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Subject Guides

Academic writing: a practical guide

Academic writing style.

Academic writing
The writing process
Structure & cohesion
Criticality in academic writing
Working with evidence
Referencing
Assessment & feedback
Dissertations
Reflective writing
Examination writing
Academic posters
Feedback on Structure and Organisation
Feedback on Argument, Analysis, and Critical Thinking
Feedback on Writing Style and Clarity
Feedback on Referencing and Research
Feedback on Presentation and Proofreading

Communicating your ideas clearly, concisely and (mostly) objectively.

Introduction to academic writing style

Academic writing uses a very different style to other types of writing, which might need a bit of getting used to.

Academic writing isn't about impressing people with ‘big words’ or being overly formal. The main aim is to be clear, concise and usually objective so that you can communicate your ideas effectively.

Compare these two sentences - they contain the same information, but the better style example is much shorter, simpler and easier to understand.

Poor style: The primary ambition of expressing concepts in an academic fashion is to provide assistance for the audience of the piece in comprehending the information being conveyed in an expeditious and accessible manner. Better style: Effective academic writing helps readers understand your points quickly and easily.

Instead of being formal, academic writing uses neutral words and avoids informal, conversational or colloquial language. For example, 'many factors' is more academic than 'loads of things'. Also avoid personal language - you're not the focus of the work (unless it's a reflective assignment). You should also generally use objective language , for example, 'it is really bad' is subjective, but 'a key negative consequence' is objective.

Academic writing style [interactive tutorial] | Academic writing style [Google Doc]

For more on academic language, take a look at our in-depth guide:

Cohesive language

Cohesive words and phrases are used heavily in academic writing style to smoothly link points. They're generally small and fairly simple, but are integral to communicating your argument clearly.

Features of online resources that students appreciate include being able to use them whenever and wherever is convenient (Gorman & Staley, 2018), being in control of pace (Johnston, 2010) and the opportunity for immediate feedback (Dugartsyrenova, 2020). This is consistent with theories of andragogy, which state that adult learners need to be self-directing and able to control their learning (Knowles et al., 2005; Ota et al., 2006). However , not all students prefer online resources and some miss the in-person support in face-to-face sessions (Nichols Hess, 2014).

Find out more on our guide to creating cohesion:

Yellow speech bubble and a yellow pencil, set against a blue background

Hedging & cautious language

It's very rare that we can be completely certain about our statements, so we use hedging (or cautious language) to avoid making statements that are too strong.

Take a look at the hedging language here in bold - how does it soften the statements?

When authentic assignments are evaluated through grades or citation analysis, online self-study resources seem to be more effective at supporting writing than face-to-face instruction (Anderson & May, 2010; Mery, Newby & Peng, 2012). Students also tend to prefer online resources over face-to-face skills sessions (Craig & Friehs, 2013; Gerogas, 2014). This could be because online resources are available at the point of need, and so may be more useful while writing assignments.

Find out more about hedging:

Hedging [YouTube] | Hedging [Google Doc]

Correct grammar & punctuation

In academic writing style, it's important to use grammar and punctuation correctly. This is also something that markers look for in your work!

See our proofreading & checking guide for tips on what to look out for:

Inclusive language

It's very important to use inclusive language so you can discuss people and communities sensitively and appropriately.

Explore our EDI glossary to improve your awareness and make sure you're using the right terminology:

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Last Updated: Apr 3, 2024 4:02 PM
URL: https://subjectguides.york.ac.uk/academic-writing

The Writing Center • University of North Carolina at Chapel Hill

Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

What are the absolute rules of the paper?

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

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
explain —give reasons why or examples of how something happened
illustrate —give descriptive examples of the subject and show how each is connected with the subject
summarize —briefly list the important ideas you learned about the subject
trace —outline how something has changed or developed from an earlier time to its current form
research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

compare —show how two or more things are similar (and, sometimes, different)
contrast —show how two or more things are dissimilar
apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
cause —show how one event or series of events made something else happen
relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

assess —summarize your opinion of the subject and measure it against something
prove, justify —give reasons or examples to demonstrate how or why something is the truth
evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Writing Assignments 101: Formatting and Typography Essentials

Writing assignments is a necessary practice for everyone pursuing any academic endeavor. You must understand how to format your academic paper. You must also follow the typography guidelines for each type of assignment. Adhering to both ensures your paper meets the presentation standards applicable and is presentable, readable, and easy to follow.

Unfortunately, getting the formatting right does not always come easy for all students. Some academic papers may be easy to format, while others require a deeper understanding of typography and formatting rules.

