general assignment purpose

General Assignment Design Good Practices

Below are some general suggestions to consider when creating assignments:

• Identify the learning outcomes. What do you want students to learn? What kind of assignment will focus on developing and demonstrating those skills and knowledge?
• Design assignments that are engaging. Consider how to engage students and focus their efforts in ways that are interesting, challenging, and motivating. What might interest students about a given topic or assignment?
• Clearly articulate the purpose of the assignment. Share with students how the knowledge, skills or activities may be useful in the students’ major, career, civic or personal life. This may include values or human dimensions – what students learn about themselves or interacting with others – as well as academics.
• Describe the component tasks clearly. Make the key steps in your assignment explicit, so all students are aware of them. If an assignment is vague, students may interpret it any number of ways – and not necessarily how you intended. While strong students can fill in the gaps, weaker students are disadvantaged.
• Situate each assignment in the course context. Consider how your assignment builds on students’ prior learning in your course or in previous courses. Could you include low stakes practice opportunities – with some feedback – for any skills or steps that are key to your assignment or course?
• Identify the intended audience. Students should consider the audience they’re addressing in papers and presentations, which influences how they pitch their message and other communication choices.
• Specify the format and other parameters. If you have specific parameters for the assignment (e.g., length, size, formatting, citation conventions), specify them in your assignment prompt. Otherwise, students may misapply conventions and formats they learned in other courses; your assignment can help students learn to apply communication conventions and approaches appropriate to the discipline and task.
• Provide clear performance criteria. Clearly articulate to students what your criteria are for strong work, either in your assignment prompt or as a separate rubric or scoring guide. Clear criteria, shared in student friendly language, can prevent confusion about expectations while also setting a high standard for students to meet.
• Share strong samples. If possible, share models or (annotated) samples of strong student work with your class.
• Give the assignment’s time frame and value. Be sure to include milestones and due dates, and any penalties, as well as the assignment’s point value / percentage of students’ grade.
• Consider scaffolding large, complex assignments. It can be beneficial to break complex assignments into smaller components and provide feedback along the way. This approach helps keep students on track, so their efforts are effective, and can be especially useful in group assignments, so you can intervene if needed.

Additional Resources and Scholarship

Cook, L. & Fusch, D. (2016). One Easy Way Faculty Can Improve Student Success . Academic Impressions.

Hutchings, P. (2016).  Aligning Educational Outcomes and Practices (PDF)  (Occasional Paper #26). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

Hutchings, P., et al. (2014). Catalyzing Assignment Design Activity on Your Campus: Lessons from NILOA’s Assignment Library Initiative (PDF) .  Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

Hutchings, P. (2010).  Opening Doors to Faculty Involvement in Assessment (PDF)  (Occasional Paper #4). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).

Note: Please contact ACE to borrow a book.

Barkley, E. & Major, C. (2016). Learning Assessment Techniques: A Handbook for College Faculty . San Francisco, CA: Jossey-Bass.

Fink, L. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses .   San Francisco, CA: Jossey-Bass.

McKeachie, W. & Svinicki, M. (2013). McKeachie’s Teaching Tips . Belmont, CA: Wadsworth.

Skene, A. & Fedko, S. (2010). Assignment Scaffolding (PDF) . Toronto, ON: University of Toronto Scarborough Centre for Teaching and Learning.

• Business Succession Planning
• Legacy and Estate Planning California
• Planned Giving
• Special Needs Planning
• Trust and Probate Administration
• BUSINESS SUCCESSION PLANNING
• CALIFORNIA LEGACY AND ESTATE PLANNING
• PLANNED GIVING
• TRUST AND PROBATE ADMINISTRATION
• SPECIAL NEEDS PLANNING
• Testimonial

A General Assignment of Assets to one’s Living Trust can help avoid a Probate.

                 Re-titling assets, like stock and bonds, from one’s name into one’s living trust is necessary to avoiding an unnecessary probate of such assets if held outside of the trust.   Sometimes people fail to transfer some or all of their intended trust assets into their trust.   A general assignment of assets to one’s living trust provides an important safeguard. Let’s examine what a general assignment is and how it helps to fund one’s trust and avoid a probate with the help of a Lake County probate attorney:

                A general assignment of assets transfers ownership on a wide variety of assets as the name implies.   An all encompassing general assignment is regularly used by estate planners to transfer all types of financial assets (excluding tax deferred retirement accounts) and personal property (such as the contents of one’s home) into the trust. It is a half-step towards actually re-titling the securities and the financial accounts into the name of the trustee.   Nevertheless, the settlor should still proceed to contact the banks, brokerages, and stock transfer agents (as relevant) to formally transfer legal title into the name of the trustee.   But, in the event that the formal legal title is not transferred prior to death, the general assignment can be used to obtain a court order to transfer legal title into the trust.

                In Kucker v. Kucker , (2011), 192 CA 4 th , 90, the Court of Appeal reversed a trial court decision wherein the trial court disallowed a petition to transfer stocks into a trust based on a general assignment of all assets by the settlor to the trustee.   The Court of Appeal agreed with the petitioner that a general assignment of all or substantially all of the settlor’s assets into one’s trust does cause the stocks to be owned by the trustee.   An otherwise unnecessary probate was thus avoided thanks to a general assignment by the settlor.

                Similarly, a declaration of trust by a settlor to hold certain assets listed on a schedule of pledged assets attached to a trust document can likewise be used to accomplish the same result.   Most attorneys use a schedule of initial trust assets and a general assignment to reinforce one-another.   Moreover, unlike the general assignment, the schedule of trust assets will also include the real estate – together with a full legal description — for the same reason.   That is, if a trust transfer deed is not properly executed prior to the settlor’s death, then the schedule of initial trust assets to a declaration of trust can be used to petition the court to transfer legal title into the trust without a probate.

                While the general assignment and the declaration of trust are important safeguards against the failure to formally transfer title to trust assets while the settlor is still alive and competent, such safeguards are just safeguards.   The better course of action is to see that one’s real estate, stocks and bonds, and financial accounts (and other trust assets) are properly titled in the name of the trustee of one’s trust.   After all, filing a court petition entails further expenses and delay in the administration of the trust that can be avoided.   

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What is a General Assignment form?

A General Assignment form is usually an all-encompassing document intended to transfer the entirety of one's assets to his or her trust. Most, if not all, estate planning lawyers will include some form of this document in the estate planning documents prepared for a client.

The document may be also used as the basis of a so-called "Heggstad" petition--a method of transferring real property to a trust without the need for a full probate administration. In preparing a General Assignment form, it is important to exclude assets that are not supposed to be covered by it, for example, property with survivorship benefits or those passing by virtue of a beneficiary designation.

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Understanding Writing Assignments

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How to Decipher the Paper Assignment

Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing.

• Read the prompt the entire way through once. This gives you an overall view of what is going on.
• Underline or circle the portions that you absolutely must know. This information may include due date, research (source) requirements, page length, and format (MLA, APA, CMS).
• Underline or circle important phrases. You should know your instructor at least a little by now - what phrases do they use in class? Does he repeatedly say a specific word? If these are in the prompt, you know the instructor wants you to use them in the assignment.
• Think about how you will address the prompt. The prompt contains clues on how to write the assignment. Your instructor will often describe the ideas they want discussed either in questions, in bullet points, or in the text of the prompt. Think about each of these sentences and number them so that you can write a paragraph or section of your essay on that portion if necessary.
• Rank ideas in descending order, from most important to least important. Instructors may include more questions or talking points than you can cover in your assignment, so rank them in the order you think is more important. One area of the prompt may be more interesting to you than another.
• Ask your instructor questions if you have any.

After you are finished with these steps, ask yourself the following:

• What is the purpose of this assignment? Is my purpose to provide information without forming an argument, to construct an argument based on research, or analyze a poem and discuss its imagery?
• Who is my audience? Is my instructor my only audience? Who else might read this? Will it be posted online? What are my readers' needs and expectations?
• What resources do I need to begin work? Do I need to conduct literature (hermeneutic or historical) research, or do I need to review important literature on the topic and then conduct empirical research, such as a survey or an observation? How many sources are required?
• Who - beyond my instructor - can I contact to help me if I have questions? Do you have a writing lab or student service center that offers tutorials in writing?

(Notes on prompts made in blue )

Poster or Song Analysis: Poster or Song? Poster!

Goals : To systematically consider the rhetorical choices made in either a poster or a song. She says that all the time.

Things to Consider: ah- talking points

• how the poster addresses its audience and is affected by context I'll do this first - 1.
• general layout, use of color, contours of light and shade, etc.
• use of contrast, alignment, repetition, and proximity C.A.R.P. They say that, too. I'll do this third - 3.
• the point of view the viewer is invited to take, poses of figures in the poster, etc. any text that may be present
• possible cultural ramifications or social issues that have bearing I'll cover this second - 2.
• ethical implications
• how the poster affects us emotionally, or what mood it evokes
• the poster's implicit argument and its effectiveness said that was important in class, so I'll discuss this last - 4.
• how the song addresses its audience
• lyrics: how they rhyme, repeat, what they say
• use of music, tempo, different instruments
• possible cultural ramifications or social issues that have bearing
• emotional effects
• the implicit argument and its effectiveness

These thinking points are not a step-by-step guideline on how to write your paper; instead, they are various means through which you can approach the subject. I do expect to see at least a few of them addressed, and there are other aspects that may be pertinent to your choice that have not been included in these lists. You will want to find a central idea and base your argument around that. Additionally, you must include a copy of the poster or song that you are working with. Really important!

I will be your audience. This is a formal paper, and you should use academic conventions throughout.

Length: 4 pages Format: Typed, double-spaced, 10-12 point Times New Roman, 1 inch margins I need to remember the format stuff. I messed this up last time =(

Academic Argument Essay

5-7 pages, Times New Roman 12 pt. font, 1 inch margins.

Minimum of five cited sources: 3 must be from academic journals or books

• Design Plan due: Thurs. 10/19
• Rough Draft due: Monday 10/30
• Final Draft due: Thurs. 11/9

Remember this! I missed the deadline last time

The design plan is simply a statement of purpose, as described on pages 40-41 of the book, and an outline. The outline may be formal, as we discussed in class, or a printout of an Open Mind project. It must be a minimum of 1 page typed information, plus 1 page outline.

This project is an expansion of your opinion editorial. While you should avoid repeating any of your exact phrases from Project 2, you may reuse some of the same ideas. Your topic should be similar. You must use research to support your position, and you must also demonstrate a fairly thorough knowledge of any opposing position(s). 2 things to do - my position and the opposite.

Your essay should begin with an introduction that encapsulates your topic and indicates 1 the general trajectory of your argument. You need to have a discernable thesis that appears early in your paper. Your conclusion should restate the thesis in different words, 2 and then draw some additional meaningful analysis out of the developments of your argument. Think of this as a "so what" factor. What are some implications for the future, relating to your topic? What does all this (what you have argued) mean for society, or for the section of it to which your argument pertains? A good conclusion moves outside the topic in the paper and deals with a larger issue.

