masters level assignment sample

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Sample written assignments

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

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

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

Annotated bibliography

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

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

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

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

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

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

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

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

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

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

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

UTS HELPS annotated Law essay

 (PDF, 250KB)

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

Literature review

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

Reflective writing

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

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

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

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

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

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

UTS acknowledges the Gadigal people of the Eora Nation, the Boorooberongal people of the Dharug Nation, the Bidiagal people and the Gamaygal people, upon whose ancestral lands our university stands. We would also like to pay respect to the Elders both past and present, acknowledging them as the traditional custodians of knowledge for these lands.

Education Studies

Exemplar assignments.

These are representative examples of good work, not demonstration models of perfection. They are intended to reassure you that good work can be presented in many different ways. We are grateful to your predecessors who wrote them and gave permission for us to show them to you. Please do not circulate them to anyone else. Work should not be copied from these extracts either - this can be identified by plagiarism checking.

The University provides additional help with academic writing which we would encourage you to pursue. Further examples of Masters-level writing can be found at: http://www2.warwick.ac.uk/fac/soc/ces/students/studentsupport/academicwritingpg/ .This page also gives access to the Postgraduate Taught marking criteria which may help you when reading these extracts, and further links to guidance on academic writing.

IE9D3 - Improving Schools in Areas of Socio-Economic Disadvantage

IE9D3 - Anonymised Mixed Ability Setting in English.pdf

IE9D3 - Anonymized Moodle.pdf

IE9D3 - Anonymized Primary Transition.pdf

IE9D5 - Independent Study (Teach First)

Ie9d4 - making a difference: sustained school improvement project (dissertation).

Dissertation 1

Dissertation 2

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Academic Assignment Samples and Examples

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Discipline: Sociology

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Discipline: Health and Safety

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

Business Strategy

Application of Project Management Using the Agile Approach ….

Project Management

Assessment of British Airways Social Media Posts

Critical annotation, global business environment (reflective report assignment), global marketing strategies, incoterms, ex (exw), free (fob, fca), cost (cpt, cip), delivery …., it systems strategy – the case of oxford university, management and organisation in global environment, marketing plan for “b airlines”, prepare a portfolio review and remedial options and actions …., systematic identification, analysis, and assessment of risk …., the exploratory problem-solving play and growth mindset for …..

Childhood Development

The Marketing Plan- UK Sustainable Energy Limited

Law assignment.

Law Case Study

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

Assignment Samples

Research Methodology

Discipline: Civil Engineering

Discipline: Health & Manangement

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Frequently Ask Questions?

How can these samples help you.

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

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

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

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

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

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

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

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

If you are still unsure about how to approach your assignment, we are here to help, and we really can help you. You can start by just asking us a question with no need to commit. Our writers are able to assist by guiding you through every step of your assignment.

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APA Writing Guide: Formatting for Graduate Students

• Formatting for Undergraduates
• Formatting for Graduate Students
• In-text Citations
• Books and Ebooks
• Journal Articles
• Misc.Citations

Writing Center

The Liberty University Writing Center is available to provide writing coaching to students. Residential students should contact the  On-Campus Writing Center  for assistance. Online students should contact the  Online Writing Center  for assistance.

General Rules

Liberty University has determined that graduate students will use APA 7’s formatting guidelines for professional papers. To assist you, Liberty University's Writing Center provides a template paper and a  sample paper .