Many students need help with this part of the essay. As Ken, an economics major in college, puts it, “Getting assistance with my assignments was the natural next step for me. I needed all the professional help I could get to maintain top university grades. And an assignment writing helper service did it for me.” Ken found guidance from experts who offer online academic guidance for students who need support in their essay preparation.

Formatting Styles

Most academic programs require students to follow one of two formatting styles:

American Psychological Association (APA);
Modern Language Association (MLA).

Different academic papers call for different formatting styles, with APA and MLA being the most widely used formats for student writing across schools and colleges. However, your professors may ask you to use the Chicago Manual of Style (CMS) formatting. So, always confirm the style to use with your professor before you start working on an essay.

APA Style Formatting

APA style mostly applies in social sciences, health sciences, and education courses. Under APA, you’ll organize your paper into four sections:

Title Page;
References.

The Title Page includes the following items, in this order:

The title of your paper;
The author(s);
The institutional affiliation;
Course name and number;
Instructor’s name;
Assignment due date;
Header with page number.

The title :

Should be centered in the top half of the page;
Should be 12 words or less;
Should not contain abbreviations;
Should be in title case;
Should be bold ;
Use one or two lines for the title.
List all authors by their full names. Use first name, middle initial(s), and then last name;
If there are two authors, separate author names with “and”;
If there are three or more authors, use a comma to separate each author, then use “and” before the last author;
For author names with suffixes, use a space to separate the suffix from the remaining part of the name, e.g., Rob S. Smith Jr.

Institutional affiliation

Affiliation refers to the college or university you attend. Start with the department, add a comma, then the university.

The abstract is a summary of your paper, written on its own page. It should be 10% of your word count, written in one paragraph. Ensure that the abstract includes all the key points covered in the paper.

The paper title goes to the top of the first page;
Use title case for the title and bold it;
Do not leave any space between the title and the beginning text;
Add in-text citations;
Enclose citation details in parenthesis;
Position parenthetical citation at the end of the sentence where you’ve used the referenced material;
Put the closing punctuation after the parenthetical citation;
Include the author’s last name, year of publication, and paragraph or page number.

APA Typography Rules

Font—APA recommends specific serif and sans-serif fonts:
Acceptable serif fonts: 12-point Times New Roman, 11-point Georgia, or 10-point Computer Modern;
Acceptable sans-serif fonts: 11-point Arial, 11-point Calibri, or 10-point Lucida Sans Unicode;

Use the same font throughout the paper, except:

Within figure images, where you should use an 8- to 14-point sans-serif font;
For footnotes, use the default font settings under the footnotes feature of your word processor;
Computer code, where you should use a monospace font, e.g., 10-point Courier New.
Double-space your text;
Unless your professor states otherwise, use a margin of 1 inch on each side of the paper.

The references page is a list of all the sources cited in your paper. You should have a reference for every in-text citation in your paper. Follow these tips to format your references:

Title the page “References,” bold it, and center it at the top of the page;
Apply a hanging indent to each citation. To create a hanging indent:
Ensure the first line of your reference aligns with the left margin;
For each line that follows, create a half-inch indention from the left margin.

Most word processors have hanging indent settings, usually under Paragraphs and Spacing. Choose the hanging option and set the spacing to half an inch.

Capitalize the first word of each citation;
Do not leave additional spaces between citations.

MLA Style Formatting

MLA style is mostly used in humanities and some health courses. Unlike APA style, MLA style does not require a title page, except where several students write the paper. In this case, you’ll create a title page and list the full name of each contribution author. Use double spacing on each line.

Below the author names, list your professor’s name, course name, and date. Add the title of your paper one line below the date and center it. Each entry should go into a separate line.

If you’re the only author of the paper, the author’s name, instructor, date, title, and the beginning of the text body all go on the first page. Remember to add a double space between the title and the first line of your text.

MLA headers show the author’s last name and page number, separated by a space. Some professors require students to omit the header on the first page. If your instructor sets this rule, use the header, starting from the second page.

The header should be in the top right-hand corner of the paper. Position the header half an inch from the top and align it with the right margin.

MLA style recommends the use of headings and subheadings for longer papers. Format your headings in descending order of prominence, with the Level 1 heading having a larger, bold typeface. Subsequent subheadings should have a smaller, non-bold typeface.

You can cite the source in narrative form as part of your text or in parenthesis after mentioning the reference.

To cite an author in your text, use the author’s last name and the page number of the work you’re citing;
If quoting multiple works, separate each work with a semicolon;
If citing two authors, use “and” to separate their names;
If citing three or more authors, use only the first name shown in the source. Follow it with “et al.”