You should spend at least one paragraph acknowledging and describing the opposing position in a manner that is respectful and honestly representative of the opposition’s 3 views. The counterargument does not need to occur in a certain area, but generally begins or ends your argument. Asserting and attempting to prove each aspect of your argument’s structure should comprise the majority of your paper. Ask yourself what your argument assumes and what must be proven in order to validate your claims. Then go step-by-step, paragraph-by-paragraph, addressing each facet of your position. Most important part!

Finally, pay attention to readability . Just because this is a research paper does not mean that it has to be boring. Use examples and allow your opinion to show through word choice and tone. Proofread before you turn in the paper. Your audience is generally the academic community and specifically me, as a representative of that community. Ok, They want this to be easy to read, to contain examples I find, and they want it to be grammatically correct. I can visit the tutoring center if I get stuck, or I can email the OWL Email Tutors short questions if I have any more problems.

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What do general assignment reporters do.

Wondering what the job is really like for general assignment reporters?

You've come to the right place.

Keep reading to find detailed information about what general assignment reporters do, including the type of work they are tasked with on a daily basis, industries in which they work, and the specific skills needed for a successful career.

General Assignment Reporters Overview & Description

Let's get started with the basics about general assignment reporters by taking a look at a simple description and popular job titles.

General Assignment Reporters narrate or write news stories, reviews, or commentary for print, broadcast, or other communications media such as newspapers, magazines, radio, or television. May collect and analyze information through interview, investigation, or observation.

Popular Job Titles For General Assignment Reporters

Sample of reported job titles.

• Multimedia Journalists
• News Reporters
• Staff Writers
• News Anchors
• Anchors/Reporters
• General Assignment Reporters
• Sports Reporters
• News Anchors/Reporters
• Investigative Reporters
• News Writers

Read on for insight into the industries where the highest concentration of jobs for general assignment reporters can be found.

Best Industries for General Assignment Reporters

General assignment reporters jobs by industry.

• Newspaper, Periodical, Book, and Directory Publishers: 40.4%
• Media Streaming Distribution Services, Social Networks, and Other Media Networks and Content Providers: 29.2%
• Radio and Television Broadcasting Stations: 23%
• Motion Picture and Video Industries: 1.6%
• Education and Hospitals (State Government): 1%
• Advertising, Public Relations, and Related Services: 0.8%

When it comes to jobs in the United States, the largest single category of general assignment reporters can be found working in the Newspaper, Periodical, Book, and Directory Publishers sector. In 2022, about 40.4% of all jobs for general assignment reporters were found there.

Other top industries by percentage include Media Streaming Distribution Services, Social Networks, and Other Media Networks and Content Providers (29.2%), Radio and Television Broadcasting Stations (23%), Motion Picture and Video Industries (1.6%), Education and Hospitals (State Government) (1%) and Advertising, Public Relations, and Related Services (0.8%).

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Degree Options for General Assignment Reporters

Learn to craft clear and effective messages while adding new media communication methods to your professional toolkit.

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What Do General Assignment Reporters Do on a Daily Basis?

So you have a high-level understanding of what general assignment reporters do and the types of industries in which they work - but what do they really do each day?

A great way to understand the type of work general assignment reporters do is to examine actual job postings and focus on the specific skills that employers are seeking. That will help paint a clearer picture of the tasks that general assignment reporters tackle each day.

Continue reading for a breakdown of specialized skills found in job postings for general assignment reporters, as well as common skills - interpersonal qualities and attributes - that can help you thrive in the workplace.

In-Demand Skills for Today's General Assignment Reporters Based on 25,610 job postings

Top 5 specialized skills for general assignment reporters, top 5 common skills for general assignment reporters.

Based on 25,610 job postings related to general assignment reporters, journalism was the top specialized skill sought by employers, with 53% of all postings looking for that skillset. Skills for news stories, social media, storytelling, content creation and news anchoring were also highly sought.

As for common skills, writing was the most desired skill found in job postings for general assignment reporters, followed by communications, editing, research, ability to meet deadlines and english language.

Most In-Demand Jobs for General Assignment Reporters

Top 5 posted job titles.

Expand the section below to see unique job postings for all occupations related to general assignment reporters.

Ready to dig deeper into career information for general assignment reporters? Visit our other pages focused on salary and education for general assignment reporters.

All Occupations

The Best Adult Colleges and Careers Guide has compiled data for dozens of in-demand jobs. Explore our full catalog of occupation data by visiting the link below.

About This Data

The Best Adult Colleges & Careers Guide is sponsored by Franklin University, a nonprofit, accredited institution. The guide uses 2022 information from Lightcast™ to provide data on dozens of in-demand jobs.

Job titles used in government data may differ slightly from the job title on this page, so the closest matching government job classification may be used as a proxy to present data here.

On this page, data corresponds to the following occupational classification: News Analysts, Reporters, and Journalists.

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Teaching, Learning, & Professional Development Center

• Teaching Resources
• TLPDC Teaching Resources

How Do I Create Meaningful and Effective Assignments?

Prepared by allison boye, ph.d. teaching, learning, and professional development center.

Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning.  And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment.  This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.

First Things First…

Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor:

• Your goals for the assignment . Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment?  Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general.  For instance, if you want your students to demonstrate critical thinking, perhaps asking them to simply summarize an article is not the best match for that goal; a more appropriate option might be to ask for an analysis of a controversial issue in the discipline. Ultimately, the connection between the assignment and its purpose should be clear to both you and your students to ensure that it is fulfilling the desired goals and doesn't seem like “busy work.” For some ideas about what kinds of assignments match certain learning goals, take a look at this page from DePaul University's Teaching Commons.
• Have they experienced “socialization” in the culture of your discipline (Flaxman, 2005)? Are they familiar with any conventions you might want them to know? In other words, do they know the “language” of your discipline, generally accepted style guidelines, or research protocols?
• Do they know how to conduct research?  Do they know the proper style format, documentation style, acceptable resources, etc.? Do they know how to use the library (Fitzpatrick, 1989) or evaluate resources?
• What kinds of writing or work have they previously engaged in?  For instance, have they completed long, formal writing assignments or research projects before? Have they ever engaged in analysis, reflection, or argumentation? Have they completed group assignments before?  Do they know how to write a literature review or scientific report?

In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78):

1. What are the main units/modules in my course?

2. What are my main learning objectives for each module and for the course?

3. What thinking skills am I trying to develop within each unit and throughout the course?

4. What are the most difficult aspects of my course for students?

5. If I could change my students' study habits, what would I most like to change?

6. What difference do I want my course to make in my students' lives?

What your students need to know

Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment.  However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible.

• First, you will need to articulate the purpose of the assignment . Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose. Your students will appreciate an understanding of how the assignment fits into the larger goals of the course and what they will learn from the process (Hass & Osborn, 2007). Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully.
• If you are asking your students to complete a writing assignment, you should define for them the “rhetorical or cognitive mode/s” you want them to employ in their writing (Flaxman, 2005). In other words, use precise verbs that communicate whether you are asking them to analyze, argue, describe, inform, etc.  (Verbs like “explore” or “comment on” can be too vague and cause confusion.) Provide them with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support.  For those who want assignments to lead to top-down, thesis-driven writing, John Bean (1996) suggests presenting a proposition that students must defend or refute, or a problem that demands a thesis answer.
• It is also a good idea to define the audience you want your students to address with their assignment, if possible – especially with writing assignments.  Otherwise, students will address only the instructor, often assuming little requires explanation or development (Hedengren, 2004; MIT, 1999). Further, asking students to address the instructor, who typically knows more about the topic than the student, places the student in an unnatural rhetorical position.  Instead, you might consider asking your students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper.  In fact, a study by Bean (1996) indicated the students often appreciate and enjoy assignments that vary elements such as audience or rhetorical context, so don't be afraid to get creative!
• Obviously, you will also need to articulate clearly the logistics or “business aspects” of the assignment . In other words, be explicit with your students about required elements such as the format, length, documentation style, writing style (formal or informal?), and deadlines.  One caveat, however: do not allow the logistics of the paper take precedence over the content in your assignment description; if you spend all of your time describing these things, students might suspect that is all you care about in their execution of the assignment.
• Finally, you should clarify your evaluation criteria for the assignment. What elements of content are most important? Will you grade holistically or weight features separately? How much weight will be given to individual elements, etc?  Another precaution to take when defining requirements for your students is to take care that your instructions and rubric also do not overshadow the content; prescribing too rigidly each element of an assignment can limit students' freedom to explore and discover. According to Beth Finch Hedengren, “A good assignment provides the purpose and guidelines… without dictating exactly what to say” (2004, p. 27).  If you decide to utilize a grading rubric, be sure to provide that to the students along with the assignment description, prior to their completion of the assignment.

A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration:

• Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories.

• Set the grading categories yourself, but ask the students to help write the descriptions.

• Draft the complete grading scale yourself, then give it to your students for review and suggestions.

A Few Do's and Don'ts…

Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design. First, here are a few things you should do :

• Do provide detail in your assignment description . Research has shown that students frequently prefer some guiding constraints when completing assignments (Bean, 1996), and that more detail (within reason) can lead to more successful student responses.  One idea is to provide students with physical assignment handouts , in addition to or instead of a simple description in a syllabus.  This can meet the needs of concrete learners and give them something tangible to refer to.  Likewise, it is often beneficial to make explicit for students the process or steps necessary to complete an assignment, given that students – especially younger ones – might need guidance in planning and time management (MIT, 1999).
• Do use open-ended questions.  The most effective and challenging assignments focus on questions that lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the  brainstorming heuristics (Gardner, 2005).
• Do direct students to appropriate available resources . Giving students pointers about other venues for assistance can help them get started on the right track independently. These kinds of suggestions might include information about campus resources such as the University Writing Center or discipline-specific librarians, suggesting specific journals or books, or even sections of their textbook, or providing them with lists of research ideas or links to acceptable websites.
• Do consider providing models – both successful and unsuccessful models (Miller, 2007). These models could be provided by past students, or models you have created yourself.  You could even ask students to evaluate the models themselves using the determined evaluation criteria, helping them to visualize the final product, think critically about how to complete the assignment, and ideally, recognize success in their own work.
• Do consider including a way for students to make the assignment their own. In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment.  Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom.  You might think of ways to encourage students to tap into their own experiences or curiosities, to solve or explore a real problem, or connect to the larger community.  Offering variety in assignment selection can also help students feel more individualized, creative, and in control.
• If your assignment is substantial or long, do consider sequencing it. Far too often, assignments are given as one-shot final products that receive grades at the end of the semester, eternally abandoned by the student.  By sequencing a large assignment, or essentially breaking it down into a systematic approach consisting of interconnected smaller elements (such as a project proposal, an annotated bibliography, or a rough draft, or a series of mini-assignments related to the longer assignment), you can encourage thoughtfulness, complexity, and thoroughness in your students, as well as emphasize process over final product.

