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The Power of Short Writing Assignments

Brief writing prompts and responses help students in any discipline.

Male student sitting outside writing in a notebook

A panicked student confronts a blank laptop screen late at night. A frazzled teacher sits in front of a pile of yet-to-be-graded essays the following evening. Long writing assignments can cause fear and anxiety for students and teachers. 

Some educators avoid assigning writing, believing that they don’t have the time to either incorporate such a project or grade it. Thankfully, writing assignments need not be long in order to be effective. If you don’t wish to assign a potentially time-consuming project, try these short assignments to help students become better writers and thinkers.

Summarizing for Comprehension



Summaries are an easy way to incorporate writing into any subject. They are a valuable way to challenge students to concisely identify the main details, themes, or arguments in a piece of writing. The longer the reading assignment, the more demanding the process of writing a cogent summary. 

Teach students how to engage the text in a conscientious manner, reading the material while noting its most important elements. I periodically ask my students to write a 50-word summary on a textbook chapter, an exercise that many of them find exceedingly difficult at first. Gradually they become more confident in distilling an author’s main points.

Share the best work with the class, underscoring the components of particularly effective summaries. When students hear the summaries of others, they develop a greater understanding of how to construct their own. 

Prompt with Questions

Part of our jobs as teachers involves giving students the tools to continue learning new information on their own, as well as equipping them with the desire and skills to challenge their own biases. All of this involves teaching young people how to craft incisive questions. 

Review with students the importance of questioning, and introduce to them different question-writing techniques, pausing before calling on a particular student to encourage every student to think about the answer. 

Have students write a single-sentence question in response to a piece of nonfiction or fiction writing. Then, assign students to answer each other’s questions with another carefully constructed sentence. Each student should have a piece of writing—a question and an answer—that is roughly two sentences in length for teachers to review.

Consider employing question prompts such as Bloom’s question starters. Teachers can tailor the complexity and specificity of these prompts to the needs of the student.

Encourage Creative Responses

Short writing assignments can also be more imaginative assignments. Consider, for instance, asking students adopt the voice of a historical figure:

  • Thomas Jefferson composing a three-sentence response to Hamilton’s banking plan.
  • Theodore Roosevelt tweeting his opinions on modern antitrust investigations of Google, Facebook, and Apple.

  • A series of text messages between George Washington and Franklin Delano Roosevelt about whether the Lend-Lease Program is a harmful “entangling alliance.”


English teachers, for example, may want to incorporate fictional characters into their creative-response assignments to require students to practice inferring a character’s thoughts. English teachers can use these creative responses as brief, but powerful, assessment tools for reading comprehension.

Keep It Short

A student is never too old to revisit the basics of writing, and educators should not underestimate the importance of teaching students how to construct compelling and grammatical sentences. 

Any short writing assignment can be reduced to a single sentence. Some options include the following:

  • Write a sentence-long summary of an article or book.

  • Describe the main idea of the piece in one sentence.

  • Complete a one-sentence story or memoir. 


One-sentence assignments push students to meticulously choose the right words and structure to convey their points.  

A Chance for Collaboration

Short writing assignments offer many opportunities for collaboration between disciplines.

Try incorporating vocabulary words or techniques that students are learning in other classes into a short writing assignment. A history teacher might ask students to write a summary of a reading using vocabulary from their English class. A history teacher could also integrate a book or short story from an English class. These techniques need not be limited to the humanities and social sciences. STEM instructors could assess informative or explanatory writing skills by asking students to compose a list of sentences outlining the steps they took to solve a problem or create something. 

Mechanics Matter



Good writing on any subject demands proficiency in content and form. Short writing assignments allow busy teachers to pay attention to grammar and punctuation. 

When assigning a short writing project, a teacher may wish to require some structural element (“incorporate a quote” or “use at least two compound sentences in your response”). Whatever the case, educators should stress the importance of grammar, punctuation, style, and syntax.

Blaise Pascal famously wrote, “I didn’t have time to write a short letter, so I wrote a long one instead.” Trying to get a point across in a few words or sentences is often more challenging than going on for many pages. Short assignments also require students to self-edit—a skill that is valuable throughout school and in their working life. 

Short writing assignments allow for fun, quick, and stimulating ways of teaching valuable writing skills.

How to Write a Perfect Assignment: Step-By-Step Guide

Table of contents

  • 1 How to Structure an Assignment?
  • 2.1 The research part
  • 2.2 Planning your text
  • 2.3 Writing major parts
  • 3 Expert Tips for your Writing Assignment
  • 4 Will I succeed with my assignments?
  • 5 Conclusion

How to Structure an Assignment?

To cope with assignments, you should familiarize yourself with the tips on formatting and presenting assignments or any written paper, which are given below. It is worth paying attention to the content of the paper, making it structured and understandable so that ideas are not lost and thoughts do not refute each other.

If the topic is free or you can choose from the given list — be sure to choose the one you understand best. Especially if that could affect your semester score or scholarship. It is important to select an  engaging title that is contextualized within your topic. A topic that should captivate you or at least give you a general sense of what is needed there. It’s easier to dwell upon what interests you, so the process goes faster.

To construct an assignment structure, use outlines. These are pieces of text that relate to your topic. It can be ideas, quotes, all your thoughts, or disparate arguments. Type in everything that you think about. Separate thoughts scattered across the sheets of Word will help in the next step.

Then it is time to form the text. At this stage, you have to form a coherent story from separate pieces, where each new thought reinforces the previous one, and one idea smoothly flows into another.

Main Steps of Assignment Writing

These are steps to take to get a worthy paper. If you complete these step-by-step, your text will be among the most exemplary ones.

The research part

If the topic is unique and no one has written about it yet, look at materials close to this topic to gain thoughts about it. You should feel that you are ready to express your thoughts. Also, while reading, get acquainted with the format of the articles, study the details, collect material for your thoughts, and accumulate different points of view for your article. Be careful at this stage, as the process can help you develop your ideas. If you are already struggling here, pay for assignment to be done , and it will be processed in a split second via special services. These services are especially helpful when the deadline is near as they guarantee fast delivery of high-quality papers on any subject.

If you use Google to search for material for your assignment, you will, of course, find a lot of information very quickly. Still, the databases available on your library’s website will give you the clearest and most reliable facts that satisfy your teacher or professor. Be sure you copy the addresses of all the web pages you will use when composing your paper, so you don’t lose them. You can use them later in your bibliography if you add a bit of description! Select resources and extract quotes from them that you can use while working. At this stage, you may also create a  request for late assignment if you realize the paper requires a lot of effort and is time-consuming. This way, you’ll have a backup plan if something goes wrong.

Planning your text

Assemble a layout. It may be appropriate to use the structure of the paper of some outstanding scientists in your field and argue it in one of the parts. As the planning progresses, you can add suggestions that come to mind. If you use citations that require footnotes, and if you use single spacing throughout the paper and double spacing at the end, it will take you a very long time to make sure that all the citations are on the exact pages you specified! Add a reference list or bibliography. If you haven’t already done so, don’t put off writing an essay until the last day. It will be more difficult to do later as you will be stressed out because of time pressure.

Writing major parts

It happens that there is simply no mood or strength to get started and zero thoughts. In that case, postpone this process for 2-3 hours, and, perhaps, soon, you will be able to start with renewed vigor. Writing essays is a great (albeit controversial) way to improve your skills. This experience will not be forgotten. It will certainly come in handy and bring many benefits in the future. Do your best here because asking for an extension is not always possible, so you probably won’t have time to redo it later. And the quality of this part defines the success of the whole paper.

Writing the major part does not mean the matter is finished. To review the text, make sure that the ideas of the introduction and conclusion coincide because such a discrepancy is the first thing that will catch the reader’s eye and can spoil the impression. Add or remove anything from your intro to edit it to fit the entire paper. Also, check your spelling and grammar to ensure there are no typos or draft comments. Check the sources of your quotes so that your it is honest and does not violate any rules. And do not forget the formatting rules.

with the right tips and guidance, it can be easier than it looks. To make the process even more straightforward, students can also use an assignment service to get the job done. This way they can get professional assistance and make sure that their assignments are up to the mark. At PapersOwl, we provide a professional writing service where students can order custom-made assignments that meet their exact requirements.

Expert Tips for your Writing Assignment

Want to write like a pro? Here’s what you should consider:

  • Save the document! Send the finished document by email to yourself so you have a backup copy in case your computer crashes.
  • Don’t wait until the last minute to complete a list of citations or a bibliography after the paper is finished. It will be much longer and more difficult, so add to them as you go.
  • If you find a lot of information on the topic of your search, then arrange it in a separate paragraph.
  • If possible, choose a topic that you know and are interested in.
  • Believe in yourself! If you set yourself up well and use your limited time wisely, you will be able to deliver the paper on time.
  • Do not copy information directly from the Internet without citing them.

Writing assignments is a tedious and time-consuming process. It requires a lot of research and hard work to produce a quality paper. However, if you are feeling overwhelmed or having difficulty understanding the concept, you may want to consider getting accounting homework help online . Professional experts can assist you in understanding how to complete your assignment effectively. PapersOwl.com offers expert help from highly qualified and experienced writers who can provide you with the homework help you need.

Will I succeed with my assignments?

Anyone can learn how to be good at writing: follow simple rules of creating the structure and be creative where it is appropriate. At one moment, you will need some additional study tools, study support, or solid study tips. And you can easily get help in writing assignments or any other work. This is especially useful since the strategy of learning how to write an assignment can take more time than a student has.

Therefore all students are happy that there is an option to  order your paper at a professional service to pass all the courses perfectly and sleep still at night. You can also find the sample of the assignment there to check if you are on the same page and if not — focus on your papers more diligently.

So, in the times of studies online, the desire and skill to research and write may be lost. Planning your assignment carefully and presenting arguments step-by-step is necessary to succeed with your homework. When going through your references, note the questions that appear and answer them, building your text. Create a cover page, proofread the whole text, and take care of formatting. Feel free to use these rules for passing your next assignments.

When it comes to writing an assignment, it can be overwhelming and stressful, but Papersowl is here to make it easier for you. With a range of helpful resources available, Papersowl can assist you in creating high-quality written work, regardless of whether you’re starting from scratch or refining an existing draft. From conducting research to creating an outline, and from proofreading to formatting, the team at Papersowl has the expertise to guide you through the entire writing process and ensure that your assignment meets all the necessary requirements.

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Home / Blog / 15 foolproof tips for writing a great assignment

15 foolproof tips for writing a great assignment

15th Aug 2015

Student advice

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If you’re the kind of person that only has to hear the word “assignment” and immediately has flashbacks to stuffy classrooms, ticking clocks and staring a blank page for hours….DON’T PANIC.

Our 15 foolproof tips for writing a great assignment will guide you to success.

Before you start…

1. do your reading.

Your course or module will have a reading list; make sure you actually use it! Your tutors choose texts to specifically help with your assignments and modules, and you’ll gain some valuable insights into the topic that are sure to make writing your assignment easier.

Expert tip:  If you have the time, do some reading from other sources not on your list to back up your argument.

2. Check the deadline

There’s nothing worse than scheduling time to sit down and write then glancing at the calendar and realising you’ve only got a few days left. Double-checking the deadline means you’ll have no nasty surprises.

Expert tip:  There are many apps out there that can add a ‘countdown’ to your phone or tablet. Use these to keep your assignment deadline front of mind.

3. Plan your time

Finding time to write is easier said than done, but if you break your time down into manageable chunks you’ll find it’s much easier to keep on top of your workload. Try scheduling mini-deadlines along the way (e.g. aim to have the first section done by a certain day) to keep your momentum going.

Expert tip:  Be realistic about the time you have spare, and the time you’re willing to give up. If you schedule a writing session at 9 p.m. on Friday evening when you’d rather be relaxing, chances are you won’t get anything done.

4. Ask for help (if you need it)

If there’s any doubt in your mind about the question or the requirements of the assignment, ask your tutor. It’s better to start right than have to re-write in the last few days.

Expert tip:  Remember, your tutor wants you to do well. He or she will not be annoyed if you need to ask a few questions.

5. Plan your assignment structure

Before you start, it can help to create a basic assignment structure. This can be as detailed as you like but the basic structure should contain your introduction points, your key arguments and points, and your planned conclusion.

Expert tip:  Try writing out your plan on sticky notes. These will allow you to rearrange your arguments and points easily as your plan develops.

As you’re writing…

6. introduction.

You wouldn’t start a conversation without introducing yourself; your assignment is the same. Your first paragraph should introduce your key argument, add a bit of context and the key issues of the question, and then go on to explain how you plan to answer it.

Expert tip:  Some people find it easier to write their introduction after they’ve finished the rest of their assignment. Give it a try!

7. Structure your argument

As you write the body of your assignment, make sure that each point you make has some supporting evidence. Use statistics or quotes you gathered during your reading to support your argument, or even as something to argue against.

Expert tip:  If you’re using a lot of different sources, it’s easy to forget to add them to your reference list. Make things easier for yourself by writing it as you go along.