For professional papers, the following four sections are required: 

• Title Page with Running Head
• Abstract with Keywords
• Reference List

Here are a few things to keep in mind as you format your paper:

• Fonts  - LU recommends that papers be typed in 12-point Times New Roman or 11-point Calibri fonts.  
• Use only one space at the end of each sentence in the body of your paper.
• In general, APA papers should be double spaced throughout. A list of exceptions can be found here.
• To make sure that your paper is double spaced throughout,  select the text ,  right click , select ' Paragraph ,' and look under the section ' Line Spacing ' as shown below:

• Margins/Alignment  - Your paper should use 1-inch margins on standard-sized paper (8.5' X 11'). Make sure that you use  Align Left  (CTRL + L) on the paper, except for the title page.  
•   Indentation – The first sentence in each new paragraph in the body of the paper should be indented a half inch. The abstract, however, should not be indented. References use hanging indentation .  
• Headings:   Please note that all headings are in title case. Level 1 headings should be centered (and in bold), and Level 2 and 3 headings should be left-aligned (and in bold or bold italic, respectively). Level 4 and 5 headings are indented like regular paragraphs. An example of formatting headings in a paper is available here

Title Page: When setting up the professional title page, please note the following elements should be present on the page:

• There is no limit to the number of words in the title.
• Add an extra blank double-spaced line between the title and author’s name.
• Name of each author (centered)
• Name of department and institution/affiliation (centered)
• Place the author note in the bottom half of the title page. Center and bold the label “Author Note.” Align the paragraphs of the author note to the left. For an example, see the LU Writing Center template for graduate students here .
• Page number in top right corner of the header, starting with page 1 on the title page
• The running head is an abbreviated version of the title of your paper (or the full title if the title is already short).
• Type the running head in all-capital letters.
• Ensure the running head is no more than 50 characters, including spaces and punctuation.
• The running head appears in the same format on every page, including the first page.
• Do not use the label “Running head:” before the running head.
• Align the running head to the left margin of the page header, across from the right-aligned page number.

Abstract Page: The abstract page includes the abstract and related keywords.

The abstract is a brief but comprehensive summary of your paper. Here are guidelines for formatting the abstract:

• It should be the second page of a professional (graduate level) paper.
• The first line should say “Abstract” centered and in bold.
• The abstract should start one line below the section label.
• It should be a single paragraph and should not be indented.
• It should not exceed 250 words.

Keywords are used for indexing in databases and as search terms. Your keywords should capture the most important aspects of your paper in three to five words, phrases, or acronyms. Here are formatting guidelines:

• Label “ Keywords ” one line below the abstract, indented and in italics (not bolded).
• The keywords should be written on the same line as and one space after the label “ Keywords ”.
• The keywords should be lowercase (but capitalize proper nouns) and not italic or bold.
• Each keyword should be separated by a comma and a space and followed by a colon.
• There should be no ending punctuation.
• << Previous: Formatting for Undergraduates
• Next: In-text Citations >>
• Last Updated: Aug 29, 2023 11:29 AM
• URL: https://libguides.liberty.edu/APAguide

How to write a Master's Essay

In view of writing a master’s essay, if academic writing is strange to you or you have never done it before, the prospect of choosing a topic, researching on it, and writing an academic essay can be daunting.

While some imagine that they can take their undergraduate-level writing skills and turn them into a magic wand to ace master’s level assignments, sometimes it doesn’t just cut it. A master’s level essay, for instance, requires a deeper level of independent reasoning, which is best achieved through the tips that we’ve tested, applied, and scored better grades ourselves.

Writing a master’s level assignment follows a step-by-step approach that commences from understanding the assignment to submitting the assignment. Each step is very significant, so try and take some of your time to skim through.

However, if at this point all you want is master’s essay writing help, you can trust our experienced essay writers. They are well-versed in research, writing, and polishing graduate-level assignments.

Undergraduate essay writing vs. Master’s Essay Writing

This guide can be used as an academic essay writing bible for postgraduates. We have refined everything to help you draft, craft, and revise essays at that level when completing your Master’s degree.

We intend to make you write outstanding master’s level essays that meet the expectations of your professors. Remember, when writing your essays, you should draw intellectual findings from texts written by authority researchers in your field, primary data gathered and manipulated by yourself, and logical reasoning.