MLA Typography Rules

MLA formatting does not require you to use a specific font. The only requirements are:

Your chosen font should be legible and in a standard font size, preferably 12-point;
The font’s regular and italic types should be recognizable, with enough contrast to make the two styles easy to differentiate;
Double-space the text;
Leave a 1-inch margin on each side of the paper;
For the first line of each paragraph, create a half-inch indent from the left margin;
Include a line space above and below each heading.

Proper formatting improves the structure of academic papers and makes them more readable. Most student assignments require APA or MLA formatting. To improve your chances of scoring a good grade, adhere to all the formatting requirements of your academic paper.

How do I style headings and subheadings in a research paper? (2018, December 13). MLA Style Center. https://style.mla.org/styling-headings-and-subheadings/ Mandernach, B. J., Zafonte, M., & Taylor, C. (n.d.). Instructional Strategies to Improve College Students’ APA Style Writing. International Journal of Teaching and Learning in Higher Education. https://files.eric.ed.gov/fulltext/EJ1093747.pdf MLA Quick Citation Guide. (n.d.). PennState University Libraries. https://guides.libraries.psu.edu/mlacitation/intext Paper format. (n.d.). APA Style. https://apastyle.apa.org/style-grammar-guidelines/paper-format The Main Body Formatting the Main Body. (n.d.). Keuka College. https://libguides.keuka.edu/apa/mainbody

English EFL

4 key points for effective assignment writing.

Methodology

By Christina Desouza

Writing an effective assignment is more of an art than a science. It demands critical thinking, thorough research, organized planning, and polished execution. As a professional academic writer with over four years of experience, I've honed these skills and discovered proven strategies for creating standout assignments.

In this article, I will delve into the four key steps of assignment writing, offering detailed advice and actionable tips to help students master this craft.

1. Start With Research

In-depth research is the cornerstone of any high-quality assignment. It allows you to gain a profound understanding of your topic and equip yourself with relevant data, compelling arguments, and unique insights.

Here's how to do it right:

● Diversify Your Sources

Don't limit yourself to the first page of Google results. Make use of academic databases like JSTOR , Google Scholar , PubMed , or your school's online library. These resources house a plethora of scholarly articles, research papers, and academic books that can provide you with valuable information.

● Verify Information

Remember, not all information is created equal. Cross-check facts and data from multiple reliable sources to ensure accuracy. Look for consensus among experts on contentious issues.

● Stay Organized

Keep track of your resources as you go. Tools like Zotero or Mendeley can help you organize your references and generate citations in various formats. This will save you from scrambling to find sources when you're wrapping up your assignment.

1. Prepare Assignment Structure

Creating a well-planned structure for your assignment is akin to drawing a roadmap. It helps you stay on track and ensures that your ideas flow logically. Here's what to consider:

● Develop an Outline

The basic structure of an assignment includes an introduction, body, and conclusion. The introduction should present the topic and establish the purpose of your assignment. The body should delve into the topic in detail, backed by your research. The conclusion should summarize your findings or arguments without introducing new ideas.

● Use Subheadings

Subheadings make your assignment easier to read and follow. They allow you to break down complex ideas into manageable sections. As a rule of thumb, each paragraph should cover one idea or argument.

● Allocate Word Count

Assignments often come with word limits. Allocate word count for each section of your assignment based on its importance to avoid overwriting or underwriting any part.

1. Start Assignment Writing

Writing your assignment is where your research and planning come to fruition. You now have a robust foundation to build upon, and it's time to craft a compelling narrative.

Here's how to accomplish this:

● Write a Gripping Introduction

Your introduction is the gateway to your assignment. Make it captivating. Start with a hook—a surprising fact, an interesting quote, or a thought-provoking question—to grab your readers' attention. Provide an overview of what your assignment is about and the purpose it serves. A well-crafted introduction sets the tone for the rest of the assignment and motivates your readers to delve deeper into your work.

● Develop a Comprehensive Body

The body of your assignment is where you delve into the details. Develop your arguments, present your data, and discuss your findings. Use clear and concise language. Avoid jargon unless necessary. Each paragraph should cover one idea or argument to maintain readability.

● Craft a Convincing Conclusion

Your conclusion is your final chance to leave an impression on your reader. Summarize your key findings or arguments without introducing new ideas. Reinforce the purpose of your assignment and provide a clear answer to the question or problem you addressed in the introduction. A strong conclusion leaves your readers with a sense of closure and a full understanding of your topic.