8. Conclusion

Your conclusion is your final chance to summarise your argument and leave a lasting impression with your reader. Make sure you recap the key points and arguments you made in your assignment, including supporting evidence if needed.

Expert tip:  Make sure that you don’t introduce any new ideas in your conclusion; this section is purely for summarising your previous arguments.

9. Getting over writer’s block

Struggling to write? There’s nothing more frustrating than putting aside time to write and then just staring at a blank page. Luckily, there are lots of thing to try to get you inspired : a change of scenery, putting on some music, writing another section of the essay or just taking a short break.

Expert tip:  If you find yourself unable to write, try to use your time to read ahead or re-read what you’ve already written.

10. Make sure you use your ‘essay voice’

While each university, school or each college will probably have its own style guide, you should always use a neutral and professional tone when writing an assignment. Try to avoid slang, overly-familiar phrases and definitely don’t use text-speak!

Expert tip:  If you’re not sure about a phrase or word, search for it online to see what other publications use it. If it’s in a dictionary or used by a national newspaper it’s probably OK to use in your assignment.

After you finish…

11. get a little distance.

If you’ve got time (and you should have if you managed to stick to your schedule!), put your first draft aside for a day or two before re-reading it. This will give you time to step back and read your assignment objectively, making it easier to spot mistakes and issues.

Expert tip:  If you find it easier to review on paper, print out your assignment with double-line spacing to accommodate your notes and corrections.

12. Make sure you’ve answered the question

As you’re reading through your first draft of your assignment, check that all your points are relevant to the original question. It’s easy to drift off on a tangent when you’re in mid-flow.

Expert tip:  Read each paragraph and consider it on its own merit as to whether it answers the question, and also to check that it contributes to your overall argument.

13. Don’t be afraid to cut text out

Sometimes, when you’ve struggled to reach a word count it can be hard to remove text that you’ve slaved over. But if a piece of text isn’t supporting your argument then it doesn’t have a place in your assignment.

Expert tip:  With word processing software, the ‘Track Changes’ feature allows you to edit text without losing it forever. And if you realise later that you’ve made a mistake, just reject the change.

14. Check and double-check your spelling

Nothing can give a bad impression as quickly as a spelling mistake. Errors are distracting, look unprofessional and in the worst case they can undermine your argument. If you’re unsure about the correct use of a word, look it up online or use an alternative that you’re more comfortable with.

Expert tip:  While you’re running your spell-checker, check your word count too. You’re usually allowed to deviate by 10% above or below the assignment word count, but check with your institution’s guidelines.

15. Cite your sources

References and creating a bibliography are key skills that you unfortunately have to master when writing an assignment. Check your institution’s guidelines before you start to make sure you’re including all the information you need.

Expert tip:  Some eBooks have a citation feature that automatically collates all the information you need for your bibliography.

Wondering how you can apply these skills? Download a prospectus to choose your course today!

how to prepare short assignment

The Writing Center • University of North Carolina at Chapel Hill

Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

  • What are the absolute rules of the paper?

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

Of course, your instructor has given you an assignment so that 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 Essay Assignments

by Gordon Harvey

Students often do their best and hardest thinking, and feel the greatest sense of mastery and growth, in their writing. Courses and assignments should be planned with this in mind. Three principles are paramount:

1. Name what you want and imagine students doing it

However free students are to range and explore in a paper, the general kind of paper you’re inviting has common components, operations, and criteria of success, and you should make these explicit. Having satisfied yourself, as you should, that what you’re asking is doable, with dignity, by writers just learning the material, try to anticipate in your prompt or discussions of the assignment the following queries:

  • What is the purpose of this? How am I going beyond what we have done, or applying it in a new area, or practicing a key academic skill or kind of work?
  • To what audience should I imagine myself writing?
  • What is the main task or tasks, in a nutshell? What does that key word (e.g., analyze, significance of, critique, explore, interesting, support) really mean in this context or this field?
  • What will be most challenging in this and what qualities will most distinguish a good paper? Where should I put my energy? (Lists of possible questions for students to answer in a paper are often not sufficiently prioritized to be helpful.)
  • What misconceptions might I have about what I’m to do? (How is this like or unlike other papers I may have written?) Are there too-easy approaches I might take or likely pitfalls? An ambitious goal or standard that I might think I’m expected to meet but am not?
  • What form will evidence take in my paper (e.g., block quotations? paraphrase? graphs or charts?) How should I cite it? Should I use/cite material from lecture or section?
  • Are there some broad options for structure, emphasis, or approach that I’ll likely be choosing among?
  • How should I get started on this? What would be a helpful (or unhelpful) way to take notes, gather data, discover a question or idea? Should I do research? 

2. Take time in class to prepare students to succeed at the paper

Resist the impulse to think of class meetings as time for “content” and of writing as work done outside class. Your students won’t have mastered the art of paper writing (if such a mastery is possible) and won’t know the particular disciplinary expectations or moves relevant to the material at hand. Take time in class to show them: 

  • discuss the assignment in class when you give it, so students can see that you take it seriously, so they can ask questions about it, so they can have it in mind during subsequent class discussions;
  • introduce the analytic vocabulary of your assignment into class discussions, and take opportunities to note relevant moves made in discussion or good paper topics that arise;
  • have students practice key tasks in class discussions, or in informal writing they do in before or after discussions;
  • show examples of writing that illustrates components and criteria of the assignment and that inspires (class readings can sometimes serve as illustrations of a writing principle; so can short excerpts of writing—e.g., a sampling of introductions; and so can bad writing—e.g., a list of problematic thesis statements);
  • the topics of originality and plagiarism (what the temptations might be, how to avoid risks) should at some point be addressed directly. 

3. Build in process

Ideas develop over time, in a process of posing and revising and getting feedback and revising some more. Assignments should allow for this process in the following ways:

  • smaller assignments should prepare for larger ones later;
  • students should do some thinking and writing before they write a draft and get a response to it (even if only a response to a proposal or thesis statement sent by email, or described in class);
  • for larger papers, students should write and get response (using the skills vocabulary of the assignment) to a draft—at least an “oral draft” (condensed for delivery to the class);
  • if possible, meet with students individually about their writing: nothing inspires them more than feeling that you care about their work and development;
  • let students reflect on their own writing, in brief cover letters attached to drafts and revisions (these may also ask students to perform certain checks on what they have written, before submitting);
  • have clear and firm policies about late work that nonetheless allow for exception if students talk to you in advance.
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Understanding Writing Assignments

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

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.

Teaching, Learning, & Professional Development Center

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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 .

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The number of short-term assignments in companies has been increasing, and the trend is expected to continue . Within large corporations, secondments , short-term transfers, and functional or geographic management rotation programs often thrust full-time employees into short-term jobs. Many companies employ temps or interns to supplement those working full-time. Even consultants may engage with a client for a period of weeks or months.

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Academic writing skills guide: structuring your assignment.

  • Key Features of Academic Writing
  • The Writing Process
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  • Signposting, Transitions & Linking Words/Phrases
  • Using Lecturers' Feedback

Keep referring back to the question and assignment brief and make sure that your structure matches what you have been asked to do and check to see if you have appropriate and sufficient evidence to support all of your points. Plans can be structured/restructured at any time during the writing process.

Once you have decided on your key point(s), draw a line through any points that no longer seem to fit. This will mean you are eliminating some ideas and potentially letting go of one or two points that you wanted to make. However, this process is all about improving the relevance and coherence of your writing. Writing involves making choices, including the tough choice to sideline ideas that, however promising, do not fit into your main discussion.

Eventually, you will have a structure that is detailed enough for you to start writing. You will know which ideas go into each section and, ideally, each paragraph and in what order. You will also know which evidence for those ideas from your notes you will be using for each section and paragraph.

Once you have a map/framework of the proposed structure, this forms the skeleton of your assignment and if you have invested enough time and effort into researching and brainstorming your ideas beforehand, it should make it easier to flesh it out. Ultimately, you are aiming for a final draft where you can sum up each paragraph in a couple of words as each paragraph focuses on one main point or idea.

how to prepare short assignment

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Short research papers: how to write academic essays.

Jerz > Writing > Academic > Research Papers [ Title | Thesis  | Blueprint  | Quoting | Citing |  MLA Format  ]

This document focuses on the kind of  short, narrowly-focused research papers that might be the final project in a freshman writing class or 200-level literature survey course.

In high school, you probably wrote a lot of personal essays (where your goal was to demonstrate you were engaged) and a lot of info-dump paragraphs (where your goal was to demonstrate you could remember and organize information your teacher told you to learn).

How is a college research essay different from the writing you did in high school?

This short video covers the same topic in a different way; I think the video and handout work together fairly well.

The assignment description your professor has already given you is your best source for understanding your specific writing task, but in general, a college research paper asks you to use evidence to defend some non-obvious, nuanced point about a complex topic.

Some professors may simply want you to explain a situation or describe a process; however, a more challenging task asks you to take a stand, demonstrating you can use credible sources to defend your original ideas.

Short Research Papers: How to Write Academic Essays

  • Choose a Narrow Topic
  • Use Sources Appropriately

Avoid Distractions

Outside the classroom, if I want to “research” which phone I should buy, I would start with Google.

I would watch some YouTube unboxing videos, and I might ask my friends on social media. I’d assume somebody already has written about or knows about the latest phones, and the goal of my “research” is to find what the people I trust think is the correct answer.

An entomologist might do “research” by going into the forest, and catching and observing hundreds or thousands of butterflies. If she had begun and ended her research by Googling for “butterflies of Pennsylvania” she would never have seen, with her own eyes, that unusual specimen that leads her to conclude she has discovered a new species.

Her goal as a field researcher is not to find the “correct answer” that someone else has already published. Instead, her goal is to add something new to the store of human knowledge — something that hasn’t been written down yet.

As an undergraduate with a few short months or weeks to write a research paper, you won’t be expected to discover a new species of butterfly, or convince everyone on the planet to accept what 99.9% of scientists say about vaccines or climate change, or to adopt your personal views on abortion, vaping, or tattoos.

But your professor will probably want you to read essays published by credentialed experts who are presenting their results to other experts, often in excruciating detail that most of us non-experts will probably find boring.

Your instructor probably won’t give the results of a random Google search the same weight as peer-reviewed scholarly articles from academic journals. (See “ Academic Journals: What Are They? “)

The best databases are not free, but your student ID will get you access to your school’s collection of databases, so you should never have to pay to access any source. (Your friendly school librarian will help you find out exactly how to access the databases at your school.)

1. Plan to Revise

Even a very short paper is the result of a process.

  • You start with one idea, you test it, and you hit on something better.
  • You might end up somewhere unexpected. If so, that’s good — it means you learned something.
  • If you’re only just starting your paper, and it’s due tomorrow, you have already robbed yourself of your most valuable resource — time.

Showcase your best insights at the beginning of your paper (rather than saving them for the end).

You won’t know what your best ideas are until you’ve written a full draft. Part of revision involves identifying strong ideas and making them more prominent, identifying filler and other weak material, and pruning it away to leave more room to develop your best ideas.

  • It’s normal, in a your very first “discovery draft,” to hit on a really good idea about two-thirds of the way through your paper.
  • But a polished academic paper is not a mystery novel. (A busy reader will not have the patience to hunt for clues.)
  • A thesis statement that includes a clear reasoning blueprint (see “ Blueprinting: Planning Your Essay “) will help your reader identify and follow your ideas.

Before you submit your draft, make sure  the title, the introduction, and the conclusion match . (I am amazed at how many students overlook this simple step.)

2. Choose a Narrow Topic

A short undergraduate research paper is not the proper occasion for you to tackle huge issues, such as, “Was  Hamlet Shakespeare’s Best Tragedy?” or “Women’s Struggle for Equality” or “How to Eliminate Racism.”  You won’t be graded down simply because you don’t have all the answers right away.  The trick is to  zoom in on one tiny little part of the argument .

Short Research Paper: Sample Topics

How would you improve each of these paper topics? (My responses are at the bottom of the page.)

  • Environmentalism in America
  • Immigration Trends in Wisconsin’s Chippewa Valley
  • Drinking and Driving
  • Local TV News
  • 10 Ways that Advertisers Lie to the Public
  • Athletes on College Campuses

3. Use Sources Appropriately

Unless you were asked to write an opinion paper or a reflection statement, your professor probably expects you to draw a topic from the assigned readings (if any).

  • Some students frequently get this  backwards — they write the paper first, then “look for quotes” from sources that agree with the opinions they’ve already committed to. (That’s not really doing research to learn anything new — that’s just looking for confirmation of what you already believe.)
  • Start with the readings, but don’t pad your paper with  summary .
  • Many students try doing most of their research using Google. Depending on your topic, the Internet may simply not have good sources available.
  • Go ahead and surf as you try to narrow your topic, but remember: you still need to cite whatever you find. (See: “ Researching Academic Papers .”)

When learning about the place of women in Victorian society, Sally is shocked to discover women couldn’t vote or own property.  She begins her paper by listing these and other restrictions, and adds personal commentary such as:

Women can be just as strong and capable as men are.  Why do men think they have the right to make all the laws and keep all the money, when women stay in the kitchen?  People should be judged by what they contribute to society, not by the kind of chromosomes they carry.