Besides that, you also need to ensure that your writing demonstrates a high level of mastery, dominance, and intellectual acuity.  Here are some things your essay should portray to differentiate it from undergraduate level work:

1. Show mastery

At the graduate level, it is vital that your writing demonstrated mastery of your subject. For this reason, ensure that you have contextualized the topic and arguments as you meticulously reference scholarly academic sources. In addition, refer to theoretical propositions, paradigms, norms, and themes within your chosen discipline.

2. Let the scope of your paper be known off the bat

It is also helpful that you define and delineate the scope of your graduate paper early enough. While a thesis statement ideally does this, your introduction should conclusively point out your position given the topic or subject area.

A well-defined scope shows that you’ve mastered your academic writing and possess appropriate knowledge in the field – it announces your mastery. Therefore, you must contextualize a given idea when defining your scope.

3. Display independence of thought

Although you need to ensure that your graduate essay has a flow of ideas and demonstrates proficiency, you can only achieve that through the lucid description, evaluation, arguments, and analysis. Doing so shows that you can interpret, understand, critique, and present issues from a peculiar perspective.

As you put your fingers to the keys to write that piece, ensure that you challenge any assumptions and explain the rationale for your stance.

4. Use conceptual thinking and critical reasoning.

While the temptation of critiquing academic literature might creep in, avoid the temptation. Instead, ensure that your arguments are well-interpreted, devoid of bias, and show genuine conceptual engagement from the word go.

5. Have a compelling conclusion

When making claims – persuasive or argumentative, ensure that you draw plausible conclusions. There is no reason to write an entire essay, only to realize later that it is not balanced and ideas are stiff. Instead, by weighing evidence, you can analyze the arguments, develop and defend your position. Then, once you can read your master’s level essay and convince yourself you have nailed it – your audience will be convinced too.

6. Maintain substantial originality/authenticity

As a rule of thumb, you are supposed to acknowledge your sources. Therefore, when writing a graduate and postgraduate essay, you need to display your field knowledge.

One way of doing so is through reading and reporting what is written. You can also achieve the same through evaluating and criticizing, where appropriate.

You can cite publications in your field through summarizing or direct quotations, which entails acknowledging the sources by providing in-text citations and references or bibliography at the end of your assignment.

Although citing and referencing is both arbitrary and complex, it makes you develop better arguments and avoid plagiarism. On the other hand, you do not want to present another person’s work as your own because it is not helpful, you need to develop your conclusion based on research, and it is against the academic regulations.

In as far as master’s level essay is concerned, avoid:

• Changing some sentences off a text while maintaining vocabulary and structure of the original text
• Paraphrasing ideas but mixing original content from a text
• Using phrases or quotes of a text because they are sound
• Using an argumentative organization of an author because it seems plausible
• Direct copying of content from a source
• Making small changes to a paragraph drawn from a source
• Fixing phrases from a source and piecing them to make an argument

Any of the above revokes the authenticity and originality of your essay. Some of the verbs you can use when reporting the findings or ideas from authors include: claim, speculate, hold, opine, assume, assert, comment, contend, suggest, discuss, report, note, argue, state, show, demonstrate, refute, point out, and many other essay and assignment words and phrases as we have outlined elsewhere in our blog.

At the undergrad level, you scored top grades on essays due to evidence of genuine originality. On the other hand, at a master’s level, you must routinely show originality. It is a means of showing academic perspicacity. Therefore, ensure that you present ideas as per the academic norms.

7. Display excellent research skills

Your academic paper must demonstrate that you researched well. When writing a master’s essay, ensure that you support the arguments with recent research. Maintain using recent sources unless you need primary research conducted in the past for relevance. Sometimes trends do change, and referencing old studies could lead to inaccurate conclusions.

You can extend your scope of reading beyond the list provided by your lecturers. Find scholarly sources that support or refute your arguments and incorporate them as well.

8. Maintain all the academic standards

Academic writing has its conventions : always strive to achieve them. Use the appropriate tone, language, and referencing style. If a paper requires that you use Harvard, APA, MLA, and Chicago/Turabian format, stick to the tenets of each citation.