Next are a few elements to avoid in your assignments:

• Do not ask too many questions in your assignment.  In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus. Offering an overly specific “checklist” prompt often leads to externally organized papers, in which inexperienced students “slavishly follow the checklist instead of integrating their ideas into more organically-discovered structure” (Flaxman, 2005).
• Do not expect or suggest that there is an “ideal” response to the assignment. A common error for instructors is to dictate content of an assignment too rigidly, or to imply that there is a single correct response or a specific conclusion to reach, either explicitly or implicitly (Flaxman, 2005). Undoubtedly, students do not appreciate feeling as if they must read an instructor's mind to complete an assignment successfully, or that their own ideas have nowhere to go, and can lose motivation as a result. Similarly, avoid assignments that simply ask for regurgitation (Miller, 2007). Again, the best assignments invite students to engage in critical thinking, not just reproduce lectures or readings.
• Do not provide vague or confusing commands . Do students know what you mean when they are asked to “examine” or “discuss” a topic? Return to what you determined about your students' experiences and levels to help you decide what directions will make the most sense to them and what will require more explanation or guidance, and avoid verbiage that might confound them.
• Do not impose impossible time restraints or require the use of insufficient resources for completion of the assignment.  For instance, if you are asking all of your students to use the same resource, ensure that there are enough copies available for all students to access – or at least put one copy on reserve in the library. Likewise, make sure that you are providing your students with ample time to locate resources and effectively complete the assignment (Fitzpatrick, 1989).

The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few:

Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations

Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below.

Online Resources

“Creating Effective Assignments” http://www.unh.edu/teaching-excellence/resources/Assignments.htm This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning,  provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations.

Gardner, T.  (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten. http://www.tengrrl.com/tens/034.shtml This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English .  The website will also link you to several other lists of “ten tips” related to literacy pedagogy.

“How to Create Effective Assignments for College Students.”  http:// tilt.colostate.edu/retreat/2011/zimmerman.pdf     This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments.

“Learner-Centered Assessment” http://cte.uwaterloo.ca/teaching_resources/tips/learner_centered_assessment.html From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind. “Matching Learning Goals to Assignment Types.” http://teachingcommons.depaul.edu/How_to/design_assignments/assignments_learning_goals.html This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals.

Additional References Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass.

Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum , 3.2, pp. 15 – 24.

Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange .  Retrieved Jan. 9, 2008 from http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf

Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4. 

Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines . Boston: Bedford/St. Martin's.

Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments.  Teaching Sociology , 31, pp. 195 – 202.

Leahy, R. (2002). Conducting writing assignments. College Teaching , 50.2, pp. 50 – 54.

Miller, H. (2007). Designing effective writing assignments.  Teaching with writing .  University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from http://writing.umn.edu/tww/assignments/designing.html

MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html .

Contact TTU

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 he or she 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 her 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, he or she still has 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 she already knows 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 she or he expects.

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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Designing Effective Writing Assignments

Before designing any assignment, it is necessary to first assess the course objectives and what is the best way to meet those objectives. There are several important aspects to consider when creating assignments:

• Teacher’s assignment goals
• The writer’s purpose
• The context of the assignment
• The audience of the assignment
• Format and method
• Teacher’s response and evaluation
• Opportunities for revision
• Communicating expectations

Teacher’s assignment goals: To make a successful assignment, you must first be clear about what the assignment should accomplish. You may want to use some assignments to generate discussion in class or to give students the opportunity to present their ideas in class. Other goals are to give students the opportunity to express questions and confusion; to demonstrate understanding of course concepts and information; to respond to class readings and discussion; to prepare for other assignments or exams; or to clarify ideas for themselves.

There are two main kinds of writing assignments for content courses :

Writing to Learn assignments are usually short, informal assignments. The audience for such assignments can be the student herself, peers, or the teacher. These assignments can be in-class writing, or out of class writing. The primary purpose of writing to learn assignments is for students to grasp the ideas and concepts presented in the course for themselves.

Other writing assignments are used primarily to demonstrate knowledge . The audience for these assignments is most often the teacher. These are formal assignments written for a grade.

These two types of assignments are not mutually exclusive. An assignment can both aid students in the learning process and demonstrate a student’s knowledge and understanding. However, it is important to determine the primary purpose the assignment must serve in order to decide what kind of writing to assign.

Other things to think about in terms of your goals for the assignment: What part does this assignment play in the rest of the course? Is this assignment part of a sequence of assignments that includes both formal and informal writing? Sequenced assignments are helpful in incorporating informal writing to learn assignments with formal demonstrative assignments. For example, thesis writing, reading responses, and short microthemes or abstracts can lead to a formal essay or term paper.

The writer’s purpose: The writer’s purpose dictates what kind of product the students will end up with. There are a number of different purposes for assignments to fulfill; the purpose dictates the form and content of an assignment. For example, students might be asked to articulate questions they have about course content; compose an article explaining course concepts to peers; respond to course reading or discussion; or argue a position on an issue related to the field of study. Whatever the writer’s purpose, it will determine the context, audience, and format of the assignment as well.

The context of the assignment: Will this be an in-class or out-of-class assignment? Some assignments take place in the field of research. Will the students be working alone, or in groups or pairs? To what is the student responding – one or more readings, discussion, research? Will you assign a particular issue or allow students to identify the issues themselves? Part of determining context is deciding the audience the students are to address.

The audience of the assignment: The implied audience may be the same as or different from the real audience. Both the implied and real audiences influence the shape of the assignment. To whom are the students directing their writing? The implied audience can be the teacher, peers, scholars in the field, or the general public who is unfamiliar with the concepts of the discipline. Specifying the implied audience will help students determine what common ground is available in the form of shared assumptions or theoretical perspectives. Also important is the real audience. Who is actually going to read this assignment? The student only? The teacher only? Peers only? A small group of peers? The teacher and peers? Will there be multiple drafts? Will the student get comments from you or from peers before the final product is graded?

Format and method: What should the completed assignment look like? Is there a particular way students should go about fulfilling the assignment? Is there a particular field protocol? Are students expected to use research?

Teacher’s response and evaluation: Some writing to learn assignments are not graded or receive nontraditional grades. How will this assignment help fulfill course objectives, and how much of the course grade should be determined by this assignment? Will students get your comments before the final grade or after? What should students learn from your comments?

Opportunities for revision: Another important aspect to designing an assignment is deciding whether and how to incorporate revision. There are several ways to allow students to revise their work:

• Allowing students to revise after an assignment is graded for the possibility of raising their grade.
• Assigning multiple drafts as part of the final grade. Such an assignment would be graded as a process-based on how the student challenged her own ideas-rather than as a product. The student would receive either teacher comments, peer comments, or both on early drafts that will guide them in revision.
• Using peer evaluations on early drafts. Reading and commenting on fellow students’ work helps students learn to read critically and be responsible members of the discourse community of the classroom and of the field. If you are using peer response, what is the format? Students can respond to the writing of their peers in writing or orally, in groups or one-on-one. Will you provide detailed instructions and specific protocols for responding to student writing or allow them to develop their own format?

Communicating your expectations: Once you have determined the assignment objectives and how best to meet those objectives, you should give your assignment in writing to the students. Have you designed the assignment so that the students understand your goals and their purpose? Are the terms clear? Have you specified the audience, context, format, and means of evaluation? It is often helpful to get feedback on your assignments from colleagues who can tell you whether or not your expectations are totally clear.

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6.1: The Topic, General Purpose, Specific Purpose, and Thesis

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Before any work can be done on crafting the body of your speech or presentation, you must first do some prep work—selecting a topic, formulating a general purpose, a specific purpose statement, and crafting a central idea, or thesis statement. In doing so, you lay the foundation for your speech by making important decisions about what you will speak about and for what purpose you will speak. These decisions will influence and guide the entire speechwriting process, so it is wise to think carefully and critically during these beginning stages.

Selecting a Topic

Generally, speakers focus on one or more interrelated topics—relatively broad concepts, ideas, or problems that are relevant for particular audiences. The most common way that speakers discover topics is by simply observing what is happening around them—at their school, in their local government, or around the world. Student government leaders, for example, speak or write to other students when their campus is facing tuition or fee increases, or when students have achieved something spectacular, like lobbying campus administrators for lower student fees and succeeding. In either case, it is the situation that makes their speeches appropriate and useful for their audience of students and university employees. More importantly, they speak when there is an opportunity to change a university policy or to alter the way students think or behave in relation to a particular event on campus.

But you need not run for president or student government in order to give a meaningful speech. On the contrary, opportunities abound for those interested in engaging speech as a tool for change. Perhaps the simplest way to find a topic is to ask yourself a few questions. See the textbox entitled “Questions for Selecting a Topic” for a few questions that will help you choose a topic.

Students speak about what is interesting to them and their audiences. What topics do you think are relevant today? There are other questions you might ask yourself, too, but these should lead you to at least a few topical choices. The most important work that these questions do is to locate topics within your pre-existing sphere of knowledge and interest. David Zarefsky (2010) also identifies brainstorming as a way to develop speech topics, a strategy that can be helpful if the questions listed in the textbox did not yield an appropriate or interesting topic. Starting with a topic you are already interested in will likely make writing and presenting your speech a more enjoyable and meaningful experience. It means that your entire speechwriting process will focus on something you find important and that you can present this information to people who stand to benefit from your speech.

Questions for Selecting a Topic

• What important events are occurring locally, nationally and internationally?
• What do I care about most?
• Is there someone or something I can advocate for?
• What makes me angry/happy?
• What beliefs/attitudes do I want to share?
• Is there some information the audience needs to know?

Once you have answered these questions and narrowed your responses, you are still not done selecting your topic. For instance, you might have decided that you really care about breeds of dogs. This is a very broad topic and could easily lead to a dozen different speeches. To resolve this problem, speakers must also consider the audience to whom they will speak, the scope of their presentation, and the outcome they wish to achieve.

Formulating the Purpose Statements

By honing in on a very specific topic, you begin the work of formulating your purpose statement. In short, a purpose statement clearly states what it is you would like to achieve. Purpose statements are especially helpful for guiding you as you prepare your speech. When deciding which main points, facts, and examples to include, you should simply ask yourself whether they are relevant not only to the topic you have selected, but also whether they support the goal you outlined in your purpose statement. The general purpose statement of a speech may be to inform, to persuade, to celebrate, or to entertain. Thus, it is common to frame a specific purpose statement around one of these goals. According to O’Hair, Stewart, and Rubenstein, a specific purpose statement “expresses both the topic and the general speech purpose in action form and in terms of the specific objectives you hope to achieve (2004). For instance, the home design enthusiast might write the following specific purpose statement: At the end of my speech, the audience will learn the pro’s and con’s of flipping houses . In short, the general purpose statement lays out the broader goal of the speech while the specific purpose statement describes precisely what the speech is intended to do. Some of your professors may ask that you include the general purpose and add the specific purpose.