After reaching the required number of pages, she tacks on a conclusion about how women are still fighting for their rights today, and submits her paper.

  • during the Victorian period, female authors were being published and read like never before
  • the public praised Queen Victoria (a woman!) for making England a world empire
  • some women actually fought against the new feminists because they distrusted their motives
  • many wealthy women in England were downright nasty to their poorer sisters, especially the Irish.
  • Sally’s paper focused mainly on her general impression that sexism is unfair (something that she already believed before she started taking the course), but Sally has not engaged with the controversies or surprising details (such as, for instance, the fact that for the first time male writers were writing with female readers in mind; or that upperclass women contributed to the degradation of lower-class women).

On the advice of her professor, Sally revises her paper as follows:

Sally’s focused revision (right) makes  specific reference to a particular source , and uses a quote to introduce a point.  Sally still injects her own opinion, but she is offering specific comments on complex issues, not bumper-sticker slogans and sweeping generalizations, such as those given on the left.

Documenting Evidence

Back up your claims by  quoting reputable sources .  If you write”Recent research shows that…” or “Many scholars believe that…”, you are making a claim. You will have to back it up with authoritative evidence.  This means that the body of your paper must include references to the specific page numbers where you got your outside information. (If your document is an online source that does not provide page numbers, ask your instructor what you should do. There might be a section title or paragraph number that you could cite, or you might print out the article and count the pages in your printout.)

Avoid using words like “always” or “never,” since all it takes is a single example to the contrary to disprove your claim.  Likewise, be careful with words of causation and proof.  For example, consider the claim that television causes violence in kids.  The evidence might be that kids who commit crimes typically watch more television than kids who don’t.  But… maybe the reason kids watch more television is that they’ve dropped out of school, and are unsupervised at home. An unsupervised kid might watch more television, and also commit more crimes — but that doesn’t mean that the television is the cause of those crimes.

You don’t need to cite common facts or observations, such as “a circle has 360 degrees” or “8-tracks and vinyl records are out of date,” but you would need to cite claims such as “circles have religious and philosophical significance in many cultures” or “the sales of 8-track tapes never approached those of vinyl records.”

Don’t waste words referring directly to “quotes” and “sources.”

If you use words like “in the book  My Big Boring Academic Study , by Professor H. Pompous Windbag III, it says” or “the following quote by a government study shows that…” you are wasting words that would be better spent developing your ideas.

In the book  Gramophone, Film, Typewriter , by Fredrich A. Kittler, it talks about writing and gender, and says on page 186, “an omnipresent metaphor equated women with the white sheet of nature or virginity onto which a very male stylus could inscribe the glory of its authorship.”  As you can see from this quote, all this would change when women started working as professional typists.

The “it talks about” and “As you can see from this quote” are weak attempts to engage with the ideas presented by Kittler.  “In the book… it talks” is wordy and nonsensical (books don’t talk).

MLA style encourages you to  expend fewer words introducing your sources , and more words developing your own ideas.  MLA style involves just the author’s last name, a space ( not a comma), and then the page number.  Leave the author’s full name and the the title of the source for the Works Cited list at the end of your paper. Using about the same space as the original, see how MLA style helps an author devote more words to developing the idea more fully:

Before the invention of the typewriter, “an omnipresent metaphor” among professional writers concerned “a very male stylus” writing upon the passive, feminized “white sheet of nature or virginity” (Kittler 186).  By contrast, the word “typewriter” referred to the machine as well as the female typist who used it (183).

See “ Quotations: Integrating them in MLA-Style Papers. ”

Stay On Topic

It’s fairly normal to sit and stare at the computer screen for a while until you come up with a title, then pick your way through your topic, offering an extremely broad introduction (see  glittering generalities , below)..

  • You might also type in a few long quotations that you like.
  • After writing generalities and just poking and prodding for page or two,  you will eventually hit on a fairly good idea .
  • You will pursue it for a paragraph or two, perhaps throwing in another quotation.
  • By then, you’ll realize that you’ve got almost three pages written, so you will tack on a hasty conclusion.

Hooray, you’ve finished your paper! Well, not quite…

  • At the very least, you ought to  rewrite your title and introduction to match your conclusion , so it looks like the place you ended up was where you were intending to go all along.  You probably won’t get an A, because you’re still submitting two pages of fluff; but you will get credit for recognizing whatever you actually did accomplish.
  • To get an A, you should delete all that fluff,  use the “good idea” that you stumbled across as your new starting point , and keep going.   Even “good writers” have to work — beefing up their best ideas and shaving away the rest, in order to build a whole paper that serves the good idea, rather than tacking the good idea on at the end and calling it a day.

See:  Sally Slacker Writes a Paper , and  Sally’s Professor Responds

Avoid Glittering Generalities

Key: Research Paper Topics

15 thoughts on “ Short Research Papers: How to Write Academic Essays ”

Hi, I was searching for some information on how to write quality academic paper when I came across your awesome article on Short Research Papers: How to Writer Academic Essays ( https://jerz.setonhill.edu/writing/academic1/short-research-papers/ ) Great stuff!!! I especially like the way you recommend sticking to the 4 basics of writing academic essays. Very few students have mastered how to avoid distractions and focus on a single topic. Many students think that the broad, sweeping statements could give them better grades but they are wrong.

However, I came across a few links that didn’t seem to be working for you. Want me to forward you the short list I jotted down? Cheers Elias

I see some broken links in the comments, but otherwise I’m not sure what you mean.

I found the part about not using my personal opinion or generalities to be very helpful. I am currently writing a 2 page paper and was having a hard time keeping it short. Now I know why. Thanks. Stick to the facts.

This seem to be old but very relevant. Most of what you have stated are things my professor has stated during class trying to prepare us to write a short thesis reading this information verses hearing it was very helpful. You have done an awesome job! I just hope I can take this and apply it to my papers!

Great Post! Thank u!

Thank you for all your effort and help. You´ve taught me a number of things, especially on what college professors´ look for in assigning students short research papers. I am bookmarking your page, and using it as a reference.

Thank you kindly. YOU´VE HELPED A LOST STUDENT FIND HER WAY!

I appreaciate all the help your web site has given to me. I have referred to it many times. I think there may be a typo under the headline of AVOID GLITTERING GENERALITIES: “Throughout the ages, mankind has found many uses for salt. Ancient tribes used it preserve meat;” This is in no way a slight – I thought you might want to know. Please forgive me if I am incorrect. Thank you again – you rock!

You are right — I’ll fix it the next time I’m at my desktop. Thank you!

i would like to say thank you for your detailed information even though it takes time to read as well as we’ve got learnings out from it . even though it’s holiday next week our teacher assigned us to make a short research paper in accordance of our selected topic ! I’m hoping that we can make it cause if we can’t make it, right away, for sure we will get a grade’s that can drop our jaws ! :) ♥ tnx ! keep it up ! ♪♪

Sorry I have not done this for years

Hello I am the mother of a high school student that needs help doing a paper proposal for her senior project. Her topic is Photography. To be honest I have done this for years and I am trying to help, but i am completely lost. What can you recommend since she told me a little late and the paper is due tomorrow 11/11/11.

This page is designed for college students, but I am sure your daughter’s teacher has assigned readings that will guide your daughter through her homework.

Any paper that your daughter writes herself, even if it is late, will be a valuable learning experience — showing her the value of managing her time better for the next time, and preparing her for the day when she will have to tackle grown-up problems on her own.

I am having a hard time with my government essay. I am 55 taking a college course for the first time, and I barely passed high school. Last year I took this course wrote the essay, and did many things wrong. It was all in the typing. I had good story line, excellent site words, and good points of arguments. It wasn’t right on paper. My format is off. Where can I find and print a format. also I need to learn site words.

Most teachers will provide a model to follow. If it’s not already part of the assignment instructions, you could ask your prof. Better yet, bring a near-complete draft to your prof’s office hours, a few days before the due date, and ask for feedback. Your school probably has a writing center or tutoring center, too.

I would like to thank you for such detailed information. I am not a native speaker and I am doing a research paper;so, as you may think, it is really a hard job for me. A friend of mine who saw my draft of Lit. Rev asked me what type of citation format i was using, MLA or APA and I was puzzeled; then I decided to check the net and came across to this! It is being such a help Elsa

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Writing Assignments

Kate Derrington; Cristy Bartlett; and Sarah Irvine

Hands on laptop

Introduction

Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic.  It is not uncommon to be unsure about the processes of writing assignments at university.

  • You may be returning to study after a break
  • You may have come from an exam based assessment system and never written an assignment before
  • Maybe you have written assignments but would like to improve your processes and strategies

This chapter has a collection of resources that will provide you with the skills and strategies to understand assignment requirements and effectively plan, research, write and edit your assignments.  It begins with an explanation of how to analyse an assignment task and start putting your ideas together.  It continues by breaking down the components of academic writing and exploring the elements you will need to master in your written assignments. This is followed by a discussion of paraphrasing and synthesis, and how you can use these strategies to create a strong, written argument. The chapter concludes with useful checklists for editing and proofreading to help you get the best possible mark for your work.

Task Analysis and Deconstructing an Assignment

It is important that before you begin researching and writing your assignments you spend sufficient time understanding all the requirements. This will help make your research process more efficient and effective. Check your subject information such as task sheets, criteria sheets and any additional information that may be in your subject portal online. Seek clarification from your lecturer or tutor if you are still unsure about how to begin your assignments.

The task sheet typically provides key information about an assessment including the assignment question. It can be helpful to scan this document for topic, task and limiting words to ensure that you fully understand the concepts you are required to research, how to approach the assignment, and the scope of the task you have been set. These words can typically be found in your assignment question and are outlined in more detail in the two tables below (see Table 19.1 and Table 19.2 ).

Table 19.1 Parts of an Assignment Question

Make sure you have a clear understanding of what the task word requires you to address.

Table 19.2 Task words

The criteria sheet , also known as the marking sheet or rubric, is another important document to look at before you begin your assignment. The criteria sheet outlines how your assignment will be marked and should be used as a checklist to make sure you have included all the information required.

The task or criteria sheet will also include the:

  • Word limit (or word count)
  • Referencing style and research expectations
  • Formatting requirements

Task analysis and criteria sheets are also discussed in the chapter Managing Assessments for a more detailed discussion on task analysis, criteria sheets, and marking rubrics.

Preparing your ideas

Concept map on whiteboard

Brainstorm or concept map:  List possible ideas to address each part of the assignment task based on what you already know about the topic from lectures and weekly readings.

Finding appropriate information: Learn how to find scholarly information for your assignments which is

See the chapter Working With Information for a more detailed explanation .

What is academic writing?

Academic writing tone and style.

Many of the assessment pieces you prepare will require an academic writing style.  This is sometimes called ‘academic tone’ or ‘academic voice’.  This section will help you to identify what is required when you are writing academically (see Table 19.3 ). The best way to understand what academic writing looks like, is to read broadly in your discipline area.  Look at how your course readings, or scholarly sources, are written. This will help you identify the language of your discipline field, as well as how other writers structure their work.

Table 19.3 Comparison of academic and non-academic writing

Thesis statements.

Essays are a common form of assessment that you will likely encounter during your university studies. You should apply an academic tone and style when writing an essay, just as you would in in your other assessment pieces. One of the most important steps in writing an essay is constructing your thesis statement.  A thesis statement tells the reader the purpose, argument or direction you will take to answer your assignment question. A thesis statement may not be relevant for some questions, if you are unsure check with your lecturer. The thesis statement:

  • Directly  relates to the task .  Your thesis statement may even contain some of the key words or synonyms from the task description.
  • Does more than restate the question.
  • Is specific and uses precise language.
  • Let’s your reader know your position or the main argument that you will support with evidence throughout your assignment.
  • The subject is the key content area you will be covering.
  • The contention is the position you are taking in relation to the chosen content.

Your thesis statement helps you to structure your essay.  It plays a part in each key section: introduction, body and conclusion.

Planning your assignment structure

Image of the numbers 231

When planning and drafting assignments, it is important to consider the structure of your writing. Academic writing should have clear and logical structure and incorporate academic research to support your ideas.  It can be hard to get started and at first you may feel nervous about the size of the task, this is normal. If you break your assignment into smaller pieces, it will seem more manageable as you can approach the task in sections. Refer to your brainstorm or plan. These ideas should guide your research and will also inform what you write in your draft. It is sometimes easier to draft your assignment using the 2-3-1 approach, that is, write the body paragraphs first followed by the conclusion and finally the introduction.

Writing introductions and conclusions

Clear and purposeful introductions and conclusions in assignments are fundamental to effective academic writing. Your introduction should tell the reader what is going to be covered and how you intend to approach this. Your conclusion should summarise your argument or discussion and signal to the reader that you have come to a conclusion with a final statement.  These tips below are based on the requirements usually needed for an essay assignment, however, they can be applied to other assignment types.