9. Observe the 3 Cs

When writing your essay, stick to the 3 Cs: clarity, conciseness, and consistency. Ensure that your main points in the essay are clear. Ensure that you use the concise presentation of ideas instead of using long run-on sentences that make no sense. Avoid fillers and keep your writing as simple as possible. If possible, you can use headings and subheadings but maintain academic conventions.

10. Immaculate organization and presentation

Although trivial, a disorganized and poorly presented essay can cost you your grades. Therefore, ensure that you demonstrate professionalism by maintaining a good flow from introduction to conclusion.

Balance ideas in your paragraphs by maintaining each idea per paragraph. Use transition words to knit together the various paragraphs and maintain flow. You can as well use signal words to make your essay academically sound.

11. Strong editing and proofreading skills

Finally, after all, is said and done, edited and proofread, the essay scores better grades than that which is hurriedly submitted. Check for all the punctuation mechanistic, grammatical, and spelling mistakes. Although basic, such errors can cost you big time. A linguistically sound master’s essay will score the best grades; that’s a given. You can use editors and proofreaders to polish your essay if you are not confident.

Step-by-step process of writing a master’s level essay (assignment)

In a nutshell, while writing a graduate-level essay essentially follows the steps you took during your undergraduate, you need to go the extra mile to convince your professor to give you top grades. The process begins by reading the instructions, internalizing them, researching and drafting, and finally editing and submitting. Below is a detailed step-by-step process to write your Master’s, MBA, or Ph.D. essay and get a good grade.

Step 1 – Understand the instructions.

It would help if you commenced writing the essay by understanding the instructions for the assignment. To do so, read the prompt, rubric, and any accompanying material from your instructor. The assignment description files have everything you will need. If something is not clear, you are always encouraged to ask your instructor early enough before the deadline. In most cases, the class announcements will have clarifications for various assignments. While reading the instructions, identify the verbs, key terms, and referencing instructions.

Step 2 – Create an outline or plan.

With the description decoded, you must take your time to get immersed into your paper. Of course, by now, you have settled for a topic or made a selection of the question that your essay or paper is going to handle.

Therefore, you need to decide what your main argument, the paper's focus, will be about. With this information, you then create a preliminary thesis statement. You need to ask yourself:

• What are my main ideas in this paper?
• How do these ideas support my main argument or the thesis statement?

Doing this helps contextualize research, determine the scope of your paper, and know what to put where in your essay.

Along with the thesis, plan on the type of hook you will integrate into the introduction to enthuse your audience to want to read your essay. 

It would help if you then created an outline for your essay, noting down the main points that fall in your essay's introduction, body, and conclusion. Note that, as you become skilled in academic writing, you might often get the temptation of ignoring the planning aspect and going straight to looking for resources for your paper. When such happens, overcome it and do the step.

Step 3 – Come up with a thesis statement.

When creating the preliminary essay or research paper plan, you already have a preliminary thesis statement. Therefore, you only need to polish it to define the scope and direction of your paper strongly.

Remember, a strong thesis statement gives your readers and yourself clear scope of what you are discussing in the paper. For instance, if you are writing about why a certain municipality should eliminate feral cats from the arboretum, you need to identify the ethical method to be used and justifiable reasons for the method.

To write a great thesis statement, think about how you would describe the paper to a layperson or total stranger in one or two sentences. If you have a hard time doing so, you probably need to revisit and refine the thesis.

Step 4 – Research your topic.

As you advance through writing your essay, you need to determine the type of essay that you’ll be writing. For example, is it expository , argumentative , persuasive, analytical, narrative , compare and contrast , or descriptive?

Understanding the type of paper you are writing further helps you know the resources to use when supporting or refuting your stance/arguments. Some papers require gathering and analyzing primary data; make sure you have factored in that one too.