Writing the Thesis Statement

The specific purpose statement is a tool that you will use as you write your talk, but it is unlikely that it will appear verbatim in your speech. Instead, you will want to convert the specific purpose statement into a central idea, or thesis statement that you will share with your audience.

Depending on your instructor’s approach, a thesis statement may be written two different ways. A thesis statement may encapsulate the main points of a speech in just a sentence or two, and be designed to give audiences a quick preview of what the entire speech will be about. The thesis statement for a speech, like the thesis of a research-based essay, should be easily identifiable and ought to very succinctly sum up the main points you will present. Some instructors prefer that your thesis, or central idea, be a single, declarative statement providing the audience with an overall statement that provides the essence of the speech, followed by a separate preview statement.

If you are a Harry Potter enthusiast, you may write a thesis statement (central idea) the following way using the above approach: J.K. Rowling is a renowned author of the Harry Potter series with a Cinderella like story having gone from relatively humble beginnings, through personal struggles, and finally success and fame .

Writing the Preview Statement

However, some instructors prefer that you separate your thesis from your preview statement. A preview statement (or series of statements) is a guide to your speech. This is the part of the speech that literally tells the audience exactly what main points you will cover. If you were to open your Waze app, it would tell you exactly how to get there. Best of all, you would know what to look for! So, if we take our J.K Rowling example, let’s rewrite that using this approach separating out the thesis and preview:

J.K. Rowling is a renowned author of the Harry Potter series with a Cinderella like rags to riches story. First, I will tell you about J.K. Rowling’s humble beginnings. Then, I will describe her personal struggles as a single mom. Finally, I will explain how she overcame adversity and became one of the richest women in the United Kingdom.

There is no best way to approach this. This is up to your instructor.

Writing the Body of Your Speech

Once you have finished the important work of deciding what your speech will be about, as well as formulating the purpose statement and crafting the thesis, you should turn your attention to writing the body of your speech. All of your main points are contained in the body, and normally this section is prepared well before you ever write the introduction or conclusion. The body of your speech will consume the largest amount of time to present; and it is the opportunity for you to elaborate on facts, evidence, examples, and opinions that support your thesis statement and do the work you have outlined in the specific purpose statement. Combining these various elements into a cohesive and compelling speech, however, is not without its difficulties, the first of which is deciding which elements to include and how they ought to be organized to best suit your purpose.

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Assignment – Types, Examples and Writing Guide

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Definition:

Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more.

Assignments are typically designed to be completed outside of class time and may require independent research, critical thinking, and analysis. They are often graded and used as a significant component of a student’s overall course grade. The instructions for an assignment usually specify the goals, requirements, and deadlines for completion, and students are expected to meet these criteria to earn a good grade.

History of Assignment

The use of assignments as a tool for teaching and learning has been a part of education for centuries. Following is a brief history of the Assignment.

• Ancient Times: Assignments such as writing exercises, recitations, and memorization tasks were used to reinforce learning.
• Medieval Period : Universities began to develop the concept of the assignment, with students completing essays, commentaries, and translations to demonstrate their knowledge and understanding of the subject matter.
• 19th Century : With the growth of schools and universities, assignments became more widespread and were used to assess student progress and achievement.
• 20th Century: The rise of distance education and online learning led to the further development of assignments as an integral part of the educational process.
• Present Day: Assignments continue to be used in a variety of educational settings and are seen as an effective way to promote student learning and assess student achievement. The nature and format of assignments continue to evolve in response to changing educational needs and technological innovations.

Types of Assignment

Here are some of the most common types of assignments:

An essay is a piece of writing that presents an argument, analysis, or interpretation of a topic or question. It usually consists of an introduction, body paragraphs, and a conclusion.

Essay structure:

• Introduction : introduces the topic and thesis statement
• Body paragraphs : each paragraph presents a different argument or idea, with evidence and analysis to support it
• Conclusion : summarizes the key points and reiterates the thesis statement

Research paper

A research paper involves gathering and analyzing information on a particular topic, and presenting the findings in a well-structured, documented paper. It usually involves conducting original research, collecting data, and presenting it in a clear, organized manner.

Research paper structure:

• Title page : includes the title of the paper, author’s name, date, and institution
• Abstract : summarizes the paper’s main points and conclusions
• Introduction : provides background information on the topic and research question
• Literature review: summarizes previous research on the topic
• Methodology : explains how the research was conducted
• Results : presents the findings of the research
• Discussion : interprets the results and draws conclusions
• Conclusion : summarizes the key findings and implications

A case study involves analyzing a real-life situation, problem or issue, and presenting a solution or recommendations based on the analysis. It often involves extensive research, data analysis, and critical thinking.

Case study structure:

• Introduction : introduces the case study and its purpose
• Background : provides context and background information on the case
• Analysis : examines the key issues and problems in the case
• Solution/recommendations: proposes solutions or recommendations based on the analysis
• Conclusion: Summarize the key points and implications

A lab report is a scientific document that summarizes the results of a laboratory experiment or research project. It typically includes an introduction, methodology, results, discussion, and conclusion.

Lab report structure:

• Title page : includes the title of the experiment, author’s name, date, and institution
• Abstract : summarizes the purpose, methodology, and results of the experiment
• Methods : explains how the experiment was conducted
• Results : presents the findings of the experiment

Presentation

A presentation involves delivering information, data or findings to an audience, often with the use of visual aids such as slides, charts, or diagrams. It requires clear communication skills, good organization, and effective use of technology.

Presentation structure:

• Introduction : introduces the topic and purpose of the presentation
• Body : presents the main points, findings, or data, with the help of visual aids
• Conclusion : summarizes the key points and provides a closing statement

Creative Project

A creative project is an assignment that requires students to produce something original, such as a painting, sculpture, video, or creative writing piece. It allows students to demonstrate their creativity and artistic skills.

Creative project structure:

• Introduction : introduces the project and its purpose
• Body : presents the creative work, with explanations or descriptions as needed
• Conclusion : summarizes the key elements and reflects on the creative process.

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

• Hook: Grab the reader’s attention with a catchy opening sentence.
• Background: Provide some context or background information on the topic.
• Thesis statement: State the main argument or point of your essay.

II. Body paragraphs

• Topic sentence: Introduce the main idea or argument of the paragraph.
• Evidence: Provide evidence or examples to support your point.
• Analysis: Explain how the evidence supports your argument.
• Transition: Use a transition sentence to lead into the next paragraph.

III. Conclusion

• Restate thesis: Summarize your main argument or point.
• Review key points: Summarize the main points you made in your essay.
• Concluding thoughts: End with a final thought or call to action.

Research paper template:

I. Title page

• Title: Give your paper a descriptive title.
• Author: Include your name and institutional affiliation.
• Date: Provide the date the paper was submitted.

II. Abstract

• Background: Summarize the background and purpose of your research.
• Methodology: Describe the methods you used to conduct your research.
• Results: Summarize the main findings of your research.
• Conclusion: Provide a brief summary of the implications and conclusions of your research.

III. Introduction

• Background: Provide some background information on the topic.
• Research question: State your research question or hypothesis.
• Purpose: Explain the purpose of your research.

IV. Literature review

• Background: Summarize previous research on the topic.
• Gaps in research: Identify gaps or areas that need further research.

V. Methodology

• Participants: Describe the participants in your study.
• Procedure: Explain the procedure you used to conduct your research.
• Measures: Describe the measures you used to collect data.

VI. Results

• Quantitative results: Summarize the quantitative data you collected.
• Qualitative results: Summarize the qualitative data you collected.

VII. Discussion

• Interpretation: Interpret the results and explain what they mean.
• Implications: Discuss the implications of your research.
• Limitations: Identify any limitations or weaknesses of your research.

VIII. Conclusion

• Review key points: Summarize the main points you made in your paper.

Case study template:

• Background: Provide background information on the case.
• Research question: State the research question or problem you are examining.
• Purpose: Explain the purpose of the case study.

II. Analysis

• Problem: Identify the main problem or issue in the case.
• Factors: Describe the factors that contributed to the problem.
• Alternative solutions: Describe potential solutions to the problem.

III. Solution/recommendations

• Proposed solution: Describe the solution you are proposing.
• Rationale: Explain why this solution is the best one.
• Implementation: Describe how the solution can be implemented.

IV. Conclusion

• Summary: Summarize the main points of your case study.

Lab report template:

• Title: Give your report a descriptive title.
• Date: Provide the date the report was submitted.
• Background: Summarize the background and purpose of the experiment.
• Methodology: Describe the methods you used to conduct the experiment.
• Results: Summarize the main findings of the experiment.
• Conclusion: Provide a brief summary of the implications and conclusions
• Background: Provide some background information on the experiment.
• Hypothesis: State your hypothesis or research question.
• Purpose: Explain the purpose of the experiment.

IV. Materials and methods

• Materials: List the materials and equipment used in the experiment.
• Procedure: Describe the procedure you followed to conduct the experiment.
• Data: Present the data you collected in tables or graphs.
• Analysis: Analyze the data and describe the patterns or trends you observed.

VI. Discussion

• Implications: Discuss the implications of your findings.
• Limitations: Identify any limitations or weaknesses of the experiment.

VII. Conclusion

• Restate hypothesis: Summarize your hypothesis or research question.
• Review key points: Summarize the main points you made in your report.

Presentation template:

• Attention grabber: Grab the audience’s attention with a catchy opening.
• Purpose: Explain the purpose of your presentation.
• Overview: Provide an overview of what you will cover in your presentation.

II. Main points

• Main point 1: Present the first main point of your presentation.
• Supporting details: Provide supporting details or evidence to support your point.
• Main point 2: Present the second main point of your presentation.
• Main point 3: Present the third main point of your presentation.
• Summary: Summarize the main points of your presentation.
• Call to action: End with a final thought or call to action.

Creative writing template:

• Setting: Describe the setting of your story.
• Characters: Introduce the main characters of your story.
• Rising action: Introduce the conflict or problem in your story.
• Climax: Present the most intense moment of the story.
• Falling action: Resolve the conflict or problem in your story.
• Resolution: Describe how the conflict or problem was resolved.
• Final thoughts: End with a final thought or reflection on the story.