● Write Clearly

Use straightforward sentences and avoid jargon. Your goal is to communicate, not to confuse. Tools like Hemingway Editor can help ensure your writing is clear and concise.

● Use Paraphrasingtool.ai

Paraphrasingtool.ai is an AI-powered tool that can enhance your assignment writing. It reformulates your sentences while preserving their meaning. It not only helps you avoid plagiarism but also enhances the readability of your work.

● Cite Your Sources

Citations are a critical part of assignment writing. They acknowledge the work of others you've built upon and demonstrate the depth of your research. Always include in-text citations and a bibliography at the end. This not only maintains academic integrity but also gives your readers resources to delve deeper into the topic if they wish.

1. Review and Proofread The Assignment

Reviewing and proofreading are the final but critical steps in assignment writing. They ensure your assignment is free from errors and that your ideas are coherently presented. Here's how to do it effectively:

● Take a Break

After you finish writing, take a break before you start proofreading. Fresh eyes are more likely to spot mistakes and inconsistencies.

● Read Aloud

Reading your work aloud can help you identify awkward phrasing, run-on sentences, and typos. You're more likely to catch errors when you hear them, as it requires a different type of processing than reading silently.

● Use Proofreading Tools

Digital tools like Grammarly can be your second pair of eyes, helping you spot grammatical errors, typos, and even issues with sentence structure. However, don't rely solely on these tools—make sure to manually review your work as well.

Effective assignment writing is a skill that takes practice to master. It requires meticulous research, organized planning, clear writing, and careful proofreading. The steps and tips outlined in this article are by no means exhaustive, but they provide a solid framework to start from.

Remember, there is always room for improvement. Don't be disheartened by initial challenges. Each assignment is an opportunity to learn, grow, and sharpen your writing skills. So, be persistent, stay curious, and keep refining your craft. With time and practice, you will find yourself writing assignments that are not just excellent, but truly outstanding.

HOW TO – Format papers in standard academic format (using Microsoft Word)

This guide explains how to format your documents in Microsoft Word so that they follow the standard rules for formatting academic papers as described in most MLA and APA style books for undergraduate writing. These rules apply to most of the papers you will submit in your college classes, but in some cases your professors will want you to follow specific guidelines that may differ from those below. Always clarify with your professor which set of guidelines he or she wants you to follow before you submit a paper.

Using standard formatting for academic papers shows that you understand the customs of the university community and therefore helps to boost your own credibility. Using unusual or highly distinctive formatting, on the other hand, suggests that your previous schooling did not adequately prepare you for university work. Consider the impact of unusual formatting: not only does it call attention to your paper in a way that might not be positive, professors might also see it as a sign that you’re trying to artificially inflate page length.

Note: These instructions apply to all versions of Word for Mac and for the 2003 version of Word for Windows. I haven’t yet updated them to include instructions for the 2007 version of Word for Windows, but the tools should nevertheless be easy to find if you look around on the toolbar at the top.

2 DOCUMENT MARGINS
3 INDENTATION
5 ALIGNMENT
6.1 Heading
6.3 Sample First Page
7 PAGE NUMBERS
8.1 Document Spacing
8.2 Paragraph Spacing
9 CREATE NEW PAGE
10 BLOCKED QUOTATIONS
11 RESOURCES

DOCUMENT MARGINS

Rule : Papers submitted for review or grading should have 1” margins all around. This should be the default for Word, but if your default setting is to have left and right margins of 1.25”, change your default. Page length requirements are based on 1” margins.

Instructions : Go to the Format menu, drag down to Document, change the margins, and the click on the Default button and accept the change to the Normal template. Make sure you leave the gutter set to 0” or you’ll mess up your document formatting.

INDENTATION

Rule : The first line of each paragraph should be automatically indented.

Instructions : This should be the default for Word, but if not, you might want to change your Normal style, as described above. To change the indentation format for a document, choose Select All from the Edit menu. Then go to the Format menu, drag down to Paragraph, look under the “Special” drop-down menu in the Indentation section, and select “First Line.” This setting automatically indents the first line of a new paragraph so that you don’t have to do it manually.

Rule : College papers should be in a standard academic font: either Times New Roman or Cambria, in 12pt size. (If you submit a paper in another font, I will change it on the file I download.)

Instructions : Times New Roman or Cambria 12pt should be the default for Word, but if yours is different then change your default. Go to the Format menu, drag down to Style, make sure “Normal” is selected from the list of styles, and click “modify.” Choose the correct font and size from the Formatting menu. Click “OK” to make the change to your default settings.

Rule : The text of your paper should be left aligned, NOT justified, as justified text is hard to read if it hasn’t been professionally typeset. The default in Word is left alignment, so don’t change it.