Writing introductions

Start written on road

Most writing at university will require a strong and logically structured introduction. An effective introduction should provide some background or context for your assignment, clearly state your thesis and include the key points you will cover in the body of the essay in order to prove your thesis.

Usually, your introduction is approximately 10% of your total assignment word count. It is much easier to write your introduction once you have drafted your body paragraphs and conclusion, as you know what your assignment is going to be about. An effective introduction needs to inform your reader by establishing what the paper is about and provide four basic things:

  • A brief background or overview of your assignment topic
  • A thesis statement (see section above)
  • An outline of your essay structure
  • An indication of any parameters or scope that will/ will not be covered, e.g. From an Australian perspective.

The below example demonstrates the four different elements of an introductory paragraph.

1) Information technology is having significant effects on the communication of individuals and organisations in different professions. 2) This essay will discuss the impact of information technology on the communication of health professionals.   3)  First, the provision of information technology for the educational needs of nurses will be discussed.  4)  This will be followed by an explanation of the significant effects that information technology can have on the role of general practitioner in the area of public health.  5)  Considerations will then be made regarding the lack of knowledge about the potential of computers among hospital administrators and nursing executives.  6)   The final section will explore how information technology assists health professionals in the delivery of services in rural areas .  7)  It will be argued that information technology has significant potential to improve health care and medical education, but health professionals are reluctant to use it.

1 Brief background/ overview | 2 Indicates the scope of what will be covered |   3-6 Outline of the main ideas (structure) | 7 The thesis statement

Note : The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing conclusions

You should aim to end your assignments with a strong conclusion. Your conclusion should restate your thesis and summarise the key points you have used to prove this thesis. Finish with a key point as a final impactful statement.  Similar to your introduction, your conclusion should be approximately 10% of the total assignment word length. If your assessment task asks you to make recommendations, you may need to allocate more words to the conclusion or add a separate recommendations section before the conclusion. Use the checklist below to check your conclusion is doing the right job.

Conclusion checklist 

  • Have you referred to the assignment question and restated your argument (or thesis statement), as outlined in the introduction?
  • Have you pulled together all the threads of your essay into a logical ending and given it a sense of unity?
  • Have you presented implications or recommendations in your conclusion? (if required by your task).
  • Have you added to the overall quality and impact of your essay? This is your final statement about this topic; thus, a key take-away point can make a great impact on the reader.
  • Remember, do not add any new material or direct quotes in your conclusion.

This below example demonstrates the different elements of a concluding paragraph.

1) It is evident, therefore, that not only do employees need to be trained for working in the Australian multicultural workplace, but managers also need to be trained.  2)  Managers must ensure that effective in-house training programs are provided for migrant workers, so that they become more familiar with the English language, Australian communication norms and the Australian work culture.  3)  In addition, Australian native English speakers need to be made aware of the differing cultural values of their workmates; particularly the different forms of non-verbal communication used by other cultures.  4)  Furthermore, all employees must be provided with clear and detailed guidelines about company expectations.  5)  Above all, in order to minimise communication problems and to maintain an atmosphere of tolerance, understanding and cooperation in the multicultural workplace, managers need to have an effective knowledge about their employees. This will help employers understand how their employee’s social conditioning affects their beliefs about work. It will develop their communication skills to develop confidence and self-esteem among diverse work groups. 6) The culturally diverse Australian workplace may never be completely free of communication problems, however,   further studies to identify potential problems and solutions, as well as better training in cross cultural communication for managers and employees,   should result in a much more understanding and cooperative environment. 

1  Reference to thesis statement – In this essay the writer has taken the position that training is required for both employees and employers . | 2-5 Structure overview – Here the writer pulls together the main ideas in the essay. | 6  Final summary statement that is based on the evidence.

Note: The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing paragraphs

Paragraph writing is a key skill that enables you to incorporate your academic research into your written work.  Each paragraph should have its own clearly identified topic sentence or main idea which relates to the argument or point (thesis) you are developing.  This idea should then be explained by additional sentences which you have paraphrased from good quality sources and referenced according to the recommended guidelines of your subject (see the chapter Working with Information ). Paragraphs are characterised by increasing specificity; that is, they move from the general to the specific, increasingly refining the reader’s understanding. A common structure for paragraphs in academic writing is as follows.

Topic Sentence 

This is the main idea of the paragraph and should relate to the overall issue or purpose of your assignment is addressing. Often it will be expressed as an assertion or claim which supports the overall argument or purpose of your writing.

Explanation/ Elaboration

The main idea must have its meaning explained and elaborated upon. Think critically, do not just describe the idea.

These explanations must include evidence to support your main idea. This information should be paraphrased and referenced according to the appropriate referencing style of your course.

Concluding sentence (critical thinking)

This should explain why the topic of the paragraph is relevant to the assignment question and link to the following paragraph.

Use the checklist below to check your paragraphs are clear and well formed.

Paragraph checklist

  • Does your paragraph have a clear main idea?
  • Is everything in the paragraph related to this main idea?
  • Is the main idea adequately developed and explained?
  • Do your sentences run together smoothly?
  • Have you included evidence to support your ideas?
  • Have you concluded the paragraph by connecting it to your overall topic?

Writing sentences

Make sure all the sentences in your paragraphs make sense. Each sentence must contain a verb to be a complete sentence. Avoid sentence fragments . These are incomplete sentences or ideas that are unfinished and create confusion for your reader. Avoid also run on sentences . This happens when you join two ideas or clauses without using the appropriate punctuation. This also confuses your meaning (See the chapter English Language Foundations for examples and further explanation).

Use transitions (linking words and phrases) to connect your ideas between paragraphs and make your writing flow. The order that you structure the ideas in your assignment should reflect the structure you have outlined in your introduction. Refer to transition words table in the chapter English Language Foundations.

Paraphrasing and Synthesising

Paraphrasing and synthesising are powerful tools that you can use to support the main idea of a paragraph. It is likely that you will regularly use these skills at university to incorporate evidence into explanatory sentences and strengthen your essay. It is important to paraphrase and synthesise because:

  • Paraphrasing is regarded more highly at university than direct quoting.
  • Paraphrasing can also help you better understand the material.
  • Paraphrasing and synthesising demonstrate you have understood what you have read through your ability to summarise and combine arguments from the literature using your own words.

What is paraphrasing?

Paraphrasing is changing the writing of another author into your words while retaining the original meaning. You must acknowledge the original author as the source of the information in your citation. Follow the steps in this table to help you build your skills in paraphrasing (see Table 19.4 ).

Table 19.4 Paraphrasing techniques

Example of paraphrasing.

Please note that these examples and in text citations are for instructional purposes only.

Original text

Health care professionals   assist people often when they are at their most  vulnerable . To provide the best care and understand their needs, workers must demonstrate good communication skills .  They must develop patient trust and provide empathy   to effectively work with patients who are experiencing a variety of situations including those who may be suffering from trauma or violence, physical or mental illness or substance abuse (French & Saunders, 2018).

Poor quality paraphrase example

This is a poor example of paraphrasing. Some synonyms have been used and the order of a few words changed within the sentences however the colours of the sentences indicate that the paragraph follows the same structure as the original text.

Health care sector workers are often responsible for vulnerable  patients.   To understand patients and deliver good service , they need to be excellent communicators .  They must establish patient rapport and show empathy if they are to successfully care for patients from a variety of backgrounds  and with different medical, psychological and social needs (French & Saunders, 2018).

A good quality paraphrase example

This example demonstrates a better quality paraphrase. The author has demonstrated more understanding of the overall concept in the text by using the keywords as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up to see how much the structure has changed from the original text.

Empathetic   communication is a vital skill for health care workers.   Professionals in these fields   are often responsible for patients with complex medical, psychological and social needs. Empathetic   communication assists in building rapport and gaining the necessary trust   to assist these vulnerable patients  by providing appropriate supportive care (French & Saunders, 2018).

The good quality paraphrase example demonstrates understanding of the overall concept in the text by using key words as the basis to reconstruct the paragraph.  Note how the blocks of colour have been broken up, which indicates how much the structure has changed from the original text.

What is synthesising?

Synthesising means to bring together more than one source of information to strengthen your argument. Once you have learnt how to paraphrase the ideas of one source at a time, you can consider adding additional sources to support your argument. Synthesis demonstrates your understanding and ability to show connections between multiple pieces of evidence to support your ideas and is a more advanced academic thinking and writing skill.

Follow the steps in this table to improve your synthesis techniques (see Table 19.5 ).

Table 19.5 Synthesising techniques

Example of synthesis

There is a relationship between academic procrastination and mental health outcomes.  Procrastination has been found to have a negative effect on students’ well-being (Balkis, & Duru, 2016). Yerdelen, McCaffrey, and Klassens’ (2016) research results suggested that there was a positive association between procrastination and anxiety. This was corroborated by Custer’s (2018) findings which indicated that students with higher levels of procrastination also reported greater levels of the anxiety. Therefore, it could be argued that procrastination is an ineffective learning strategy that leads to increased levels of distress.

Topic sentence | Statements using paraphrased evidence | Critical thinking (student voice) | Concluding statement – linking to topic sentence

This example demonstrates a simple synthesis. The author has developed a paragraph with one central theme and included explanatory sentences complete with in-text citations from multiple sources. Note how the blocks of colour have been used to illustrate the paragraph structure and synthesis (i.e., statements using paraphrased evidence from several sources). A more complex synthesis may include more than one citation per sentence.

Creating an argument

What does this mean.

Throughout your university studies, you may be asked to ‘argue’ a particular point or position in your writing. You may already be familiar with the idea of an argument, which in general terms means to have a disagreement with someone. Similarly, in academic writing, if you are asked to create an argument, this means you are asked to have a position on a particular topic, and then justify your position using evidence.

What skills do you need to create an argument?

In order to create a good and effective argument, you need to be able to:

  • Read critically to find evidence
  • Plan your argument
  • Think and write critically throughout your paper to enhance your argument

For tips on how to read and write critically, refer to the chapter Thinking for more information. A formula for developing a strong argument is presented below.

A formula for a good argument

A diagram on the formula for a ggood argument which includes deciding what side of argument you are on, research evidence to support your argument, create a plan to create a logically flowing argument and writing your argument

What does an argument look like?

As can be seen from the figure above, including evidence is a key element of a good argument. While this may seem like a straightforward task, it can be difficult to think of wording to express your argument. The table below provides examples of how you can illustrate your argument in academic writing (see Table 19.6 ).

Table 19.6 Argument

Editing and proofreading (reviewing).

Once you have finished writing your first draft it is recommended that you spend time revising your work.  Proofreading and editing are two different stages of the revision process.

  • Editing considers the overall focus or bigger picture of the assignment
  • Proofreading considers the finer details

Editing mindmap with the words sources, content,s tructure and style. Proofreading mindmap with the words referencing, word choice, grammar and spelling and punctuation

As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.

Editing checklist

  • Have I answered the question accurately?
  • Do I have enough credible, scholarly supporting evidence?
  • Is my writing tone objective and formal enough or have I used emotive and informal language?
  • Have I written in the third person not the first person?
  • Do I have appropriate in-text citations for all my information?
  • Have I included the full details for all my in-text citations in my reference list?

There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.

Proofreading checklist

  • Is my spelling and grammar accurate?
  •  Are they complete?
  • Do they all make sense?
  • Do they only contain only one idea?
  • Do the different elements (subject, verb, nouns, pronouns) within my sentences agree?
  • Are my sentences too long and complicated?
  • Do they contain only one idea per sentence?
  • Is my writing concise? Take out words that do not add meaning to your sentences.
  • Have I used appropriate discipline specific language but avoided words I don’t know or understand that could possibly be out of context?
  • Have I avoided discriminatory language and colloquial expressions (slang)?
  • Is my referencing formatted correctly according to my assignment guidelines? (for more information on referencing refer to the Managing Assessment feedback section).

This chapter has examined the experience of writing assignments.  It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.

  • Academic writing requires clear and logical structure, critical thinking and the use of credible scholarly sources.
  • A thesis statement is important as it tells the reader the position or argument you have adopted in your assignment. Not all assignments will require a thesis statement.
  • Spending time analysing your task and planning your structure before you start to write your assignment is time well spent.
  • Information you use in your assignment should come from credible scholarly sources such as textbooks and peer reviewed journals. This information needs to be paraphrased and referenced appropriately.
  • Paraphrasing means putting something into your own words and synthesising means to bring together several ideas from sources.
  • Creating an argument is a four step process and can be applied to all types of academic writing.
  • Editing and proofreading are two separate processes.

Academic Skills Centre. (2013). Writing an introduction and conclusion . University of Canberra, accessed 13 August, 2013, http://www.canberra.edu.au/studyskills/writing/conclusions

Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.

Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39 (3), 162-163.

Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1).

Writing Assignments Copyright © 2021 by Kate Derrington; Cristy Bartlett; and Sarah Irvine is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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Short Story Writing: 7 Steps You Need to Ace This Assignment

Some students believe short story writing is the least challenging assignment they can get in college. They think it won’t take much time and effort to complete it because… well, it’s short, after all.