How to Write Assignment

Here is a general guide on how to write an assignment:

• Understand the assignment prompt: Before you begin writing, make sure you understand what the assignment requires. Read the prompt carefully and make note of any specific requirements or guidelines.
• Research and gather information: Depending on the type of assignment, you may need to do research to gather information to support your argument or points. Use credible sources such as academic journals, books, and reputable websites.
• Organize your ideas : Once you have gathered all the necessary information, organize your ideas into a clear and logical structure. Consider creating an outline or diagram to help you visualize your ideas.
• Write a draft: Begin writing your assignment using your organized ideas and research. Don’t worry too much about grammar or sentence structure at this point; the goal is to get your thoughts down on paper.
• Revise and edit: After you have written a draft, revise and edit your work. Make sure your ideas are presented in a clear and concise manner, and that your sentences and paragraphs flow smoothly.
• Proofread: Finally, proofread your work for spelling, grammar, and punctuation errors. It’s a good idea to have someone else read over your assignment as well to catch any mistakes you may have missed.
• Submit your assignment : Once you are satisfied with your work, submit your assignment according to the instructions provided by your instructor or professor.

Applications of Assignment

Assignments have many applications across different fields and industries. Here are a few examples:

• Education : Assignments are a common tool used in education to help students learn and demonstrate their knowledge. They can be used to assess a student’s understanding of a particular topic, to develop critical thinking skills, and to improve writing and research abilities.
• Business : Assignments can be used in the business world to assess employee skills, to evaluate job performance, and to provide training opportunities. They can also be used to develop business plans, marketing strategies, and financial projections.
• Journalism : Assignments are often used in journalism to produce news articles, features, and investigative reports. Journalists may be assigned to cover a particular event or topic, or to research and write a story on a specific subject.
• Research : Assignments can be used in research to collect and analyze data, to conduct experiments, and to present findings in written or oral form. Researchers may be assigned to conduct research on a specific topic, to write a research paper, or to present their findings at a conference or seminar.
• Government : Assignments can be used in government to develop policy proposals, to conduct research, and to analyze data. Government officials may be assigned to work on a specific project or to conduct research on a particular topic.
• Non-profit organizations: Assignments can be used in non-profit organizations to develop fundraising strategies, to plan events, and to conduct research. Volunteers may be assigned to work on a specific project or to help with a particular task.

Purpose of Assignment

The purpose of an assignment varies depending on the context in which it is given. However, some common purposes of assignments include:

• Assessing learning: Assignments are often used to assess a student’s understanding of a particular topic or concept. This allows educators to determine if a student has mastered the material or if they need additional support.
• Developing skills: Assignments can be used to develop a wide range of skills, such as critical thinking, problem-solving, research, and communication. Assignments that require students to analyze and synthesize information can help to build these skills.
• Encouraging creativity: Assignments can be designed to encourage students to be creative and think outside the box. This can help to foster innovation and original thinking.
• Providing feedback : Assignments provide an opportunity for teachers to provide feedback to students on their progress and performance. Feedback can help students to understand where they need to improve and to develop a growth mindset.
• Meeting learning objectives : Assignments can be designed to help students meet specific learning objectives or outcomes. For example, a writing assignment may be designed to help students improve their writing skills, while a research assignment may be designed to help students develop their research skills.

When to write Assignment

Assignments are typically given by instructors or professors as part of a course or academic program. The timing of when to write an assignment will depend on the specific requirements of the course or program, but in general, assignments should be completed within the timeframe specified by the instructor or program guidelines.

It is important to begin working on assignments as soon as possible to ensure enough time for research, writing, and revisions. Waiting until the last minute can result in rushed work and lower quality output.

It is also important to prioritize assignments based on their due dates and the amount of work required. This will help to manage time effectively and ensure that all assignments are completed on time.

In addition to assignments given by instructors or professors, there may be other situations where writing an assignment is necessary. For example, in the workplace, assignments may be given to complete a specific project or task. In these situations, it is important to establish clear deadlines and expectations to ensure that the assignment is completed on time and to a high standard.

Characteristics of Assignment

Here are some common characteristics of assignments:

• Purpose : Assignments have a specific purpose, such as assessing knowledge or developing skills. They are designed to help students learn and achieve specific learning objectives.
• Requirements: Assignments have specific requirements that must be met, such as a word count, format, or specific content. These requirements are usually provided by the instructor or professor.
• Deadline: Assignments have a specific deadline for completion, which is usually set by the instructor or professor. It is important to meet the deadline to avoid penalties or lower grades.
• Individual or group work: Assignments can be completed individually or as part of a group. Group assignments may require collaboration and communication with other group members.
• Feedback : Assignments provide an opportunity for feedback from the instructor or professor. This feedback can help students to identify areas of improvement and to develop their skills.
• Academic integrity: Assignments require academic integrity, which means that students must submit original work and avoid plagiarism. This includes citing sources properly and following ethical guidelines.
• Learning outcomes : Assignments are designed to help students achieve specific learning outcomes. These outcomes are usually related to the course objectives and may include developing critical thinking skills, writing abilities, or subject-specific knowledge.

Advantages of Assignment

There are several advantages of assignment, including:

• Helps in learning: Assignments help students to reinforce their learning and understanding of a particular topic. By completing assignments, students get to apply the concepts learned in class, which helps them to better understand and retain the information.
• Develops critical thinking skills: Assignments often require students to think critically and analyze information in order to come up with a solution or answer. This helps to develop their critical thinking skills, which are important for success in many areas of life.
• Encourages creativity: Assignments that require students to create something, such as a piece of writing or a project, can encourage creativity and innovation. This can help students to develop new ideas and perspectives, which can be beneficial in many areas of life.
• Builds time-management skills: Assignments often come with deadlines, which can help students to develop time-management skills. Learning how to manage time effectively is an important skill that can help students to succeed in many areas of life.
• Provides feedback: Assignments provide an opportunity for students to receive feedback on their work. This feedback can help students to identify areas where they need to improve and can help them to grow and develop.

Limitations of Assignment

There are also some limitations of assignments that should be considered, including:

• Limited scope: Assignments are often limited in scope, and may not provide a comprehensive understanding of a particular topic. They may only cover a specific aspect of a topic, and may not provide a full picture of the subject matter.
• Lack of engagement: Some assignments may not engage students in the learning process, particularly if they are repetitive or not challenging enough. This can lead to a lack of motivation and interest in the subject matter.
• Time-consuming: Assignments can be time-consuming, particularly if they require a lot of research or writing. This can be a disadvantage for students who have other commitments, such as work or extracurricular activities.
• Unreliable assessment: The assessment of assignments can be subjective and may not always accurately reflect a student’s understanding or abilities. The grading may be influenced by factors such as the instructor’s personal biases or the student’s writing style.
• Lack of feedback : Although assignments can provide feedback, this feedback may not always be detailed or useful. Instructors may not have the time or resources to provide detailed feedback on every assignment, which can limit the value of the feedback that students receive.

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Understanding the Assignment

There are four kinds of analysis you need to do in order to fully understand an assignment: determining the purpose of the assignment , understanding how to answer an assignment’s questions , recognizing implied questions in the assignment , and recognizing the disciplinary expectations of the assignment .

Always make sure you fully understand an assignment before you start writing!

Determining the Purpose

The wording of an assignment should suggest its purpose. Any of the following might be expected of you in a college writing assignment:

• Summarizing information
• Analyzing ideas and concepts
• Taking a position and defending it
• Combining ideas from several sources and creating your own original argument.

Understanding How to Answer the Assignment

College writing assignments will ask you to answer a how or why question – questions that can’t be answered with just facts. For example, the question “ What are the names of the presidents of the US in the last twenty years?” needs only a list of facts to be answered. The question “ Who was the best president of the last twenty years and why?”  requires you to take a position and support that position with evidence.

Sometimes, a list of prompts may appear with an assignment. Remember, your instructor will not expect you to answer all of the questions listed. They are simply offering you some ideas so that you can think of your own questions to ask.

Recognizing Implied Questions

A prompt may not include a clear ‘how’ or ‘why’ question, though one is always implied by the language of the prompt. For example:

“Discuss the effects of the No Child Left Behind Act on special education programs” is asking you to write how the act has affected special education programs. “Consider the recent rise of autism diagnoses” is asking you to write why the diagnoses of autism are on the rise.

Recognizing Disciplinary Expectations

Depending on the discipline in which you are writing, different features and formats of your writing may be expected. Always look closely at key terms and vocabulary in the writing assignment, and be sure to note what type of evidence and citations style your instructor expects.

About Writing: A Guide Copyright © 2015 by Robin Jeffrey is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

• Blogs @Oregon State University

Ecampus Course Development and Training

Providing inspiration for your online class.

The Power of an Assignment’s Purpose Statement

Have you ever been assigned a task but found yourself asking: “What’s the point of this task? Why do I need to do this?” Very likely, no one has informed you of the purpose of this task! Well, it likely was because that activity was missing to show a critical element: the purpose. Just like the purpose of a task can be easily left out, in the context of course design, a purpose statement for an assignment is often missing too.

Creating a purpose statement for assignments is an activity that I enjoy very much. I encourage instructors and course developers to be intentional about that statement which serves as a declaration of the underlying reasons, directions, and focus of what comes next in an assignment. But most importantly, the statement responds to the question I mentioned at the beginning of this blog… why… ?

Just as a purpose statement should be powerful to guide, shape, and undergird a business (Yohn, 2022), a purpose statement for an assignment can guide students in making decisions about using strategies and resources, shape students’ motivation and engagement in the process of completing the assignment, and undergird their knowledge and skills.  Let’s look closer at the power of a purpose statement.

What does “purpose” mean?

Merriam-Webster defines purpose as “ something set up as an object or end to be” , while Cambridge Dictionary defines it as “why you do something or why something exists”. These definitions show us that the purpose is the reason and the intention behind an action.

Why a purpose is important in an assignment?

The purpose statement in an assignment serves important roles for students, instructors, and instructional designers (believe it or not!).

For students

The purpose will:

• answer the question “why will I need to complete this assignment?”
• give the reason to spend time and resources working out math problems, outlining a paper, answering quiz questions, posting their ideas in a discussion, and many other learning activities.
• highlight its significance and value within the context of the course.
• guide them in understanding the requirements and expectations of the assignment from the start.

For instructors

• guide the scope, depth, and significance of the assignment.
• help to craft a clear and concise declaration of the assignment’s objective or central argument.
• maintain the focus on and alignment with the outcome(s) throughout the assignment.
• help identify the prior knowledge and skills students will be required to complete the assignment.
• guide the selection of support resources.

For instructional designers

• guide building the structure of the assignment components.
• help identify additional support resources when needed.
• facilitate an understanding of the alignment of outcome(s).
• help test the assignment from the student’s perspective and experience.

Is there a wrong purpose?

No, not really. But it may be lacking or it may be phrased as a task. Let’s see an example (adapted from a variety of real-life examples) below:

Project Assignment:

“The purpose of this assignment is to work in your group to create a PowerPoint presentation about the team project developed in the course. Include the following in the presentation:

• Purpose of project
• Target audience
• Application of methods
• Recommendations
• Sources (at least 10)
• Images and pictures

The presentation should be a minimum of 6 slides and must include a short reflection on your experience conducting the project as a team.”