FIRST PAGE FORMAT

Rule : In the upper left corner of the first page of your document, type your name, the date, the course number and section (or topic), and the version of the paper (such as Paper 1 Second Draft), each on a separate line. Be sure to change the date and paper version when you submit revisions and final versions. See the sample below.

DO NOT use the “headers” feature from the header/footer menu to create this full heading as that will make it appear on every page, which is not customary in academic writing. Also do NOT use a title page unless the assignment specifically asks for one.

Rule : Skip a line after the heading and center an original title that conveys the topic of your paper. Do not use underlining or italics in the heading (unless you’re referring to the title of a book or periodical). Do not use bold text or ALL CAPS.

Sample First Page

Page numbers.

Rule : All papers should have automatically inserted page numbers that show in the upper right corner on all pages except the first. Do not insert these page numbers by hand. Instead, use Word’s Header/Footer tool.

For documents following MLA format, put your last name and page number in the upper right corner. For documents following APA format, put a short version of your title (instead of your last name) and the page number in the upper right corner.

Instructions : Go to the View menu and choose “Header and Footer.” You’ll see a header box appear at the top and a footer box at the bottom. Click in the header box, type your last name (or title), make it align to the right, and then select Page Numbers from the Insert menu.

When you’re finished, click on the “Close” tab under the Header view. Each page of your document should now display a page number at the upper right that updates automatically when you make changes to the document. It will appear as grayed out text unless you active the Header and Footer tool to make changes.

To change the setting so that page numbers do not display on the first page, go to the Format men, drag down to Document, and click on the Layout button. Then check the box next to “Different First Page.” Click OK. If necessary, remove the header that appears on the first page and insert a header on the second page, which will automatically appear on all subsequent pages as well.

Document Spacing

Rule : The entire paper should be double-spaced, including the heading and bibliography.

Instructions : Choose “Select All” from the Edit menu, go to the Format menu and drag down to Paragraph, and choose “double” from the “line spacing” menu in the Spacing section. Or you can use these keyboard shortcuts. On a Mac, use Cmd-A to select all and Cmd-2 to double-space. On a PC, use Ctrl-A to select all and Ctrl-2 to double space.

Paragraph Spacing

Rule : Papers should have no extra spacing after paragraphs. This should be the default for Word, but if your default setting is to have 10pt spacing after paragraphs, change your default.

Instructions : Go to the Format menu, drag down to Style, make sure “Normal” is selected from the list of styles, and click “modify.” In the lower left corner, select the dropdown menu that starts with “Format” and drag down to Paragraph. In the paragraph settings menu that pops up, change the settings for Spacing After to 0pt.

CREATE NEW PAGE

Instead of using a lot of returns before starting your bibliography, create a new page for it following these instructions.

Go to the Insert menu, drag down to Break, and then drag over to Page Break.

BLOCKED QUOTATIONS

Rule : If a quotation will exceed four lines within a paragraph, you should separate it out by blocking and indenting it. As with any quotation, a blocked quotation should be clearly introduced by the sentence that leads up to it and it should also be properly cited, but the rules for blocked quotations are somewhat different. The blocking take the place of quotation marks, and unlike in a regular in-paragraph quotation, the parenthetical citation goes outside of the final period instead of inside of it (given that the blocked quote might contain several sentences.)

Instructions : Type the quotation in its own paragraph, without quotation marks, and remove the indent from the first line. Type the source in parentheses after the last period of the last sentence. With your cursor, select the quotation, from the first word to the end of the parenthetical citation, and click the Increase Indent button from the Paragraph Formatting menu.

MLA Formatting Guidelines for College Papers
APA Formatting Guidelines for College Papers
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Assignment writing guides and samples

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

Essay writing

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

Writing a critical review

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

Writing a business-style report

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

Investigative report sample

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

Assignment topics and editing

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

Language skills

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

Resources relevant to your study area

Science, engineering and technology.

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

Health, Arts and Design

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

Business and Law

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

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Formatting and presenting your assessments correctly is important because many include marks for presentation.

This may include marks for things such as:

formatting and layout
APA referencing
writing style
grammar and spelling.

Before you start on your assessment:

check your assessment question, emails from your course leader, and learning materials for how it should be presented
read the instructions carefully. Make sure you understand them and follow them exactly
if you're not sure about what’s required contact your course leader.