But there’s a catch:

Shorter doesn’t equal easier. Do you remember Mark Twain saying to his friend, “I didn’t have time to write a short letter, so I wrote a long one instead?” This writing form requires more diligence and clarity: You need an intriguing opening to hook readers, powerful words to communicate your character’s goal and conflict, and a compelling ending to wow readers and make them remember your story.

Short story writing’s structure reminds the format of a personal narrative , but here you don’t write about yourself. You craft fiction with all the components of storytelling in it.

Seems too challenging?

This article will help you learn how to write a short story. No time to read as the due date is coming? Ask our online assignment help to assist you with short story writing.

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What Is a Short Story?

Because of their length (1,000 to 5,000 words), short stories are less complex than longer narratives like novellas (typically 30,000 words) or novels.

In a short story, you can build a world and have multiple characters, but this world won’t be as extended as in a novel, and every character won’t have a backstory or a meaningful character arc like you’d provide in a lengthier work. So, here go the restrictions:

  • No big worlds or intricate plots like in The Lord of the Rings .
  • No backstories or meaningful character arcs like in Harry Potter .
  • No subplots or complex narratives like in Game of Thrones .

Okay, what’s in there in a short story instead?

Short Story Components

Your story is short, but it doesn’t mean its theme is less profound than a longer work’s theme. While you have fewer words, characters, and a simpler setting for writing a short story, it still needs to impact readers.

When planning your story, ensure to think of the following elements:

  • Mood or feeling. What do you want to evoke in readers? Is it an emotion of joy, grief, or loss? An idea concerning some life lessons or morals? Do your best to define the clear goal of your story: It will help you decide on the language, plot, and other instruments for writing it.
  • Descriptive language. Your story is short, so every word needs to be clear and essential to the concept, context, and plot development.
  • Point. What do you want to say with your short story? You need to know a clear point before writing your story so you could reflect on it throughout the text.

Speaking of short stories, we often mean a traditional storytelling technique: setting, hero’s journey, conflict, resolution, and all this stuff. It works for a short story writing assignment in the college, either. However, if you write a fiction story outside your academic life, feel free to break the rules and play around with conventions:

You are welcome to try writing flash fiction or microfiction , aka stories under 1,000 words. Or, practice anecdotes , aka short narratives with a moral lesson. Regular writing of fables, feghoot, sketches, or vignettes can be a good practice, too: They are short scenes that can become a part of your massive literary work later.

stories-words-number

In the literary world, all these numbers are nominal. Take the famous, “ For sale: baby shoes, never worn,” for example: In six words, the author provides all five elements every short story has :

  • Character: a person, an animal, or a creature who does an action in your story.
  • Plot: a series of events to illustrate the conflict of your story.
  • Theme: the central message of your story, a point you want to communicate to readers.
  • Conflict: what drives your story’s plot; the obstacles a hero overcomes or the goal they want to reach. A conflict can be internal or external.
  • Setting: the time and place where your story occurs.

The above short story about baby shoes is a palmary example of how critical language patterns are for communicating the point. That story relies on the reader extrapolating meaning from the words, and it succeeds.

How to Write a Short Story

  • Decide on the idea
  • Think of a character’s goal and conflict
  • Choose a strong opening
  • Outline your story
  • Write a draft
  • Decide on a compelling ending
  • Edit, edit, edit!

1 — Decide on the Idea

Short story ideas are numerous. It’s a self-contained work of fiction, so do your best to mine imagination and craft an engaging story that evokes emotions from the audience.

It’s critical:

Before you sit and write a story just the way it goes in your mind, you need to decide on the theme and mood you want to convey. What idea or point of view do you want to communicate with your story? How will you represent it?

All the elements in your short story will work together to give your idea to the readers. What kind of story do you want to tell, and why? Start your brainstorming session — and write down the genre of your story (humor, horror, drama, romance?), its theme (a central message you want to convey), and the emotion you want to evoke (joy, grief, compassion, anger, etc.).

If you already have ideas on the setting and characters for your short story, write them down too. The key plot points are also worth noting: They’ll help you fill in details later.

2 — Think of a Character’s Goal and Conflict

Please don’t move on to outlining and writing a short story before you have a protagonist and a conflict. You need to know them beforehand; otherwise, you won’t understand what to write and how to move your story’s plot to the end (resolution).

A conflict is what shapes your characters, drives your plot, and allows you to communicate your theme to readers.

As you remember, your story is short and has a limited word number. That’s why one main character with one conflict is a great way to start. Think of the goal your protagonist wants to reach and a few obstacles they will overcome to succeed.

The following worksheet can help you create a character for your short story:

character-worksheet

If your story has several characters, try describing each of them with the above worksheet. It will allow you to understand each hero better and craft their words and deeds accordingly.

3 — Choose a Strong Opening

How to start writing a short story? Consider the restrictions of this format:

You won’t have a lot of room for wordy descriptions and exposition, and that is why start with a catchy opening that will hook readers and immerse them in your plot at once.

Some writers practice the in media res trick: Open your story in the middle of the action and fill in details later. In other words, take the reader straight to the central scene of your plot.

Or, you can try these ideas for opening your short story:

  • Scene-setting. A reader joins the character in a pause before the action.
  • Conflict establishment. The exact moment when a character gets into trouble.
  • Mystifier. Throw a reader into a situation without giving any details yet.
  • You, as the third-person narrator , speak to a reader.
  • You, as the first-person narrator , speak to a reader.
  • Quotation .
  • Puzzler . You set up the conflict while making a reader guess what happens here.

Here go examples of each one:

short-story-openings

4 — Outline Your Story

Now it’s time to write a detailed outline for your short story. Fill in this plot diagram, and you won’t miss any critical moment while writing:

plot-diagram

5 — Write a Draft

You have a character worksheet and a plot diagram at hand, so the time has come to craft a rough draft of your short story. When writing, remember that you have a certain number of words to develop a plot, communicate a theme, and resolve a conflict:

Don’t waste space.

Your every sentence should be vital for driving a story. Focus on the story’s message and ask yourself, “Does this sentence need to be here? Does it serve to illuminate the story’s mood?”

Words and syntax matter in short stories to communicate mood and emotions and help readers “see” your setting and sympathize with the characters. Writers know it as the “Show, don’t tell” principle:

Use active verbs and descriptive adjectives that appeal to the human five senses and allow readers to “see, hear, smell, taste, and feel” what happens in your story. To make it easier, prepare a so-called setting worksheet beforehand: Write down metaphors, comparisons, images, associations, and other lexical items that will help you build a story using descriptive writing.

setting-worksheet

Tip: Don’t think of including all of them while writing a draft! Your goal is to get something out on the page and communicate your story’s overall aim. So, sit and write; avoid the temptation to edit your draft while writing. You’ll have a chance to improve the language when editing.

6 — Decide on a Compelling Ending

The end of your short story is even more critical than its opening: Readers wait for an exciting resolution, and they’ll be disappointed if you spoil your beautiful narrative with a weak finale. The most compelling resolutions center on your characters:

  • What has changed about the protagonist of your short story?

Your characters can’t stay the same. Otherwise, what was the reason for their journey? The changes can be positive or negative, but they should have a place.

Also, focus on the mood you planned to evoke in readers: What would be the best way to finish the story to capture that mood and convey the desired message? Ensure your ending follows naturally from where your story began, and don’t leave readers with too obvious resolutions.

7 — Edit, Edit, Edit!

So, your draft is ready. Congratulations, the hardest part of your short story writing is over! Now it’s time to re-read it several times and revise your story, if necessary.

When editing, think of the following:

  • Do I give enough information for my readers to picture the story’s characters and events?
  • Are my story details specific and relevant to the overall theme and mood?
  • Do I use descriptive language? Do my words and sentence structures fit the characters?

For your story to get an A+, it needs a vivid and descriptive setting, named and clearly described characters with problems that are easy for readers to understand, and a logical solution to the character’s conflict. Use dialogues to bring your characters to life and add creative details to contribute to the reader’s enjoyment.

And remember to correct spelling and grammar errors before submitting your story to a professor or publishing it somewhere. Meet all the written requirements (# of words or pages, font, margins, etc.): It would be a pity to get a lower grade because of such technical details, wouldn’t it?

Need Help With Short Story Writing Assignments?

Now that you know and have everything for short story writing, it’s time to craft a masterpiece that will impress your professor and all the readers who’ll see it. Are you ready to follow the tips from this post and structure your story in the best way possible? Maybe, you already have a theme or a protagonist with a conflict to describe in your work, huh?

If you still have questions or need practical help with short story writing assignments in college, please don’t hesitate to contact us. CopyCrafter’s professional writers assist with any academic paper type — just ask .

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Short-Term Assignments: Key Considerations and Essential Information

By Tracy Langlois, CRP, GMS

Short-term work assignments have been steadily increasing over the years and certain factors like the pandemic have shined a light on vulnerabilities within numerous industries. For instance, the demand for travel nurses has never been higher, as certain staffing agencies need to fill voids and provide additional support at hospitals all over the US. Other companies are asking employees to train new hires at different locations or attend workshop programs and conferences out of state. Those working in media may need to spend days, weeks, or months in different locations covering news stories. HR representatives are focusing on talent mobility, which may require employees to take on short-term work assignments for specialized training and upward growth within a company.

No matter the industry or reason, employers are recognizing the value of short-term assignments, as well as the logistical steps required to smoothly transition their employees from point A to B. With that in mind, CapRelo put together an overview of short-term assignments, so your company knows what is needed to assist your employee during the hectic transition of a short-term assignment.

What is a Short-Term Assignment?

A temporary assignment is defined as a work stint lasting for one year or less. A short-term assignment can be a series of shorter rotational assignments or an assignment that requires an employee to stay in one place for the entire duration. Similar to temporary duty assignments in the military, short-term assignments are not permanent and are meant to carry out a specific purpose. Companies may send one employee or a whole team out on temporary assignments, depending on the industry and work goal.

What is the Purpose of a Short-Term Assignment?

There are plenty of different reasons why companies would send their staff out on short-term assignments. For instance, an employee may need to assist a branch that’s struggling to perform and help them to increase their sales numbers. It’s also not uncommon for staff to oversee different departments during a company merger, requiring temporary assignments to ensure company policies are being carried out consistently across the board. Perhaps limited resources have prevented staff at different locations from being properly cross-trained, necessitating the need for temporary work trips.

Whether three weeks or three months long, short-term assignments typically require companies to cover lodging, food, transportation, and other travel-related expenses with stipends.

Benefits and Challenges of Short-Term Assignments

While short-term assignments sound like a breeze, they can pose some serious challenges for both the employee and the company itself. International short-term assignments can pose tax and immigration issues if companies don’t comply with the laws and regulations in each country. Secondly, some countries have turbulent landscapes, which could potentially put staff at risk. Employees may also get stranded in the assignment country due to canceled flights or COVID-related concerns, further implicating the company when temporary assignments do not go according to plan.

On the flip side, a company can create a robust talent mobility strategy with initiatives that reward current and new hires willing to take on short-term assignments. For instance, paying employees during travel time can lead to higher retention rates. Companies can also train staff across locations to improve their skills, eliminating any consistency errors. A change of scenery might help employees to improve productivity as well, especially in locations that offer plenty of sunshine and warm weather for post-work relaxation.

Short-Term Assignment FAQs

  • Are Short-Term Assignments International? Short-term assignments can be either domestic (within a country) or international (across country borders). Certain companies like Amazon, FedEx, and Apple are known for leading the way with the most corporate travel, requiring employees to rack up airline miles to fulfill their job duties.
  • How Does the IRS Define Short-Term Assignments? The IRS defines short-term assignments as work in one location that can be reasonably completed in one year or less (and is). Employees typically file taxes with their home state. If a work assignment lasts for longer than a year then it is considered an indefinite assignment, prompting an employee’s tax home to change.
  • What is Relocation Tax Assistance? Before 2018, any moving-related payments or reimbursements to employees were not included in their annual reportable wages. These expenses did not require withholding taxes and would have been paid by the employee and later deducted. The Tax Cuts and Job Act of 2017 changed the way payroll handled relocation expenses. Nowadays, employers can offer relocation tax assistance or tax gross-ups. A tax gross-up simply means that a company provides a larger payment sum to the employee to compensate for the taxes that will be withheld from their payment if that employee is relocating somewhere new.
  • Do Family Members Join Employees on Short-Term Assignments? When it comes to temporary assignments, most companies do not assist families to join the employee in the new location if the assignment is expected to have a duration of six months or less. Assignments greater than six months may include company support for family accompaniment. Some companies will offer to pay for visits home after a certain amount of time has passed for employees who are not accompanied. This could be anywhere from 8 to 12 weeks after the start of the assignment but depends on the company’s unique policies.

How Can Companies Assist Employees?