What is unclear in this purpose? Well, unless the objective of the assignment is to refine students’ presentation-building skills, it is unclear why students will be creating a presentation for a project that they have already developed. In this example, creating a presentation and providing specific details about its content and format looks more like instructions instead of a clear reason for this assignment to be.

A better description of the purpose could be:

“The purpose of this assignment is to help you convey complex information and concepts in visual and graphic formats. This will help you practice your skills in summarizing and synthesizing your research as well as in effective data visualization.”

The purpose statement particularly underscores transparency, value, and meaning. When students know why, they may be more compelled to engage in the what and how of the assignment. A specific purpose statement can promote appreciation for learning through the assignment (Christopher, 2018).

Examples of purpose statements

Below you will find a few examples of purpose statements from different subject areas.

Example 1: Application and Dialogue (Discussion assignment)

Courtesy of Prof. Courtney Campbell – PHL /REL 344

Example 2: An annotated bibliography (Written assignment)

Courtesy of Prof. Emily Elbom – WR 227Z

Example 3: Reflect and Share (Discussion assignment)

Courtesy of Profs. Nordica MacCarty and Shaozeng Zhang – ANTH / HEST 201

With the increased availability of language learning models (LLMs) and artificial intelligence (AI) tools (e.g., ChatGPT, Claude2), many instructors worry that students would resort to these tools to complete the assignments. While a clear and explicit purpose statement won’t deter the use of these highly sophisticated tools, transparency in the assignment description could be a good motivator to complete the assignments with no or little AI tools assistance.

“ Knowing why you do what you do is crucial ” in life says Christina Tiplea. The same applies to learning, when “why” is clear, the purpose of an activity or assignment can become a more meaningful and crucial activity that motivates and engages students. And students may feel less motiavted to use AI tools (Trust, 2023).

Note : This blog was written entirely by me without the aid of any artificial intelligence tool. It was peer-reviewed by a human colleague.

Christopher, K. (02018). What are we doing and why? Transparent assignment design benefits students and faculty alike . The Flourishing Academic .

Sinek, S. (2011). Start with why . Penguin Publishing Group.

Trust, T. (2023). Addressing the Possibility of AI-Driven Cheating, Part 2 . Faculty Focus.

Yohn, D.L. (2022). Making purpose statements matter . SHR Executive Network.

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Writing Center

8 tips for creating effective writing assignments.

• Think It Through: Consider how each written assignment relates to your course goals, not only in terms of the knowledge and skills you want students to acquire, but also in terms of their development as critical thinkers. Don’t hesitate to share those goals with students, since they’re more likely to be engaged with an assignment when they know its purpose.
• Break It Up : Writing is best learned over time, through practice. It’s helpful to give students several shorter assignments earlier in the semester, rather than assigning only one long end-of-term paper. Perhaps your students could submit an initial proposal for a longer project or write an annotated bibliography of sources they’ll use in their final research. Or you might have them write evaluations of several other proposals before producing their own.
• Say What: Specify what kind of document you want students to produce—a letter, proposal, review, essay, memo, or e-mail—and discuss the different conventions for that specific genre. For example, while it may be perfectly appropriate to state your purpose outright in the opening line of a memo, doing so in an essay might seem abrupt.
• Say Who: The best writing is appropriate to its audience. Who are your students writing for: a layperson, a fellow student, a potential client? Providing students with an audience makes the writing less hypothetical and encourages them to consider issues—such as tone and word choice—which they may ignore in writing for a teacher.
• Put It in Writing: While you’ll want to present your assignment orally in class, be sure to give your students a written copy, too, so they can refer to it as they work. Putting it down on paper may also help you clarify your own expectations about the assignment.
• Anticipate the Inevitable: You’re enthusiastically explaining the limitless intellectual possibilities of your well-crafted assignment, when a hand shoots up. “How long does it have to be?” It’s best to spell out parameters so students know what you expect. But don’t let the details overwhelm them: you don’t want students so focused on margins and typeface that they lose sight of their ideas.
• Try It Out: Want to know how effective your assignment is? Write your own response. It’s a great way to find potential problems (or unexpected possibilities) in an assignment. Invite students to offer their input as well.
• Don’t Go It Alone : Share assignments with other instructors; you might just learn from another’s mistakes—and successes.

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Planning Effective Writing Assignments

When you ask students to complete a writing assignment, how often do you receive something back that does not match what you were expecting from your students? Part of the problem is that students may not have enough information about your expectations. Often the directions for a writing task lack specificity, such as the following examples:

• Write a composition that compares and contrasts…
• Write a short research report about…
• Use information from these three sources to write an answer to this question…

With broad assignments like these, students are understandably not sure about the purpose for writing the piece, how long it should be, how much and what kind of content they should include, and what supports might be available. They also may be unsure of how the writing will be graded.

One of the recommendations from the Writing next research report (Graham & Perin, 2007) is for teachers to provide specific product goals:

“Setting product goals involves assigning students specific, reachable goals for the writing they are to complete. It includes identifying the purpose of the assignment (e.g., to persuade) as well as characteristics of the final product. Specific goals in the studies reviewed included (a) adding more ideas to a paper when revising, or establishing a goal to write a specific kind of paper and (b) assigning goals for specific structural elements in a composition. Compared with instances in which students were simply given a general overall goal, these relatively simple procedures resulted in a positive effect size, and the average effect was strong. Overall, assigning students goals for their written product had a strong impact on writing quality.” (p. 17)

To help students successfully complete content writing tasks, follow these steps when planning a writing assignment:

• Determine the writing objective. For example, is the objective to have students process their content knowledge, or perhaps to deepen their understanding and reflect on what they have learned? Do you want to use the writing task to assess students’ content learning?
• Generate an appropriate writing task, choosing the best type of writing for the task – informational, opinion/argument, or narrative.
• Set clear goals. Identify the TAP (task audience, purpose). Clearly state your expectations for the length of the piece, the form, and any other requirements.
• Provide scaffolds. For instance, can you show models or examples? What other scaffolds can you provide to help some students or all students?
• Plan for feedback and revision. Is this part of the writing process necessary and reasonable, given the writing objective and task? If so, what tools can be used to provide feedback?

Writing Assignment Guide (WAG)

One of the instructional suggestions in the Keys to Content Writing professional development course is for teachers to use a WAG to plan writing assignments and communicate expectations to students. The information in a WAG should be shared with students so they know the requirements and the support that will be provided. A blank copy of a WAG planning template is shown below, followed by a description of each part of the WAG.

• Writing Task: The teacher describes the writing task, including the type of writing (informational, opinion/argument, narrative, or a combination).
• Audience: The teacher identifies the audience for the writing piece. This might be the teacher, peer students, or an authentic audience.
• Purpose: The teacher identifies the purpose for writing the piece, such as to reinforce content learning, to develop writing skills, or a specific purpose related to an authentic audience.
• Length: The teacher shares requirements for the length of the writing piece by identifying a range in number of words, sentences, paragraphs, or pages.
• Directions & Requirements: The teacher presents directions for the writing task and shares specific requirements for the content or text structure. If there are requirements for use and citation of sources, these are included, as well as information about grading. 
• Writing Supports: The teacher identifies scaffolds and supports that are provided for some or all of the students.

The WAG example below includes questions (in red) for teachers to assist them as they complete a WAG. Several classroom examples follow.

Sharing a WAG with Students

Teachers should share the information with students so they understand the requirements for a writing assignment and the support teachers will provide. Teachers should base the format used to share the WAG details on the age and skills of the students. They can share a copy of the WAG, or they can modify the information in a more student-friendly layout. Two examples are provided below.

Using a WAG As a Guide for Grading

One of the questions students ask is, “How will my writing piece be graded?” The Length and Directions and Requirements parts of the WAG can be used to communicate to students what they should check for when they are reviewing and revising their writing. Did they meet requirements for length, text structure and formatting, use of vocabulary? Did they include all the required content? When assessing and grading a writing piece, the teacher can include requirement details in a scoring rubric, enabling them to make grading decisions based on a set criteria rather than a more general reaction to the quality of the student’s writing.

References:

• Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve the writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC: Alliance for  Excellent Education.
• Sedita, J. (2024). Keys to content writing, 3rd Edition. Rowley, MA: Keys to Literacy.
• Joan Sedita

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Understanding Your Purpose

The first question for any writer should be, "Why am I writing?" "What is my goal or my purpose for writing?" For many writing contexts, your immediate purpose may be to complete an assignment or get a good grade. But the long-range purpose of writing is to communicate to a particular audience. In order to communicate successfully to your audience, understanding your purpose for writing will make you a better writer.

A Definition of Purpose

Purpose is the reason why you are writing . You may write a grocery list in order to remember what you need to buy. You may write a laboratory report in order to carefully describe a chemistry experiment. You may write an argumentative essay in order to persuade someone to change the parking rules on campus. You may write a letter to a friend to express your excitement about her new job.

Notice that selecting the form for your writing (list, report, essay, letter) is one of your choices that helps you achieve your purpose. You also have choices about style, organization, kinds of evidence that help you achieve your purpose

Focusing on your purpose as you begin writing helps you know what form to choose, how to focus and organize your writing, what kinds of evidence to cite, how formal or informal your style should be, and how much you should write.

Types of Purpose

Don Zimmerman, Journalism and Technical Communication Department I look at most scientific and technical writing as being either informational or instructional in purpose. A third category is documentation for legal purposes. Most writing can be organized in one of these three ways. For example, an informational purpose is frequently used to make decisions. Memos, in most circles, carry key information.

When we communicate with other people, we are usually guided by some purpose, goal, or aim. We may want to express our feelings. We may want simply to explore an idea or perhaps entertain or amuse our listeners or readers. We may wish to inform people or explain an idea. We may wish to argue for or against an idea in order to persuade others to believe or act in a certain way. We make special kinds of arguments when we are evaluating or problem solving . Finally, we may wish to mediate or negotiate a solution in a tense or difficult situation.

Remember, however, that often writers combine purposes in a single piece of writing. Thus, we may, in a business report, begin by informing readers of the economic facts before we try to persuade them to take a certain course of action.

In expressive writing, the writer's purpose or goal is to put thoughts and feelings on the page. Expressive writing is personal writing. We are often just writing for ourselves or for close friends. Usually, expressive writing is informal, not intended for outside readers. Journal writing, for example, is usually expressive writing.

However, we may write expressively for other readers when we write poetry (although not all poetry is expressive writing). We may write expressively in a letter, or we may include some expressive sentences in a formal essay intended for other readers.

Entertaining

As a purpose or goal of writing, entertaining is often used with some other purpose--to explain, argue, or inform in a humorous way. Sometimes, however, entertaining others with humor is our main goal. Entertaining may take the form of a brief joke, a newspaper column, a television script or an Internet home page tidbit, but its goal is to relax our reader and share some story of human foibles or surprising actions.