General guidelines for electronic submissions

Most assessments should be produced using Microsoft Word.
You can also submit assessments using: .doc, .docx, .xls, .xlsx or .rtf.
if you don’t have Microsoft Word go to My Open Polytechnic to download and access your free version
if you're not sure about the file type required, contact your course leader.
Use a clear, readable font, such as Verdana, Calibri, Tahoma or Arial and use the same font throughout.
Use black text on a white background.
Avoid coloured backgrounds or text in a colour other than black, unless you have special permission to use them.
Use 11 or 12 point font for the body of your assessment.
Use 1.5 spacing and 2.53 cm (1”) wide margins.
Leave a blank line between paragraphs.
If the questions are short, leave a blank line between each question. If they are long, start each question on a new page.
Left-justify your work (also known as left-aligned).
Use bold for headings.
Essays don’t usually need subheadings; reports usually do.

Most assessments need a title page, which should include:

the title and number of the assessment
the course number and name
the due date
your full name and student number.

Centre this information on the page, starting approximately one-third of the way down the page.

Number and clearly label figures and tables.
Add numbers as follows: Figure 1, Figure 2, Table 1, Table 2, and so on.
Put table and figure captions above the table.
Don't number the items in a reference list.

For more help with figures and tables, check:

Get more help with tables and figures – APA Style website

Headers and footers

Insert a header or footer on each page (except the title page). It should contain:

your name (last name, first name/s)
your student number
the course code
the assessment number
page numbers.

Reference list

The reference list comes at the end of the assessment and should start on a new page labelled 'References'.

Need more help with reference lists? Check out the guides below:

Quick referencing APA guidelines (PDF 47 KB; opens in a new window)

Guide to APA referencing (PDF 395.11 KB; opens in a new window)

Appendices are used for information that:

is too long to include in the body of your assessment
supplements or complements the information you are providing.

Start each appendix (if applicable) on a new page. If there's just one appendix label it ‘Appendix’ without a number. If there is more than one, label them Appendix A, Appendix B, and so on.

In the main text of your assessment, refer to the Appendix by the label – for example, Appendix A.

Tops and bottoms of pages

Check the top and bottom of your pages to ensure they avoid:

widows – single lines of text at the top of a page
orphans – first lines of paragraphs at the bottom of a page
tombstones – headings or subheadings alone at the bottom of a page
split lists – lists that are divided between two pages (if possible).

General guidelines for hard copies

Most of the guidelines above also apply to hard copies (printed or handwritten documents).

If your course requires or allows handwritten assessments, be sure to follow the course instructions on presenting handwritten assessments.

Word limits and word count guidelines

Word limits support the development of concise writing skills. Word count guidelines help you to understand the expectation of workload for an assessment.

For more detailed information about these go to:

Word limits and word count guidelines

Got a question?

If you want to talk with someone about formatting and presenting your assessments, contact The Library and Learning Centre | Te Whare Pukapuka Wāhanga Whakapakari Ako.

Contact the Library and Learning Centre

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A simple but effective guide to writing a perfect assignment

The idea of writing assignments can be daunting; feeling under pressure, and unsure of if you've prepared enough to tackle the question effectively. Remember it does not have to be like this; the most important thing is to start – and start early.

Starting your assignment in good time will allow you to keep looming deadline pressures down. This should help you to maintain a better headspace; which will increase your ability to focus.

Keep reading for our quick guide to writing assignments; perfect for all levels. We recommend you also read the more detailed ABE Assignment Guide document below and, of course, work closely with your ABE tutors.

1. Read the Question

This may seem like an obvious step, but it is one that is often overlooked. Many of us do not take the time to carefully read the assignment question, and instead, skim-read. This can be risky as although you may have identified some of the keywords you think are important, you need to fully understand what is being asked and what answer the examiner is looking for.

Read our guide to command words here:

It is easy to get carried away and delve into writing your assignment without really answering the question. A good way to avoid this is to take some time to consider the keywords within the question and what they are prompting you to do. Understanding directive words such as 'evaluate', 'discuss', and 'explain', are vital when writing an assignment, as they provide instruction on how you are supposed to answer the question. It is a good idea to highlight or underline these words within the question, to help you keep them in mind as you progress through your assignment.

Sometimes the question can be written in a manner that makes it appear more intimidating than it is. Once you have read (and re-read) the question, you may find that what is being asked is actually quite straightforward. You may also benefit from rewriting it in a way that you are able to process the instructions better .

2. Research & Planning

Carefully researching and planning your assignment will give you a structure to follow when it comes to writing it. Research and planning will allow you to be better prepared and could make the difference between a mediocre piece of work and an exceptional one.

This is your chance to consider any specifications for the assignment such as word count, the points you would like to include, and how it needs to be set out.