Companies should have well-defined relocation policies in place before sending employees out on temporary assignments. The policy should include details on the relocation services and benefits which will be provided to employees and who will be assisting them with these services. It is important to note for international cases that proper immigration documentation is required before the start of the assignment. Letters of assignment (LOA)s should also be created for employee and company signature and should include specifics on the location and duration of the assignment and specific benefits. Companies should have a dedicated budget in place to assist with short-term assignment relocation expenditures; a comprehensive cost estimate including tax costs can be prepared in advance to ensure appropriate approvals can be obtained. A survey of HR professionals conducted in partnership with CapRelo found that 33% of participants stated their relocation policies have been updated to accommodate employees’ mental health and well-being, which is another factor that should be taken into consideration to help employees cope better with their new surroundings.

Do You Need a Relocation Program?

So, you’re ready to send your employees out on short-term assignments, but don’t know where to start? Whether you need help transferring one employee intra-country, or flying a whole team across the globe for specialized training, we can help.

At CapRelo , we provide relocation solutions for companies that need them, covering a host of services including cost estimate preparation, corporate housing, auto shipment, property management, travel services, immigration coordination, and much more.

Our team specializes in seamless transfer operations and sorts out all of the logistical steps before your employee’s short-term assignment so you can have peace of mind knowing that they are in the best of hands. Allow us to take one more thing off your plate and contact our highly qualified team at CapRelo today to get started.

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Navigating troubled waters: the ripple effect of recent incidents on global shipping through suez and panama canals, hr managers’ guide: discussing relocation in job interviews, navigating cost-effective relocations: 10 tips for hr professionals in 2024, what lies ahead this year for the relocation industry three caprelo predictions as we enter 2024.

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How to Write a Research Paper | A Beginner's Guide

A research paper is a piece of academic writing that provides analysis, interpretation, and argument based on in-depth independent research.

Research papers are similar to academic essays , but they are usually longer and more detailed assignments, designed to assess not only your writing skills but also your skills in scholarly research. Writing a research paper requires you to demonstrate a strong knowledge of your topic, engage with a variety of sources, and make an original contribution to the debate.

This step-by-step guide takes you through the entire writing process, from understanding your assignment to proofreading your final draft.

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Table of contents

Understand the assignment, choose a research paper topic, conduct preliminary research, develop a thesis statement, create a research paper outline, write a first draft of the research paper, write the introduction, write a compelling body of text, write the conclusion, the second draft, the revision process, research paper checklist, free lecture slides.

Completing a research paper successfully means accomplishing the specific tasks set out for you. Before you start, make sure you thoroughly understanding the assignment task sheet:

  • Read it carefully, looking for anything confusing you might need to clarify with your professor.
  • Identify the assignment goal, deadline, length specifications, formatting, and submission method.
  • Make a bulleted list of the key points, then go back and cross completed items off as you’re writing.

Carefully consider your timeframe and word limit: be realistic, and plan enough time to research, write, and edit.

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There are many ways to generate an idea for a research paper, from brainstorming with pen and paper to talking it through with a fellow student or professor.

You can try free writing, which involves taking a broad topic and writing continuously for two or three minutes to identify absolutely anything relevant that could be interesting.

You can also gain inspiration from other research. The discussion or recommendations sections of research papers often include ideas for other specific topics that require further examination.

Once you have a broad subject area, narrow it down to choose a topic that interests you, m eets the criteria of your assignment, and i s possible to research. Aim for ideas that are both original and specific:

  • A paper following the chronology of World War II would not be original or specific enough.
  • A paper on the experience of Danish citizens living close to the German border during World War II would be specific and could be original enough.

Note any discussions that seem important to the topic, and try to find an issue that you can focus your paper around. Use a variety of sources , including journals, books, and reliable websites, to ensure you do not miss anything glaring.

Do not only verify the ideas you have in mind, but look for sources that contradict your point of view.

  • Is there anything people seem to overlook in the sources you research?
  • Are there any heated debates you can address?
  • Do you have a unique take on your topic?
  • Have there been some recent developments that build on the extant research?

In this stage, you might find it helpful to formulate some research questions to help guide you. To write research questions, try to finish the following sentence: “I want to know how/what/why…”

A thesis statement is a statement of your central argument — it establishes the purpose and position of your paper. If you started with a research question, the thesis statement should answer it. It should also show what evidence and reasoning you’ll use to support that answer.

The thesis statement should be concise, contentious, and coherent. That means it should briefly summarize your argument in a sentence or two, make a claim that requires further evidence or analysis, and make a coherent point that relates to every part of the paper.

You will probably revise and refine the thesis statement as you do more research, but it can serve as a guide throughout the writing process. Every paragraph should aim to support and develop this central claim.

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A research paper outline is essentially a list of the key topics, arguments, and evidence you want to include, divided into sections with headings so that you know roughly what the paper will look like before you start writing.

A structure outline can help make the writing process much more efficient, so it’s worth dedicating some time to create one.

Your first draft won’t be perfect — you can polish later on. Your priorities at this stage are as follows:

  • Maintaining forward momentum — write now, perfect later.
  • Paying attention to clear organization and logical ordering of paragraphs and sentences, which will help when you come to the second draft.
  • Expressing your ideas as clearly as possible, so you know what you were trying to say when you come back to the text.

You do not need to start by writing the introduction. Begin where it feels most natural for you — some prefer to finish the most difficult sections first, while others choose to start with the easiest part. If you created an outline, use it as a map while you work.

Do not delete large sections of text. If you begin to dislike something you have written or find it doesn’t quite fit, move it to a different document, but don’t lose it completely — you never know if it might come in useful later.

Paragraph structure

Paragraphs are the basic building blocks of research papers. Each one should focus on a single claim or idea that helps to establish the overall argument or purpose of the paper.

Example paragraph

George Orwell’s 1946 essay “Politics and the English Language” has had an enduring impact on thought about the relationship between politics and language. This impact is particularly obvious in light of the various critical review articles that have recently referenced the essay. For example, consider Mark Falcoff’s 2009 article in The National Review Online, “The Perversion of Language; or, Orwell Revisited,” in which he analyzes several common words (“activist,” “civil-rights leader,” “diversity,” and more). Falcoff’s close analysis of the ambiguity built into political language intentionally mirrors Orwell’s own point-by-point analysis of the political language of his day. Even 63 years after its publication, Orwell’s essay is emulated by contemporary thinkers.

Citing sources

It’s also important to keep track of citations at this stage to avoid accidental plagiarism . Each time you use a source, make sure to take note of where the information came from.

You can use our free citation generators to automatically create citations and save your reference list as you go.

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The research paper introduction should address three questions: What, why, and how? After finishing the introduction, the reader should know what the paper is about, why it is worth reading, and how you’ll build your arguments.

What? Be specific about the topic of the paper, introduce the background, and define key terms or concepts.

Why? This is the most important, but also the most difficult, part of the introduction. Try to provide brief answers to the following questions: What new material or insight are you offering? What important issues does your essay help define or answer?

How? To let the reader know what to expect from the rest of the paper, the introduction should include a “map” of what will be discussed, briefly presenting the key elements of the paper in chronological order.

The major struggle faced by most writers is how to organize the information presented in the paper, which is one reason an outline is so useful. However, remember that the outline is only a guide and, when writing, you can be flexible with the order in which the information and arguments are presented.

One way to stay on track is to use your thesis statement and topic sentences . Check:

  • topic sentences against the thesis statement;
  • topic sentences against each other, for similarities and logical ordering;
  • and each sentence against the topic sentence of that paragraph.

Be aware of paragraphs that seem to cover the same things. If two paragraphs discuss something similar, they must approach that topic in different ways. Aim to create smooth transitions between sentences, paragraphs, and sections.

The research paper conclusion is designed to help your reader out of the paper’s argument, giving them a sense of finality.

Trace the course of the paper, emphasizing how it all comes together to prove your thesis statement. Give the paper a sense of finality by making sure the reader understands how you’ve settled the issues raised in the introduction.

You might also discuss the more general consequences of the argument, outline what the paper offers to future students of the topic, and suggest any questions the paper’s argument raises but cannot or does not try to answer.

You should not :

  • Offer new arguments or essential information
  • Take up any more space than necessary
  • Begin with stock phrases that signal you are ending the paper (e.g. “In conclusion”)

There are four main considerations when it comes to the second draft.

  • Check how your vision of the paper lines up with the first draft and, more importantly, that your paper still answers the assignment.
  • Identify any assumptions that might require (more substantial) justification, keeping your reader’s perspective foremost in mind. Remove these points if you cannot substantiate them further.
  • Be open to rearranging your ideas. Check whether any sections feel out of place and whether your ideas could be better organized.
  • If you find that old ideas do not fit as well as you anticipated, you should cut them out or condense them. You might also find that new and well-suited ideas occurred to you during the writing of the first draft — now is the time to make them part of the paper.

The goal during the revision and proofreading process is to ensure you have completed all the necessary tasks and that the paper is as well-articulated as possible. You can speed up the proofreading process by using the AI proofreader .

Global concerns

  • Confirm that your paper completes every task specified in your assignment sheet.
  • Check for logical organization and flow of paragraphs.
  • Check paragraphs against the introduction and thesis statement.

Fine-grained details

Check the content of each paragraph, making sure that:

  • each sentence helps support the topic sentence.
  • no unnecessary or irrelevant information is present.
  • all technical terms your audience might not know are identified.

Next, think about sentence structure , grammatical errors, and formatting . Check that you have correctly used transition words and phrases to show the connections between your ideas. Look for typos, cut unnecessary words, and check for consistency in aspects such as heading formatting and spellings .

Finally, you need to make sure your paper is correctly formatted according to the rules of the citation style you are using. For example, you might need to include an MLA heading  or create an APA title page .

Scribbr’s professional editors can help with the revision process with our award-winning proofreading services.

Discover our paper editing service

Checklist: Research paper

I have followed all instructions in the assignment sheet.

My introduction presents my topic in an engaging way and provides necessary background information.

My introduction presents a clear, focused research problem and/or thesis statement .

My paper is logically organized using paragraphs and (if relevant) section headings .

Each paragraph is clearly focused on one central idea, expressed in a clear topic sentence .

Each paragraph is relevant to my research problem or thesis statement.

I have used appropriate transitions  to clarify the connections between sections, paragraphs, and sentences.

My conclusion provides a concise answer to the research question or emphasizes how the thesis has been supported.

My conclusion shows how my research has contributed to knowledge or understanding of my topic.

My conclusion does not present any new points or information essential to my argument.

I have provided an in-text citation every time I refer to ideas or information from a source.

I have included a reference list at the end of my paper, consistently formatted according to a specific citation style .

I have thoroughly revised my paper and addressed any feedback from my professor or supervisor.

I have followed all formatting guidelines (page numbers, headers, spacing, etc.).

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A guide to short-term international assignments as an expat

Getting the opportunity for a short-term international assignment at work can be an exciting chance for personal growth and professional development. Whether you're heading abroad for a specific project or just spending a few months on some more general work, it’s important to carefully plan and prepare for your trip to ensure a smooth transition both to and from your temporary home. 

In this blog post, we will explore some essential steps and practical tips to help you navigate the process of a short-term expatriate assignment.  

How to prepare for a short-term international assignment 

1) ensure you fully understand the scope of your assignment , 2) consider the logistics .

While your employer may look after a lot of the logistical aspects of your trip, it’s important for you to keep on top of this. Familiarise yourself with visa requirements, accommodation options, transportation, stipends, and local amenities before you go. 

It’s also crucial to ensure that you’re properly insured for your short-term assignment. As an international worker, you’ll have unique health insurance needs compared to your colleagues. Check out some of Allianz Partners’s short-term international health insurance plans to ease the stress of becoming an expat.

3) Connect with your employer's expat support 

If expat assignments are a regular occurrence in your workplace, it’s likely that there’s some kind of expat support programme in place. Reach out to them to discuss the details of your assignment, including relocation assistance, housing support, and access to local resources.  

Preparing for a new culture 

One of the most challenging factors of a short-term international project can be the culture shock of your host location. Getting out of your comfort zone and dealing with new surroundings can be daunting, but it’s well worth the experience.  

If you have the time and resources, try to familiarise yourself with your new local language, learning key phrases and words to connect with colleagues and locals. Be sure to research social norms and etiquette in your host country, and be aware that these can be very different to what you’re used to at home. Becoming familiar with these ideas can make it a lot easier to adapt and integrate into your new environment.  

Making the most of your trip 

Once you arrive in your new host country, it’s important to embrace your new surroundings and make the best of the opportunity. 

  • Set clear objectives: At work, clarify your goals and objectives early, and make sure to make a good impression on your interim colleagues.
  • Embrace your new environment: Actively engage with your new workmates, learn from them and foster a strong cross-cultural relationship.  
  • Explore the local area: Immerse yourself in your new local culture. Try new foods, take part in traditions, and see any sights or cultural landmarks. These enriching experiences will deepen your appreciation for your host country. 

While you enjoy your new surroundings, it’s also important to look after yourself and your mental health while abroad. Establishing a support network of fellow expats can be a great way to find support, while also staying in regular touch with your friends and family back home. Remember to keep up your exercise and self-care routines and to eat well – travelling can be an easy way to fall into lazier habits, so try to keep your nutrition to a good level while abroad.  