You can then look for books, journal articles, policy briefs, statistical data, newspapers, blogs, legislation, white papers, conference proceedings, periodicals, government documents, and organizational publications. Understand what is scholarly and non-scholarly when searching for sources to use. Also, understand whether a source is primary, secondary, or tertiary and determine its suitability for your paper.

You can begin your search in Google, then proceed to Google Scholar, institutional database, and specialized databases, in that order. This enables you to understand your research, add to your outline to refine it further, and develop better arguments.

Step 5 – Refine your outline.

Now that you’ve gathered the correct data and organized the references using either Word Document or online referencing tools like Citation Machine, BibMe, Citefast, or citethisforme, you need to finalize your outline.

You will be adding flesh to it using the new information from your thinking and research. As you fill in the outline, ensure consistency and sound logic, and flow in your plan from sentence to paragraph level.

Remember, academic paragraphing demands that you discuss only one idea per paragraph. You should also have topic sentences, conclusion sentences, and supporting facts. You also have to use transitions.

Step 6 – Revisit the research.

You then need to double-check your research resources to determine if they still support the thesis. For example, if you rephrased and changed the thesis statement, you need to do further research. As you do this, ensure that your paper is flowing well. Do not mix ideas in the name of filling the pages; this might affect your grades.

Step 7 – Write the first draft.

With the refined outline, you can start writing the first draft of your essay. But, first, ensure that you have all the information needed to organize the flow of your paper.

As you write the paper at this point, do not perfect it so much for later. A draft is supposed to be what its name is, a piece that will be refined later.

Most of your time will be spent drafting the paper. Be wary of writers’ block because it is at this point that it creeps into you uninvited.

Step 8 – Be wary of writer’s block (plan well).

Now, everybody suffers writers’ block when they are working on a paper. How each person handles theirs is what differs. However, when you realize that writer’s block has affected you:

• Take a break from writing. You can do other things like walking, riding a bike, taking a nap, or swimming to relieve the thought and pressure of a paper.
• Manage your time well so that you do not stress over a last-minute essay.
• Check whether you have sufficient information or too much information and come up with a strategy.
• Seek help from a trustworthy writing website – one where you and the writer work hand-in-hand.
• Listen to music
• Brainstorm on how to improve your writing
• Spend time with people who bring the best out of you
• Brew some coffee
• Ask help from your writing center; they can help you get relevant material

The goal is to stay focused. Any way you can achieve these counts at the end of the day.

Step 9 – Revise the draft.

With the preliminary draft in place, you need to revise and edit it to make it a final draft. Here, you should check:

• Flow of ideas
• Logic and arguments

This means that you will be mostly rewriting, rewording, paraphrasing, and adding as well as deleting sections. As you revise, ask yourself:

• Is the essay answering the questions in the prompt?
• Do I meet the higher band in the essay rubric?
• Does the paper require a major revision such as deleting, moving, reworking, or paraphrasing a section?
• Does the content support the thesis statement?
• Is there a logical flow in the paper?
• Is the paper grammatically sound?
• Are the paragraphs logical?
• Does each paragraph maintain only one idea?
• Is the work well-cited?
• Are all the direct quotes balanced and cited?

Step 10 – Edit your Draft

You need to edit the paper for a top grade. Otherwise, all the effort will be in vain. Here are some things to do when editing your master’s essay:

• Highlight the thesis statement. It is either the last sentence or the last two sentences.
• Check whether the topic sentences of each paragraph support, expand, or explain the thesis statement.
• Review the assignment instructions and determine whether your written piece meets the requirements.
• Sparingly use direct quotations. For example, for a 1000-words essay, you can use one or two direct quotes. However, use parenthetical citations as they show your level of analysis and critical thinking.
• Ensure that the in-text citations are consistent with your chosen formatting style.
• Ensure that the cover page follows the chosen format.
• Make use of spell-checker and grammar checkers to refine the arguments and maintain flow.
• Reword all the sentences that begin with there is; there are, this is, it is, they are… etc. Reword these sentences to make them begin with a stronger subject. For example, “There are five critical factors to consider” can be better stated as “Five important factors require consideration.” The second sentence is stronger because it has a specific subject and verb. Some sentences cannot be reworded, so leave those as they are.
• Edit random paragraphs in the paper to focus on what is actually on the page versus what you think is there.
• Read each paragraph aloud. You will be surprised how many minor errors you can catch with this method of self-editing. For example,  errors like mistyping “form” instead of “from” or “hen” instead of “then” are easier to find when you read out loud.