When planning the points for your assignment it is important to understand what you are working towards. You should refer to the learning outcomes and assessment criteria for the assignment to help you with this. You can find these on the assignment brief as well as within the syllabus, in your Study Guide or in the Qualification Specification document for your course.

As well as researching the topic, it is also a good idea to find good source materials to include in your assignments beforehand. It's a good idea to do wider reading from reputable sources to gain different perspectives to support your answer.

3. Structure

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

Introduction

This refers to a short paragraph that explains what you are going to be discussing. It should outline your argument and reference the key issues within the question.

This is where you should focus on structuring your argument. You may need to compare or critically evaluate two or more different methods or theories to explain your choices or recommendations. Examiners are looking to see if you can analyse information and make decisions accordingly. You should make sure that your ideas and claims are supported with research when required.

- When you start to discuss a new idea, you should start another paragraph

- When using a lot of different sources for supporting evidence, it can be easy to forget to add them to your reference list. To avoid this, reference as you go along

The conclusion is your final chance to summarise what you have discussed. You should be careful not to introduce new points that you did not mention within your assignment. A good conclusion will leave a lasting impression on the examiner, so make it count.

- Recap the key points in your assignment, including supporting evidence if needed.

4. Drafting

Ask your teacher for feedback by submitting the first draft of your assignment a few weeks before the final hand-in date. This will help you improve your assignment before submitting your final version.

- Make sure it is your own work; although your teacher can give you some advice on how to improve your work, you must write the assignment yourself

5. Proofread

Editing and proofreading can help you to improve your assignment even after you’ve finished writing it. Before doing this, it is important to get some distance from your work. Taking a short break will help you to come back and check it over with fresh eyes.

When proofreading, as well as grammatical; and spelling errors; you should be checking that the structure of your assignment is clear and that you have properly addressed all of the question.

- It can often be difficult to see mistakes in your own work, if possible ask a friend or family member to proofread your assignment for you

- Refer back to the assignment objectives; have you answered the question?

- Make sure that your assignment reads well, and that you are within the word count

6. Plagiarism & Referencing

Not taking the time out to reference properly is the biggest way to lose marks on an assignment. When using books, cases and journals you must reference to show where you got your information from.

When writing ABE assignments, you should use Harvard Referencing to correctly cite information sources and include a bibliography at the end. Citations should be listed in alphabetical order by the author’s last name. If there are multiple sources by the same author, then citations are listed in order by the date of publication. Also, read the ABE Assignment Guide for more helpful information about referencing.

Using your own words, and correctly citing information sources mentioned within your assignment will help you ensure you have not committed plagiarism .

- Use anti-plagiarism software such as Quetext to check your work before submission, to pick up any risk of plagiarism. Your examiner will also be checking for plagiarism when marking; remember it’s not worth the risk – your assignment could be rejected if you get caught.

Writing assignments is something most of us cannot avoid; following these steps should make the process a lot easier.

We wish you every success. Do share any top tips of your own.

Happy writing.

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A writer’s style is their voice on the page—the unique way they communicate their ideas. Each decision regarding diction (word choice) and syntax (sentence structure) shapes a writer’s style. Thus, it’s essential to be aware of how the choices you make influence your writing—and therefore your readers’ perception of your work. In other words, actively craft your style rather than just letting it happen!

How Do You Know What Style to Use?

Different rhetorical situations (learn about the rhetorical situation in our Building Graduate-Level Writing Skills guid e) call for different writing styles. For instance, the style you would use in a cover letter for an important job application is different from the style you would use in a text message to your best friend. When considering what style to use, keep your audience and the context at the front of your mind. Considering who will read your writing—and where they will read it—will help you make appropriate choices. If you’re writing an article for a scientific journal focusing on physics, for example, you can reference concepts that scholars in your field will already know (like “centrifugal force” and “electromagnetism”) without defining them; it makes sense to use technical language because your audience is a group of experts. If you’re writing a textbook chapter for a high school physics class, it makes sense to use simpler language since your audience doesn’t have the prior knowledge to understand the material.

One of the main questions writers ask is whether it’s okay to use “I.” Chances are you’ve been given different answers from different instructors, and it never hurts to check in with your professors or advisor since conventions vary in different disciplines. As a general rule, though, use “I” if seeking to avoid it results in overly complicated sentence constructions or obscures the meaning of what you’re trying to say. Some scholars may also choose to use “I” to highlight their ownership of a particular idea or contribution to their field, or to make clear how their work diverges from that of other scholars.

For more information, check out this resource about using “I” and weaving personal experiences in your writing.