A short-term international assignment as an expat offers a wealth of opportunities for personal and professional growth. By thoroughly preparing and planning for your assignment, embracing the local culture, and maintaining your routine, you can make the most of this transformative experience. 

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How to Write an Analysis

Last Updated: January 31, 2023 Fact Checked

This article was co-authored by Christopher Taylor, PhD and by wikiHow staff writer, Megaera Lorenz, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. There are 14 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 284,048 times.

An analysis is a piece of writing that looks at some aspect of a document in detail. To write a good analysis, you’ll need to ask yourself questions that focus on how and why the document works the way it does. You can start the process by gathering information about the subject of your analysis and defining the questions your analysis will answer. Once you’ve outlined your main arguments, look for specific evidence to support them. You can then work on putting your analysis together into a coherent piece of writing.

Gathering Information and Building Your Argument

Step 1 Review your assignment carefully.

  • If your analysis is supposed to answer a specific question or focus on a particular aspect of the document you are analyzing.
  • If there are any length or formatting requirements for the analysis.
  • The citation style your instructor wants you to use.
  • On what criteria your instructor will evaluate your analysis (e.g., organization, originality, good use of references and quotations, or correct spelling and grammar).

Step 2 Gather basic information about the subject of your analysis.

  • The title of the document (if it has one).
  • The name of the creator of the document. For example, depending on the type of document you’re working with, this could be the author, artist, director, performer, or photographer.
  • The form and medium of the document (e.g., “Painting, oil on canvas”).
  • When and where the document was created.
  • The historical and cultural context of the work.

Step 3 Do a close reading of the document and take notes.

  • Who you believe the intended audience is for the advertisement.
  • What rhetorical choices the author made to persuade the audience of their main point.
  • What product is being advertised.
  • How the poster uses images to make the product look appealing.
  • Whether there is any text in the poster, and, if so, how it works together with the images to reinforce the message of the ad.
  • What the purpose of the ad is or what its main point is.

Step 4 Determine which question(s) you would like to answer with your analysis.

  • For example, if you’re analyzing an advertisement poster, you might focus on the question: “How does this poster use colors to symbolize the problem that the product is intended to fix? Does it also use color to represent the beneficial results of using the product?”

Step 5 Make a list of your main arguments.

  • For example, you might write, “This poster uses the color red to symbolize the pain of a headache. The blue elements in the design represent the relief brought by the product.”
  • You could develop the argument further by saying, “The colors used in the text reinforce the use of colors in the graphic elements of the poster, helping the viewer make a direct connection between the words and images.”

Step 6 Gather evidence and examples to support your arguments.

  • For example, if you’re arguing that the advertisement poster uses red to represent pain, you might point out that the figure of the headache sufferer is red, while everyone around them is blue. Another piece of evidence might be the use of red lettering for the words “HEADACHE” and “PAIN” in the text of the poster.
  • You could also draw on outside evidence to support your claims. For example, you might point out that in the country where the advertisement was produced, the color red is often symbolically associated with warnings or danger.

Tip: If you’re analyzing a text, make sure to properly cite any quotations that you use to support your arguments. Put any direct quotations in quotation marks (“”) and be sure to give location information, such as the page number where the quote appears. Additionally, follow the citation requirements for the style guide assigned by your instructor or one that's commonly used for the subject matter you're writing about.

Organizing and Drafting Your Analysis

Step 1 Write a brief...

  • For example, “The poster ‘Say! What a relief,’ created in 1932 by designer Dorothy Plotzky, uses contrasting colors to symbolize the pain of a headache and the relief brought by Miss Burnham’s Pep-Em-Up Pills. The red elements denote pain, while blue ones indicate soothing relief.”

Tip: Your instructor might have specific directions about which information to include in your thesis statement (e.g., the title, author, and date of the document you are analyzing). If you’re not sure how to format your thesis statement or topic sentence, don’t hesitate to ask.

Step 2 Create an outline...

  • a. Background
  • ii. Analysis/Explanation
  • iii. Example
  • iv. Analysis/Explanation
  • III. Conclusion

Step 3 Draft an introductory paragraph.

  • For example, “In the late 1920s, Kansas City schoolteacher Ethel Burnham developed a patent headache medication that quickly achieved commercial success throughout the American Midwest. The popularity of the medicine was largely due to a series of simple but eye-catching advertising posters that were created over the next decade. The poster ‘Say! What a relief,’ created in 1932 by designer Dorothy Plotzky, uses contrasting colors to symbolize the pain of a headache and the relief brought by Miss Burnham’s Pep-Em-Up Pills.”

Step 4 Use the body of the essay to present your main arguments.

  • Make sure to include clear transitions between each argument and each paragraph. Use transitional words and phrases, such as “Furthermore,” “Additionally,” “For example,” “Likewise,” or “In contrast . . .”
  • The best way to organize your arguments will vary based on the individual topic and the specific points you are trying to make. For example, in your analysis of the poster, you might start with arguments about the red visual elements and then move on to a discussion about how the red text fits in.

Step 5 Compose a conclusion...

  • For example, you might end your essay with a few sentences about how other advertisements at the time might have been influenced by Dorothy Plotzky’s use of colors.

Step 6 Avoid presenting your personal opinions on the document.

  • For example, in your discussion of the advertisement, avoid stating that you think the art is “beautiful” or that the advertisement is “boring.” Instead, focus on what the poster was supposed to accomplish and how the designer attempted to achieve those goals.

Polishing Your Analysis

Step 1 Check that the organization of your analysis makes sense.

  • For example, if your essay currently skips around between discussions of the red and blue elements of the poster, consider reorganizing it so that you discuss all the red elements first, then focus on the blue ones.

Step 2 Look for areas where you might clarify your writing or add details.

  • For example, you might look for places where you could provide additional examples to support one of your major arguments.

Step 3 Cut out any irrelevant passages.

  • For example, if you included a paragraph about Dorothy Plotzky’s previous work as a children’s book illustrator, you may want to cut it if it doesn’t somehow relate to her use of color in advertising.
  • Cutting material out of your analysis may be difficult, especially if you put a lot of thought into each sentence or found the additional material really interesting. Your analysis will be stronger if you keep it concise and to the point, however.

Step 4 Proofread your writing and fix any errors.

  • You may find it helpful to have someone else go over your essay and look for any mistakes you might have missed.

Tip: When you’re reading silently, it’s easy to miss typos and other small errors because your brain corrects them automatically. Reading your work out loud can make problems easier to spot.

Sample Analysis Outline and Conclusion

how to prepare short assignment

Expert Q&A

Christopher Taylor, PhD

You Might Also Like

Write

  • ↑ https://lsa.umich.edu/sweetland/undergraduates/writing-guides/how-do-i-make-sure-i-understand-an-assignment-.html
  • ↑ https://www.bucks.edu/media/bcccmedialibrary/pdf/HOWTOWRITEALITERARYANALYSISESSAY_10.15.07_001.pdf
  • ↑ https://owl.purdue.edu/owl/general_writing/visual_rhetoric/analyzing_visual_documents/elements_of_analysis.html
  • ↑ https://lsa.umich.edu/sweetland/undergraduates/writing-guides/how-can-i-create-stronger-analysis-.html
  • ↑ https://lsa.umich.edu/sweetland/undergraduates/writing-guides/how-do-i-decide-what-i-should-argue-.html
  • ↑ https://lsa.umich.edu/sweetland/undergraduates/writing-guides/how-do-i-effectively-integrate-textual-evidence-.html
  • ↑ https://writingcenter.uagc.edu/writing-a-thesis
  • ↑ https://owl.purdue.edu/owl/general_writing/visual_rhetoric/analyzing_visual_documents/organizing_your_analysis.html
  • ↑ https://lsa.umich.edu/sweetland/undergraduates/writing-guides/how-do-i-write-an-intro--conclusion----body-paragraph.html
  • ↑ http://utminers.utep.edu/omwilliamson/engl0310/Textanalysis.htm
  • ↑ https://owl.purdue.edu/owl/graduate_writing/graduate_writing_topics/graduate_writing_organization_structure_new.html
  • ↑ https://owl.purdue.edu/owl/general_writing/mechanics/sentence_clarity.html
  • ↑ https://writingcenter.unc.edu/tips-and-tools/conciseness-handout/
  • ↑ https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading/

About This Article

Christopher Taylor, PhD

If you need to write an analysis, first look closely at your assignment to make sure you understand the requirements. Then, gather background information about the document you’ll be analyzing and do a close read so that you’re thoroughly familiar with the subject matter. If it’s not already specified in your assignment, come up with one or more specific question’s you’d like your analysis to answer, then outline your main arguments. Finally, gather evidence and examples to support your arguments. Read on to learn how to organize, draft, and polish your analysis! Did this summary help you? Yes No

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The science of ivf: what to know about alabama's 'extrauterine children' ruling.

Maria Godoy at NPR headquarters in Washington, D.C., May 22, 2018. (photo by Allison Shelley) (Square)

Maria Godoy

how to prepare short assignment

An illustration of the blastocyst stage of embryo development at about five to nine days after fertilization. The outer layer will grow to form the placenta. The inner cells will become the fetus. Juan Gaertner/Getty Images/Science Photo Library hide caption

An illustration of the blastocyst stage of embryo development at about five to nine days after fertilization. The outer layer will grow to form the placenta. The inner cells will become the fetus.

An Alabama Supreme Court ruling that frozen embryos can be considered "extrauterine children" under state law has major implications for how in vitro fertilization, commonly called IVF, is performed.

The ruling came in a wrongful death lawsuit brought by couples whose frozen embryos were destroyed in an accident at a fertility clinic in Mobile, Ala. The court agreed with the couples that the embryos were protected under the state's Wrongful Death of a Minor Act. Legal and reproductive medicine experts say the ruling raises the risks and costs of IVF for both patients and medical practitioners.

Already, at least three providers in Alabama have announced that they are pausing IVF treatments in light of last Friday's court ruling. And an Alabama lawmaker has said he will introduce state legislation that would clarify that IVF can continue in the state. For the moment, the legal ramifications for IVF only affect Alabama. That could change as other states adopt "personhood" statutes that say life, and rights, begin at conception.

Here's what you need to know about the science of how the IVF process works – and how the ruling could affect its future.

1. IVF is a multistep process, and timing is crucial.

Each cycle of IVF is a multistep process that is keyed to a patient's menstrual cycle in the beginning. First, a patient needs to take injectable hormones every day for a 10- to 12-day period, explains Dr. Eve Feinberg , a reproductive endocrinologist and infertility specialist at Northwestern University in Chicago. Those hormones prime multiple eggs to mature inside the ovary, in little fluid-filled sacs called follicles. Patients are monitored regularly, often daily. Once those follicles reach a certain size, the patient takes a different hormone that gets the eggs ready to be retrieved.

The second step of the process is egg retrieval, which happens when the patient is under anesthesia. Once the eggs are removed, they're placed in a dish with sperm so they can be fertilized, which is Step 3 in the process.

Then comes Step 4, when the fertilized egg is is grown in the lab for about three to seven days until it has reached the blastocyst stage, "which is a highly developed embryo that contains two different cell layers — the cells that become the placenta and then the cells that become the fetus," Feinberg explains.

IVF Has Come A Long Way, But Many Don't Have Access

IVF Has Come A Long Way, But Many Don't Have Access

At that point, the embryo is either transferred into the woman's uterus, which is Step 5, or frozen for future use. Sometimes, both scenarios happen — one embryo is transferred, while surplus embryos are frozen for later use.

An IVF cycle can take about 2.5 weeks from hormone shots to implantation if the embryo is implanted right away, Feinberg says. Oftentimes, she says, embryos are frozen and then transferred into the uterus in a separate cycle.

Of course, embryos can also be frozen for years before being transferred into a woman's uterus. And one of the big questions the Alabama decision raises is whether all frozen embryos in the state will have to be stored indefinitely.

2. Fertilized eggs often don't survive — both in nature and in the lab.

Feinberg says that it's common for fertilized eggs not to make it — that's just how fertility works naturally. "Every month there are many women that are walking around that probably have fertilized eggs or embryos that are floating around in their body" that do not become pregnancies, she says. A fertilized egg has to make it to the uterine cavity and implant and continue to grow. Even in a healthy 28-year-old woman, that will only happen naturally about 25% of the time, she says.

When it comes to IVF, once eggs are fertilized in the lab, only about 55% of those embryos make it to the blastocyst stage, she says, and that's at the best IVF clinics. Feinberg says the Alabama Supreme Court ruling raises the risks that a medical practitioner could now be charged for wrongful death for embryos lost at any point during this process.

"By definition, 45% of all embryos grown in the laboratory 'die,'" she says. "And the charge of wrongful death can now be applied. As a reproductive specialist, that idea is terrifying , " Feinberg says. "Who wants to assume that risk?"

In 2021, more than 97,000 infants were born in the U.S. from more than 400,000 cycles of assisted reproductive technology, or ART , according to data gathered by the Centers for Disease Control and Prevention .