Writing to inform is one of the most common purposes for writing. Most journalistic writing fits this purpose. A journalist uncovers the facts about some incident and then reports those facts, as objectively as possible, to his or her readers. Of course, some bias or point-of-view is always present, but the purpose of informational or reportorial writing is to convey information as accurately and objectively as possible. Other examples of writing to inform include laboratory reports, economic reports, and business reports.

Writing to explain, or expository writing, is the most common of the writing purposes. The writer's purpose is to gather facts and information, combine them with his or her own knowledge and experience, and clarify for some audience  who or what something is ,  how it happened or should happen, and/or  why something happened .

Explaining the whos, whats, hows, whys, and wherefores requires that the writer analyze the subject (divide it into its important parts) and show the relationship of those parts. Thus, writing to explain relies heavily on definition, process analysis, cause/effect analysis, and synthesis.

Explaining versus Informing : So how does explaining differ from informing? Explaining goes one step beyond informing or reporting. A reporter merely reports what his or her sources say or the data indicate. An expository writer adds his or her particular understanding, interpretation, or  thesis  to that information. An expository writer says this is the  best or most accurate  definition of literacy, or the  right  way to make lasagne, or the  most relevant  causes of an accident.

An arguing essay attempts to convince its audience to believe or act in a certain way. Written arguments have several key features:

• A debatable claim or thesis . The issue must have some reasonable arguments on both (or several) sides.
• A focus on one or more of the four types of claims : Claim of fact ,  claim of cause and effect ,  claim of value , and/or  claim of policy  (problem solving).
• A fair representation of opposing arguments  combined with arguments against the opposition and for the overall claim.
• An argument based on evidence presented in a reasonable tone . Although appeals to character and to emotion may be used, the primary appeal should be to the reader's logic and reason.

Although the terms  argument  and  persuasion  are often used interchangeably, the terms do have slightly different meanings. Argument  is a special kind of persuasion that follows certain ground rules. Those rules are that opposing positions will be presented accurately and fairly, and that appeals to logic and reason will be the primary means of persuasion.  Persuasive writing  may, if it wishes, ignore those rules and try any strategy that might work. Advertisements are a good example of persuasive writing. They usually don't fairly represent the competing product, and they appeal to image, to emotion, to character, or to anything except logic and the facts--unless those facts are in the product's favor.

Writing to evaluate a person, product, thing, or policy is a frequent purpose for writing. An evaluation is really a specific kind of argument: it argues for the merits of the subject and presents evidence to support the claim. A  claim of value --the thesis in an evaluation--must be supported by criteria (the appropriate standards of judgment) and supporting evidence (the facts, statistics, examples, or testimonials).

Writers often use a  three-column log  to set up criteria for their subject, collect relevant evidence, and reach judgments that support an overall claim of value. Writing a three-column log is an excellent way to organize an evaluative essay. First, think about your possible criteria. Remember: criteria are the standards of judgment (the ideal case) against which you will measure your particular subject.  Choose criteria which your readers will find valid, fair, and appropriate . Then, collect evidence for each of your selected criteria. Consider the following example of a restaurant evaluation:

Overall claim of value : This Chinese restaurant provides a high quality dining experience.

Problem Solving

Problem solving is a special kind of arguing essay: the writer's purpose is to persuade his audience to adopt a solution to a particular problem. Often called "policy" essays because they recommend the readers adopt a policy to resolve a problem, problem-solving essays have two main components:  a description of a serious problem  and an argument for  specific recommendations that will solve the problem .

The thesis of a problem-solving essay becomes a  claim of policy : If the audience follows the suggested recommendations, the problem will be reduced or eliminated. The essay must support the policy claim by persuading readers that the recommendations are feasible, cost-effective, efficient, relevant to the situation, and better than other possible alternative solutions.

Traditional argument , like a debate, is confrontational. The argument often becomes a kind of "war" in which the writer attempts to "defeat" the arguments of the opposition.

Non-traditional kinds  of argument use a variety of strategies to reduce the confrontation and threat in order to open up the debate.

• Mediated argument  follows a plan used successfully in labor negotiations to bring opposing parties to agreement. The writer of a mediated argument provides a middle position that helps negotiate the differences of the opposing positions.
• Rogerian argumen t also wishes to reduce confrontation by encouraging mutual understanding and working toward common ground and a compromise solution.
• Feminist argument  tries to avoid the patriarchal conventions in traditional argument by emphasizing personal communication, exploration, and true understanding.

Combining Purposes

Often, writers use multiple purposes in a single piece of writing. An essay about illiteracy in America may begin by expressing your feelings on the topic. Then it may report the current facts about illiteracy. Finally, it may argue for a solution that might correct some of the social conditions that cause illiteracy. The  ultimate purpose  of the paper is to argue for the solution, but the writer uses these other purposes along the way.

Similarly, a scientific paper about gene therapy may begin by reporting the current state of gene therapy research. It may then explain how a gene therapy works in a medical situation. Finally, it may argue that we need to increase funding for primary research into gene therapy.

Purposes and Strategies

A purpose is the aim or goal of the writer or the written product; a strategy is a means of achieving that purpose. For example, our purpose may be to explain something, but we may use definitions, examples, descriptions, and analysis in order to make our explanation clearer. A variety of strategies are available for writers to help them find ways to achieve their purpose(s).

Writers often use definition for key terms of ideas in their essays. A formal definition , the basis of most dictionary definitions, has three parts: the term to be defined, the class to which the term belongs, and the features that distinguish this term from other terms in the class.

Look at your own topic. Would definition help you analyze and explain your subject?

Illustration and Example

Examples and illustrations are a basic kind of evidence and support in expository and argumentative writing.

In her essay about anorexia nervosa, student writer Nancie Brosseau uses several examples to develop a paragraph:

Another problem, lying, occurred most often when my parents tried to force me to eat. Because I was at the gym until around eight o'clock every night, I told my mother not to save me dinner. I would come home and make a sandwich and feed it to my dog. I lied to my parents every day about eating lunch at school. For example, I would bring a sack lunch and sell it to someone and use the money to buy diet pills. I always told my parents that I ate my own lunch.

Look at your own topic. What examples and illustrations would help explain your subject?

Classification

Classification is a form of analyzing a subject into types. We might classify automobiles by types: Trucks, Sport Utilities, Sedans, Sport Cars. We can (and do) classify college classes by type: Science, Social Science, Humanities, Business, Agriculture, etc.

Look at your own topic. Would classification help you analyze and explain your subject?

Comparison and Contrast

Comparison and contrast can be used to organize an essay. Consider whether either of the following two outlines would help you organize your comparison essay.

Block Comparison of A and B

• Intro and Thesis
• Description of A
• Description of B (and how B is similar to/different from A)

Alternating Comparison of A and B

• Aspect One: Comparison/contrast of A and B
• Aspect Two: Comparison/contrast of A and B
• Aspect Three: Comparison/contrast of A and B

Look at your own topic. Would comparison/contrast help you organize and explain your subject?

Analysis is simply dividing some whole into its parts. A library has distinct parts: stacks, electronic catalog, reserve desk, government documents section, interlibrary loan desk, etc. If you are writing about a library, you may need to know all the parts that exist in that library.

Look at your own topic. Would analysis of the parts help you understand and explain your subject?

Description

Although we usually think of description as visual, we may also use other senses--hearing, touch, feeling, smell-- in our attempt to describe something for our readers.

Notice how student writer Stephen White uses multiple senses to describe Anasazi Indian ruins at Mesa Verde:

I awoke this morning with a sense of unexplainable anticipation gnawing away at the back of my mind, that this chilly, leaden day at Mesa Verde would bring something new . . . . They are a haunting sight, these broken houses, clustered together down in the gloom of the canyon. The silence is broken only by the rush of the wind in the trees and the trickling of a tiny stream of melting snow springing from ledge to ledge. This small, abandoned village of tiny houses seems almost as the Indians left it, reduced by the passage of nearly a thousand years to piles of rubble through which protrude broken red adobe walls surrounding ghostly jet black openings, undisturbed by modern man.

Look at your own topic. Would description help you explain your subject?

Process Analysis

Process analysis is analyzing the chronological steps in any operation. A recipe contains process analysis. First, sift the flour. Next, mix the eggs, milk, and oil. Then fold in the flour with the eggs, milk and oil. Then add baking soda, salt and spices. Finally, pour the pancake batter onto the griddle.

Look at your own topic. Would process analysis help you analyze and explain your subject?

Narration is possibly the most effective strategy essay writers can use. Readers are quickly caught up in reading any story, no matter how short it is. Writers of exposition and argument should consider where a short narrative might enliven their essay. Typically, this narrative can relate some of your own experiences with the subject of your essay. Look at your own topic. Where might a short narrative help you explain your subject?

Cause/Effect Analysis

In cause and effect analysis, you map out possible causes and effects. Two patterns for doing cause/effect analysis are as follows:

Several causes leading to single effect: Cause 1 + Cause 2 + Cause 3 . . . => Effect

One cause leading to multiple effects: Cause => Effect 1 + Effect 2 + Effect 3 ...

Look at your own topic. Would cause/effect analysis help you understand and explain your subject?

How Audience and Focus Affect Purpose

All readers have expectations. They assume what they read will meet their expectations. As a writer, your job is to make sure those expectations are met, while at the same time, fulfilling the purpose of your writing.

Once you have determined what type of purpose best conveys your motivations, you will then need to examine how this will affect your readers. Perhaps you are explaining your topic when you really should be convincing readers to see your point. Writers and readers may approach a topic with conflicting purposes. Your job, as a writer, is to make sure both are being met.

Purpose and Audience

Often your audience will help you determine your purpose. The beliefs they hold will tell you whether or not they agree with what you have to say. Suppose, for example, you are writing to persuade readers against Internet censorship. Your purpose will differ depending on the audience who will read your writing.

Audience One: Internet Users

If your audience is computer users who surf the net daily, you could appear foolish trying to persuade them to react against Internet censorship. It's likely they are already against such a movement. Instead, they might expect more information on the topic.

Audience Two: Parents

If your audience is parents who don't want their small children surfing the net, you'll need to convince them that censorship is not the solution to the problem. You should persuade this audience to consider other options.

Purpose and Focus

Your focus (otherwise known as thesis, claim, main idea, or problem statement) is a reflection of your purpose. If these two do not agree, you will not accomplish what you set out to do. Consider the following examples below:

Focus One: Informing

Suppose your purpose is to inform readers about relationships between Type A personalities and heart attacks. Your focus could then be: Type A personalities do not have an abnormally high risk of suffering heart attacks.

Focus Two: Persuading

Suppose your purpose is to persuade readers not to quarantine AIDS victims. Your focus could then be: Children afflicted with AIDS should not be prevented from attending school.