When editing the paper, focus on the thesis, purpose, audience, organization and flow, ideas (examples, citations, and evidence), sentence structuring, punctuation, word choice, spelling, and grammar.

Step 11 – Prepare the Final Draft

Now that everything is in its rightful place, you need to do the last ritual before submitting the paper.

• Create a relevant cover page for your essay
• Compare the final essay against your outline or essay plan
• Check if the changes you made still make the paper relevant to the instructions
• Fix all the minor errors
• Read the paper loud
• Allow someone to revise, edit, and proofread your paper. Gradecrest has the best editing and proofreading services .
• Ensure that the paper reflects your understanding and knowledge of the subject matter

Step 12 – Submit the Right Assignment

Countercheck your assignment to ensure that the instructions are followed. Also, check that every detail is covered as per the rubric. For example, your personal information should be on the first page, as per your recommended cover page and format.

If everything is okay, click on the submit button. Most institutions have integrated plagiarism checkers to check every submission. If you wrote your essay from scratch or had help from an expert, you need not worry about plagiarism. Otherwise, avoid pre-written essays as they are full of plagiarism.

There you go, sit back, relax, and wait for that good grade.

Parting Shot

Writing a master’s essay is not a walk in the park. At first, it might seem like a distant idea, but soon as you master the steps above, you can even write an 8-page essay in a day. It is possible; our expert essay writers do this when you pay them to write your essays.

Now, we hope that these insights will enable you to perfect your essay writing skills. You can as well check our general essay writing guide for details we probably missed in this guide.

Otherwise, if you have any questions or need help, do not hesitate to reach out to us.

Gradecrest is a professional writing service that provides original model papers. We offer personalized services along with research materials for assistance purposes only. All the materials from our website should be used with proper references. See our Terms of Use Page for proper details.

CIPPET Study Support: Writing at level 7

• University jargon-buster
• 2. Library resources
• 3. Literature searching
• University policy and penalties
• How to avoid plagiarism
• Using EndNote
• Developing your ideas and argument
• Structuring your work and paragraphing
• Writing at level 7
• Writing at level 6
• Reflective models and language
• 8. Understanding feedback
• 9. Preparing for exams and OSCEs
• 10. Presentations

Introduction

When at studying level 7 ( Masters Level ), your academic writing must reflect the level of critical analysis, synthesis and application to practice commensurate with this level of study.  

Studying at level 7 means developing your studying practices from those suited to being an independent  learner  to those suited to being an independent  practitioner . You will be working at a more complex and sophisticated level, with a need for broader and more independently sourced resources. You will need not only to evaluate what other people have found but also to put your own knowledge and research into context. You will be expected to be meticulous and professional and show higher standards of scholarship. The advice on this page aims to explain some of the differences between undergraduate and Masters level study.

The full marking criteria for taught postgraduate study can be found at the link below, the information in this section of the guide interprets this information to the context in which you are doing your studies.

• Assessment handbook See the section on Marking. In particular Annex 2 of this section for detailed marking and assessment criteria for postgraduate work.