Strategies for Shaping Your Style

As discussed in our resource on Building Graduate-Level Writing Skills, graduate writers are engaged in a scholarly conversation about their specific topic/area of focus. While integrating information from previous research is essential to building your credibility as a writer and positioning your work in relationship to the work of others in your field, it’s equally essential to make sure that your voice comes through strongly.

In order to ensure that your voice is at the fore, the University of Vermont’s Graduate Writing Center suggests using a color-coding exercise. Follow these steps:

As you read through your writing, use a highlighter to mark places in your text where you integrate ideas from outside sources (whether you’re agreeing, disagreeing, or providing background information).

Read through your draft a second time, using a highlighter of a different color to mark places where you’re sharing your own analysis or findings.

Ask yourself:

Have I appropriately cited my sources? If you notice that you’ve included ideas that stemmed from your research but haven’t clearly stated where those ideas came from, add that information.

Are there places where I could expand my discussion of my argument/findings? If you notice opportunities to add more detail about your own work/ideas in your own voice, do so!

Is my voice getting lost? If you notice places where it might be difficult for readers to distinguish ideas from your sources from your own ideas, craft clearer transitions.

Here are additional resources you can explore to hone your writing style:

The University of Toronto’s Writing Advice website provides a list of strong verbs you can use when integrating sources. Verbs are a key part of style because they communicate the nuances of your argument (e.g., “asserts” and “suggests” are two ways of saying that a source is making a particular claim, but “asserts” is more forceful).

The Writing Center at George Mason University’s guide to “Reducing Informality in Academic Writing” works well as a checklist to make sure that your writing is appropriate for an academic audience.

The Writing Center at the University of North Carolina at Chapel Hill’s guide to “Writing Concisely” provides tips to help you avoid writing that readers may find “wordy” or that uses the passive voice.

This content was adapted from:

“Forwarding, Illustrating, Countering, & Taking an Approach.” Graduate Writing Center, The University of Vermont, https://www.uvm.edu/sites/default/files/Graduate-Writing-Center/GWC%20Guides/Genres/Entering_the_Conversation.pdf. Accessed 10 January 2023.

“Should I Use ‘I’?” The Writing Center, University of North Carolina at Chapel Hill, https://writingcenter.unc.edu/tips-and-tools/should-i-use-i/. Accessed 10 January 2023.

“What is style?” Purdue Online Writing Lab, Purdue University, https://owl.purdue.edu/owl/general_writing/writing_style/style%20/Style%20Introduction.html. Accessed 10 January 2023.

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Writing Assignments

Kate Derrington; Cristy Bartlett; and Sarah Irvine

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

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

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

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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Academic writing: a practical guide

Introduction to academic writing style

Cohesive language

Hedging & cautious language

Correct grammar & punctuation

Inclusive language

Understanding Assignments

Basic beginnings

Assignment formats

An Overview of Some Kind

The Task of the Assignment

Additional Material to Think about

Technical Details

Interpreting the assignment

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

What kind of writing style is acceptable?

The Grim Truth

What kind of evidence do you need?

Technical details about the assignment

Tricks that don’t work

Writing Assignments 101: Formatting and Typography Essentials

Formatting Styles

APA Style Formatting

The title :

Institutional affiliation

APA Typography Rules

MLA Style Formatting

MLA Typography Rules

English EFL

1. Start With Research

● Diversify Your Sources

● Verify Information

● Stay Organized

1. Prepare Assignment Structure

● Develop an Outline

● Use Subheadings

● Allocate Word Count

1. Start Assignment Writing

● Write a Gripping Introduction

● Develop a Comprehensive Body

● Craft a Convincing Conclusion

● Write Clearly

● Use Paraphrasingtool.ai

● Cite Your Sources

1. Review and Proofread The Assignment

● Take a Break

● Read Aloud

● Use Proofreading Tools

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HOW TO – Format papers in standard academic format (using Microsoft Word)

DOCUMENT MARGINS

INDENTATION

FIRST PAGE FORMAT

Sample First Page

Document Spacing

Paragraph Spacing

CREATE NEW PAGE

BLOCKED QUOTATIONS

HELP & HOW-TO

STUDENT SAMPLES

Assignment writing guides and samples

Essay writing

Writing a critical review

Writing a business-style report

Investigative report sample

Assignment topics and editing

Language skills

Resources relevant to your study area

Health, Arts and Design

Business and Law

Formatting and presenting assessments

General guidelines for electronic submissions

Headers and footers

Reference list

Tops and bottoms of pages

General guidelines for hard copies

Word limits and word count guidelines

Got a question?

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Welcome to the Purdue OWL