

The Marketing Plan- UK Sustainable Energy Limited

To Analyse User’s Perception towards the Services Provided by Their…

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The most important aspects: Outline and Introduction

Practical tips on assignment writing

The importance of an effective conclusion

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Analytics and Data Science

Communication

Design, Architecture and Building

Engineering

Health (GEM)

Information Technology

Transdisciplinary Innovation

Sample written assignments

How to use this page

Annotated bibliography

Literature review

Reflective writing

GA4 Tracking Code

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How to Write an Effective Assignment

The Key Components of an Effective Assignment Prompt

Response Papers

Common Assignments: Journal Entries

Walden Resources

Centers and Offices

Student Resources

Current students

Structuring written work

How to plan your structure

Making the structure clear

Introductions

Conclusions

Related links

Student links

5 tips on writing better university assignments

Disclosure statement

1. Use all available sources of information

2. Take referencing seriously

3. Plan before you write

4. Choose the right words

5. Edit and proofread

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Assignment writing guides and samples

Essay writing

Writing a critical review

Writing a business-style report

Investigative report sample