Writer and Reader Goals

Kate Kiefer, English Department Readers and writers both have goals when they engage in reading and writing. Writers typically define their goals in several categories-to inform, persuade, entertain, explore. When writers and readers have mutually fulfilling goals-to inform and to look for information-then writing and reading are most efficient. At times, these goals overlap one another. Many readers of science essays are looking for science information when they often get science philosophy. This mismatch of goals tends to leave readers frustrated, and if they communicate that frustration to the writer, then the writer feels misunderstood or unsuccessful.

Donna Lecourt, English Department Whatever reality you are writing within, whatever you chose to write about, implies a certain audience as well as your purpose for writing. You decide you have something to write about, or something you care about, then purpose determines audience.

Writer Versus Reader Purposes

Steve Reid, English Department A general definition of purpose relates to motivation. For instance, "I'm angry, and that's why I'm writing this." Purposes, in academic writing, are intentions the writer hopes to accomplish with a particular audience. Often, readers discover their own purpose within a text. While the writer may have intended one thing, the text actually does another, according to its readers.

Purpose and Writing Assignments

Instructors often state the purpose of a writing assignment on the assignment sheet. By carefully examining what it is you are asked to do, you can determine what your writing's purpose is.

Most assignment sheets ask you to perform a specific task. Key words listed on the assignment can help you determine why you are writing. If your instructor has not provided an assignment sheet, consider asking what the purpose of the assignment is.

Read over your assignment sheet. Make a note of words asking you to follow a specific task. For example, words such as:

These words require you to write about a topic in a specific way. Once you know the purpose of your writing, you can begin planning what information is necessary for that purpose.

Example Assignment

Imagine you are an administrator for the school district. In light of the Columbus controversy, you have been assigned to write a set of guidelines for teaching about Columbus in the district's elementary and junior high schools. These guidelines will explain official policy to parents and teachers in teaching children about Columbus and the significance of his voyages. They will also draw on arguments made on both sides of the controversy, as well as historical facts on which both sides agree.

The purpose of this assignment is to explain the official policy about teaching Columbus' voyages to parents and teachers.

Steve Reid, English Department Keywords in writing assignments give teachers and students direction about why we are writing. For instance, many assignments ask students to "describe" something. The word "describe" specifically indicated the writer is supposed to describe something visually. This is very general. Often, assignments are looking for something more specific. Maybe there is an argument the instructor intends be formulated. Maybe there is an implied thesis, but often teachers use general words such as "Write about" or "Describe" something, when they should use more specific words like, "Define" or "Explain" or "Argue" or "Persuade."

Purpose and Thesis

Writers choose from a variety of purposes for writing. They may write to express their thoughts in a personal letter, to explain concepts in a physics class, to explore ideas in a philosophy class, or to argue a point in a political science class.

Once they have their purpose in mind (and an audience for whom they are writing), writers may more clearly formulate their thesis. The thesis , claim , or main idea of an essay is related to the purpose. It is the sentence or sentences that fulfill the purpose and that state the exact point of the essay.

For example, if a writer wants to argue that high schools should strengthen foreign language training, her thesis sentence might be as follows:

"Because Americans are so culturally isolated, we need a national policy that supports increased foreign language instruction in elementary and secondary schools."

How Thesis is Related to Purpose

The following examples illustrate how subject, purpose and thesis are related. The subject is the most general statement of the topic. The purpose narrows the focus by indicating whether the writer wishes to express or explore ideas or actually explain or argue about the topic. The thesis sentence, claim, or main idea narrows the focus even farther. It is the sentence or sentences which focuses the topic for the writer and the reader.

Reid, Stephen, & Dawn Kowalski. (1995). Understanding Your Purpose. Writing@CSU . https://writing.colostate.edu/guides/guide.cfm?guideid=94

A banker asked us: General vs specific assignments of rents and leases in Ontario

Q: What is the difference between a general assignment of rents and leases and a specific assignment of rents and leases, and when should I include them in my term sheet for a commercial real estate financing of an Ontario property?

A: In situations where a borrower owns real property in Ontario that either is or will be leased to third party tenants, a lender should consider obtaining either a general assignment of rents and leases or a specific assignment of rents and leases in addition to a mortgage on the secured property. Like a mortgage, an assignment of rents and leases should be registered against title to the subject property, and in addition, should be registered under the applicable personal property security legislation as the rents and leases that are being secured by the assignment fall within the definition of personal property under that legislation. [1]

An assignment of rents and leases, be it a general assignment of rents and leases or a specific assignment of rents and leases, provides a lender with two principal benefits which may be realized by the lender after an event of default:

• it permits the lender to receive the rent payments that the borrower/landlord would otherwise be entitled to, and this revenue stream from the tenants is a significant asset that should be secured; and,
• it permits the lender to step into the shoes of the borrower/landlord and exercise all of the rights and remedies available to the landlord to ensure that the full benefit and value of the lease is realized by the lender, which includes for example, the right to demand payment in the event of non-payment of rent by a tenant and to assign the lease to a purchaser in the event of a power of sale proceeding.

The only difference between a general assignment of rents and leases and a specific assignment of rents and leases is the revenue streams and leases to which they apply. A general assignment of rents and leases applies to all present and future rental income and leases in respect of a particular property. Once in place, a general assignment of rents and leases gives the lender a right to the rental income and the ability to exercise all of the rights of the landlord under a lease in respect of all leases of the property, including but not limited to any new leases, subleases or assignments of lease entered into after the assignment is granted and registered. In contrast to this, a specific assignment of rents and leases only applies to leases which are specifically listed in the document. In the event that any of the specifically listed leases expire or are terminated, and/or a new lease or sublease is put in place, the specific assignment of leases will not apply to this new lease or sublease and the lender will have no right to the rental income or rights resulting from the new lease or sublease.

In most lending situations, the lender will prefer a general assignment of rents and leases as it provides the most comprehensive security. The lender will have security over all rental income, and be able to exercise the rights of the landlord, regardless of who the tenants are in the future, or what leases the borrower has in place at the time of default under the terms of the loan or credit facility. However, where there is a principal or anchor tenant that represents a preponderance of the rental income, and/or the borrower objects to a general assignment of rents and leases securing all rents and leases as too broad a security interest, the lender may only be interested in securing the rental income and landlord rights associated with a specific principal or anchor lease, or a particular group of leases. In such a situation, a specific assignment of rents and leases may be a reasonable compromise position for a lender to adopt. Alternatively, in situations where multiple lenders are taking security in a particular parcel of real property, specific assignments of rents and leases allow the various lenders to divide the rental income and leases among themselves, with each lender only obtaining security in a specifically agreed upon lease or group of leases.

The above is a general overview of general and specific assignments of rents and leases. The professionals in Gowling WLG (Canada) LLP’s financial services practice group would be pleased to discuss your lending and real property security needs in greater detail, and help you chose the security documents most appropriate for your lending needs.

[1] Some financial institutions have chosen to incorporate into their Standard Charge Terms for their mortgages various provisions that serve as a general assignment of rents, and they do not register a separate general assignment of rents as a result.

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Module 5: Choosing and Researching a Topic

Finding the purpose and central idea of your speech, learning objectives.

• Identify the specific purpose of a speech.
• Explain how to formulate a central idea statement for a speech.

General Purpose

The general purpose of most speeches will fall into one of four categories: to inform , to persuade , to entertain , and to commemorate or celebrate . The first step of defining the purpose of your speech is to think about which category best describes your  overall  goal with the speech. What do you want your audience to think, feel, or do as a consequence of hearing you speak? Often, the general purpose of your speech will be defined by the speaking situation. If you’re asked to run a training session at work, your purpose isn’t to entertain but rather to inform. Likewise, if you are invited to introduce the winner of an award, you’re not trying to change the audience’s mind about something; you’re honoring the recipient of the award. In a public speaking class, your general purpose may be included in the assignment: for instance, “Give a persuasive speech about . . . .”  When you’re assigned a speech project, you should always make sure you know whether the general purpose is included in the assignment or whether you need to decide on the general purpose yourself.

Specific Purpose

Now that you know your general purpose (to inform, to persuade, or to entertain), you can start to move in the direction of the specific purpose. A specific purpose statement builds on your general purpose and makes it more specific (as the name suggests). So if your first speech is an informative speech, your general purpose will be to inform your audience  about a very specific realm of knowledge.

In writing your specific purpose statement, you will take three contributing elements and bring them together to help you determine your specific purpose :

• You (your interests, your background, experience, education, etc.)
• Your audience
• The context or setting

There are three elements that combine to create a specific purpose statements: your own interests and knowledge, the interests and needs of your audience, and the context or setting in which you will be speaking.

Keeping these three inputs in mind, you can begin to write a specific purpose statement, which will be the foundation for everything you say in the speech and a guide for what you do not say. This formula will help you in putting together your specific purpose statement:

To _______________ [ Specific Communication Word (inform, explain, demonstrate, describe, define, persuade, convince, prove, argue)] _______________ [ Target Audience (my classmates, the members of the Social Work Club, my coworkers] __________________. [ The Content (how to bake brownies, that Macs are better than PCs].

Example: The purpose of my presentation is to demonstrate to  my coworkers the value of informed intercultural communication .

Formulating a Central Idea Statement

While you will not actually say your specific purpose statement during your speech, you will need to clearly state what your focus and main points are going to be. The statement that reveals your main points is commonly known as the central idea statement (or just the central idea). Just as you would create a thesis statement for an essay or research paper, the central idea statement helps focus your presentation by defining your topic, purpose, direction, angle, and/or point of view. Here are two examples:

• Central Idea—When elderly persons lose their animal companions, they can experience serious psychological, emotional, and physical effects.
• Central Idea—Your computer keyboard needs regular cleaning to function well, and you can achieve that in four easy steps.

Please note that your central idea will emerge and evolve as you research and write your speech, so be open to where your research takes you and anticipate that formulating your central idea will be an ongoing process.

Below are four guidelines for writing a strong central idea.

• Your central idea should be one, full sentence.
• Your central idea should be a statement, not a question.
• Your central idea should be specific and use concrete language.
• Each element of your central idea should be related to the others.

Using the topic “Benefits of Yoga for College Students’ Stress,” here are some correct and incorrect ways to write a central idea.

A strong central idea shows that your speech is focused around a clear and concise topic and that you have a strong sense of what you want your audience to know and understand as a result of your speech. Again, it is unlikely that you will have a final central idea before you begin your research. Instead, it will come together as you research your topic and develop your main points.

• Purpose and Central Idea Statements. Provided by : eCampusOntario. Project : Communication for Business Professionals. License : CC BY-SA: Attribution-ShareAlike
• Finding the Purpose of Your Speech. Authored by : Susan Bagley-Koyle with Lumen Learning. License : CC BY: Attribution