3. IVF can be used to avoid genetic diseases. It can also be used by same-sex couples who want children.

Some patients will choose to get genetic testing for embryos before they are transferred. For example, older patients may choose testing because the risks of chromosomal abnormalities in the embryo rise with age. And those who might carry a genetic disease they don't want to pass on may also opt for tests, Feinberg says. Known as PGT-IVF , for "preimplantation genetic testing," it can help people avoid devastating illnesses such as Tay-Sachs disease and other conditions.

Waiting for those results before transferring the embryo can add several weeks to an IVF cycle, she says.

Same-sex couples may also use IVF, surrogacy and other ART procedures and treatments to have children.

4. Surplus frozen embryos reduce costs — and risks — of IVF.

"Our ability to freeze embryos has really revolutionized how we care for fertility patients," Feinberg says.

For one thing, it's helped lower the health risks for patients, because multiple eggs can be harvested from one ovarian stimulation cycle and then fertilized and frozen for future use. She says that's helped move the field toward transferring one embryo at a time, reducing the risks associated with carrying twins and triplets.

She says freezing embryos before transferring them into the uterus has also essentially eliminated the risk of ovarian hyperstimulation syndrome . OHSS is a potentially life-threatening response to fertility medications that can result in fluid in a woman's abdomen and raises the risk of blood clots getting into the lungs.

When does life begin? As state laws define it, science, politics and religion clash

When does life begin? As state laws define it, science, politics and religion clash

Freezing embryos can also increase the chance of success. Many patients don't succeed with IVF after one cycle. Having multiple frozen embryos makes it more economically feasible for couples to try again for a successful implantation, because the bulk of the cost of IVF comes during the ovarian stimulation and egg retrieval process, she says.

"From a cost-effectiveness perspective, you want to get multiple embryos so that you don't have to go back and go through multiple egg retrieval cycles," she says.

That's important because IVF is very expensive. Feinberg says a typical IVF cycle can cost anywhere from $12,000 to $24,000, depending on where you go. And that doesn't include the costs of medications, which can cost thousands of dollars per cycle.

By comparison, she says transferring a frozen embryo typically costs $2,500 to $6,000 each time.

A handful of states mandate that employers provide infertility coverage, but most insurance policies do not cover the costs of IVF. Many people go into debt to achieve their dream of having children.

5. It's still unclear how the Alabama ruling will affect IVF in the state ... and beyond.

One of the questions the ruling raises: If embryos are people under the law, says Mary Ziegler , a law professor at the University of California, Davis, do you have to implant every embryo that is created in a particular IVF cycle?

Normally, extra frozen embryos that aren't transferred into a uterus are stored, donated for research or destroyed. But Ziegler says it's not clear donation or destruction are still legal options under the Alabama ruling. If that's the case, she says providers in the state might feel the need to create only one embryo per IVF cycle.

"If you were not allowed to create more than one embryo per cycle, that's likely to make IVF even more financially out of reach for people who don't have insurance coverage and who struggle to pay that hefty price tag," Ziegler told NPR.

Feinberg says it's possible that providers could store surplus frozen embryos out of state, but that would also raise costs significantly — especially if patients had to pay to store their embryos indefinitely.

Ziegler says the ruling also could have implications outside of Alabama, as part of a broader strategy by the anti-abortion movement to win legal recognition of a fetus or embryo as a person, especially under the federal constitution.

"I think you'll see the anti-abortion movement making a gradual case that the more state courts — the more state laws — recognize a fetus or embryo as a person for different circumstances and reasons, the more compelling they can say is the case for fetal personhood under the constitution," Ziegler say.

Feinberg says the ruling could potentially also make offering IVF too costly for providers, who might have to pay more for malpractice insurance in states where embryos are considered people.

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The Most Profitable Places to Own a Short-Term Rental

The housing market remains tight, but the price of entry is surprisingly low in many profitable vacation areas.

By Michael Kolomatsky

Finding a home has been so difficult lately. Is it worth buying one as a short-term rental? Yes — but not everywhere — suggests a report from AirDNA.

Revenues for short-term rentals faded in 2023 after two years of intense growth, but researchers at AirDNA expect those revenues to grow again in 2024. To locate the 25 best places in the country to buy a short-term rental, they created an “updated index” of Airbnb and Vrbo rental data for full single-family homes (the source of this week’s chart).

What may surprise you is that vacation homes in profitable areas are not always expensive. The typical home price (derived from the Zillow Home Value Index in December 2023) was found to be about $160,000 or less in two of the 25 areas on the list; under $250,000 in seven; and under December’s national median home price (roughly $418,000) in 17.

“A big piece of this is the big run-up of home values in the more traditional vacation rental markets that were also very attractive for people to live and work remotely during the pandemic,” said Jamie Lane, chief economist at AirDNA. In other words, higher demand in the most coveted vacation areas drove up home prices, cutting into rental profits.

As a result, he said, smaller cities “where we haven’t seen this much home-value appreciation” are reaping higher profits from short-term rentals.

Indeed, pricey areas that are popular as second-home and vacation destinations — Mr. Lane cited Joshua Tree, Calif., Breckenridge, Colo., and California’s Coachella Valley as examples — are conspicuously absent from this year’s list.

The study only considered markets with 500 or more listings. Areas with laws prohibiting short-term rentals were also omitted. To rank each market, 2023 rental demand and revenue growth since 2022 made up half of the score; the other half was based on an “investability” score largely derived by comparing typical home values relative to potential short-term rental profits.

Profitable Vacation Homes

The 25 cities best for investing in a short-term rental and the typical home price in each. Rankings were based on an AirDNA analysis of profits relative to home values, annual revenue growth and rental demand.

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Columbus, Ga.

Ellsworth, Maine

Logan, Ohio

Spring Hill, Fla.

Sneads Ferry, N.C.

Winter Haven, Fla.

Stanton, Ky.

Port Angeles, Wash.

Akron, Ohio

Fairbanks, Alaska

Mineral, Va.

Fernandina Beach, Fla.

Anaheim, Calif.

Beaufort, S.C.

North Myrtle Beach, S.C.

Fennville, Mich.

North Las Vegas, Nev.

Wisconsin Dells, Wis.

Oneonta, N.Y.

Huddleston, Va.

Cocoa Beach, Fla.

Bradenton, Fla.

Largo, Fla.

Ashford, Wash.

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How to Buy a Home

With careful research and determination, the keys to that dream house can be yours..

Start by organizing your finances  and asking the right questions: Is homeownership right for you ? And can you afford to buy a house ?

Should you buy real estate with a friend? It might seem risky, but it could pay off .

Are you confused by all the new mortgage gimmicks being offered by lenders? Don’t worry, our guide can help .

Is it possible to buy a house in your 20s? The path to homeownership often involves a mix of diligent saving combined with help from family or government loans and programs .

Buying a vacant lot offers the chance to build a home on your own terms. Here is what to know if you choose that option .

To those looking to buy property as an investment, a tenant-occupied apartment can be appealing. Weigh the pros and cons carefully .

Bad credit? No savings? There are still ways for you to buy a home .

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how to prepare short assignment

  • Housing, local and community
  • Housing and communities
  • Rented housing sector

Short-term lets rules to protect communities and keep homes available

Local residents will be protected from being pushed out of their communities by excessive short-term lets thanks to changes in planning rules.

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  • Planning permission will be required for future short-term lets 
  • Mandatory national register will provide valuable information and help ensure accommodation is safe
  • Proposals will give communities greater control over future growth
  • Homeowners can continue to let out their own main or sole home for up to 90 nights a year

Local residents will be protected from being pushed out of their communities by excessive short-term lets thanks to changes in planning rules announced today.

Under the reforms councils will be given greater power to control short-term lets by making them subject to the planning process. This will support local people in areas where high numbers of short-term lets are preventing them from finding housing they can afford to buy or to rent.

These changes are part of a long-term plan to prevent a “hollowing out” of communities, address anti-social behaviour and ensure local people can continue to live in the place they call home.

Meanwhile, a new mandatory national register will give local authorities the information they need about short-term lets in their area. This will help councils understand the extent of short-term lets in their area, the effects on their communities, and underpin compliance with key health and safety regulations.

Short-term lets are now a significant part of the UK’s visitor economy, and can provide increased choice and flexibility for tourists and business travellers. To recognise this, homeowners will still be able to let out their own main or sole home for up to 90 nights throughout a year without planning permission and government is considering how to apply the register so it does not apply disproportionate regulation for example on property owners that let out their home infrequently.

Secretary of State for Levelling Up Housing and Communities, Michael Gove said:

Short-term lets can play an important role in the UK’s flourishing tourism economy, providing great, easily-accessible accommodation in some of the most beautiful parts of our country. But in some areas, too many local families and young people feel they are being shut out of the housing market and denied the opportunity to rent or buy in their own community. So the government is taking action as part of its long-term plan for housing. That means delivering more of the right homes in the right places, and giving communities the power to decide. This will allow local communities to take back control and strike the right balance between protecting the visitor economy and ensuring local people get the homes they need.

Tourism Minister Julia Lopez said:

Short-term lets provide flexibility for homeowners and give tourists more accommodation options than ever before, but this should not prevent local people from being able to buy or rent homes in their area. The government is committed to getting the balance right to ensure both local people and our visitor economy can thrive.

Amanda Cupples, General Manager for Northern Europe, Airbnb said: 

The introduction of a short-term lets register is good news for everyone. Families who Host on Airbnb will benefit from clear rules that support their activity, and local authorities will get access to the information they need to assess and manage housing impacts and keep communities healthy, where necessary. We have long led calls for the introduction of a Host register and we look forward to working together to make it a success.

The proposed planning changes would see a new planning ‘use class’ created for short-term lets not used as a sole or main home. Existing dedicated short-term lets will automatically be reclassified into the new use class and will not require a planning application.

The changes are part of the government’s long-term plan for housing, unlocking more of the homes this country needs and meeting the target to deliver one million homes this Parliament, backed by £10 billion investment.

The government also intends to introduce associated permitted development rights – one allowing for a property to be changed from a short-term let to a standard residential dwelling, and a second that would allow a property to be changed to a short-term let. Local authorities would be able to remove these permissions and require full planning permission if they deem it necessary.

Both of these measures are focussed on short-term lets, and therefore the planning changes and the register will not affect hotels, hostels or B&Bs.

Further details of these measures will be set out in the government’s response to the consultations, including the timeline for implementation of the register, the use class and the individual permitted development rights - with the changes being introduced from this summer.

Alistair Handyside MBE, Executive Chair of the Professional Association of Self Caterers UK (PASC UK), said:

We welcome the introduction of a registration scheme for short term lets in England. This is widely supported by accommodation providers and will finally provide real data on our sector. This is a first and important step to creating a level playing field for operators and we look forward to working with the government on the detail of the introduction of the register.

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Hollywood flashback: in 1987, martin scorsese and michael jackson made a thrilling duo.

The King of Pop hired the director, set to be honored Feb. 25 with the PGA’s David O. Selznick Award, to make a short film for “Bad.”

By Ryan Gajewski

Ryan Gajewski

Senior Entertainment Reporter

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Martin Scorsese (left) and Michael Jackson on the set of “Bad.” THR was not a fan of the CBS special during which the video premiered, calling it “TV hucksterism at its most loathsome.”

There was nothing small about Michael Jackson ’s long-awaited follow-up to his 1982 smash Thriller , the best-selling album of all time. Released five years after Thriller helped establish the singer as the King of Pop, Bad made history with five singles topping the Billboard Hot 100 — but only one of them, the title track, featured an 18-minute music video directed by Martin Scorsese . 

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Snipes recalls Jackson being a bit misinformed about his background and tells The Hollywood Reporter with a laugh, “MJ thought I was a real gang member they hired from off the streets and encouraged me to pursue acting as a real career.” Initial confusion aside, Snipes describes the shoot as an “incredible experience” and remembers Scorsese as soft-spoken and not inclined to give much direction, but that he encouraged Snipes to “approach rehearsals like my one shot and only performance.” 

The project debuted as part of CBS’ primetime special Michael Jackson … The Magic Returns on Aug. 31, 1987, the same day of the album’s release, although THR ’s review dismissed the “Bad” video as “hackneyed/creatively bankrupt.”

But the experience certainly made an impact on Scorsese. Following Jackson’s death in June 2009, the filmmaker — who is Oscar-nominated for best picture and director for Killers of the Flower Moon and set to receive the PGA’s David O. Selznick lifetime achievement award Feb. 25 — remarked: “When we worked together on ‘Bad,’ I was in awe of his absolute mastery of movement on the one hand and of the music on the other.” 

As for Snipes, he quips about Scorsese, “He’s a much better director than dancer.” 

This story first appeared in the Feb. 21 issue of The Hollywood Reporter magazine. Click here to subscribe .

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Pga awards: winners list (updating live), spirit awards: ‘may december’ only wins first screenplay despite five noms as ‘i’m a virgo,’ ‘all of us strangers’ shut out, spirit awards: jeffrey wright says “nobody wanted to finance” ‘american fiction’ initially, celine song references ‘past lives’ themes while accepting best feature at the spirit awards, ‘past lives’ tops spirit awards disrupted by israel-hamas protest, spirit awards: full list of winners.

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