Tips for writing coursework at Masters level

Guidance on the requirements for assessments are included in the individual module handbooks.  Some overarching principles will apply across all the assessments for all practitioners:

• Consider how you can analyse what you are writing to critique your role, the evidence and/or the outcome to show self-awareness of the implications to your practice
• Avoid simple descriptions and presentation of ideas; try questioning each step in the process, and then use these questions to challenge your practice
• When analysing situations ensure you consider the opinions of others, either through your workplace-based learning communication and/or the available evidence to produce an outcome i.e. an argument for what you perceive happened/should happen
• Consider the accuracy, relevance, validity and contribution of evidence i.e. critically appraise the evidence
• Ensure you bring in reflective elements to your writing, especially in your reflective accounts, remembering these sections should usually be written in the first person
• When writing reflectively consider how your history/experiences have shaped your career and professional values i.e. how have you been influenced by the circumstances you are describing
• Think about how you can show critical awareness of current problems and/or new insights in  professional practice

Key concepts of level 7 writing

Achievement of level 7 study includes:

• ability to deal with complex problems, integrating theory to professional practice
• make sound judgements and communicating your conclusions clearly
• demonstrating self-direction in problem-solving
• acting autonomously, using own initiative and taking personal responsibility for professional practice
• critical awareness of professional practice, including self-reflection

A focused approach to your evidence

Not only are your assignments longer, but you are also expected to refer to a wider range of reading; it takes practice to integrate more sources and refer to them skillfully in your writing. You may find that even with a higher word count it is difficult to fit all you want to say in. Itis important to make every source work for you in backing up your points, and not waste words in describing unnecessary parts of the source.

You do not have to refer to each piece of evidence in the same depth. Sometimes you need to show that you understand the wider context of the issue, and a short summary of the key issue and key researchers is all that is needed.

For example:

A significant amount of reading and in-depth understanding of the field is demonstrated in those sentences above. The summary maps out the state of current research and the positions taken by the key researchers.

Sometimes you need to go into greater depth and refer to some sources in more detail in order to interrogate the methods and standpoints expressed by these researchers. For example:

Even in this more analytical piece of writing, only the relevant points of the study and the theory are mentioned briefly - but you need a confident and thorough understanding to refer to them so concisely.

• Academic Phrasebank Use this site for examples of linking phrases and ways to refer to sources.

Accuracy and awareness of complexity

If English is not your first language, there is more specialised support and advice available: see the International Study and Language Institute website for more details (link below).

At level 7 you cannot get away with writing about something that you only vaguely understand, or squeezing in a theory in the hope it will gain extra marks - your markers will be able to tell, and this does not demonstrate the accuracy or professionalism of a researcher.

Imagine you write the sentence: "Freudian psychoanalysis demonstrates how our personalities are developed from our childhood experiences."

At level 7, the word 'demonstrates' becomes very loaded and potentially inaccurate. This is because you are expected to interrogate the assumptions, boundaries, and way in which knowledge is constructed in your subject. With this in mind, the sentence above raises a lot of contextual questions: To what extent could Freud's theory of psychoanalysis really be said to 'demonstrate' the origins of our personalities? What part of Freud's many theories are you referring to when you write 'psychoanalysis'? What about the developments in psychoanalysis that have happened since Freud, and the many arguments against his theories? Your writing needs to take these questions into account, and at least be aware of them, even if you don't address all of them.

Do not just stop at discussing the pros and cons of a debate; academics rarely agree on interpretations of theories or ideas, so academic knowledge is more like a complex network of views than two clear sides.

• International Study and Language Institute Courses and resources to support the learning of English as a second language.
• << Previous: Structuring your work and paragraphing
• Next: Writing at level 6 >>
• Last Updated: May 13, 2024 11:44 AM
• URL: https://libguides.reading.ac.uk/cippet

• Communication
• Graduate Level Writing Tips

Graduate-Level Writing Tips: Definitions, Do’s and Don’ts

Debra Davenport, PhD

In your communication master’s program, you will be expected to demonstrate well-honed writing skills in your essays. Your courses will require proficiency in real-world business communications, as well as scholarly writing and the use of APA formatting.

Real-world written business communications may include:

• Executive summaries
• News releases
• Media advisories
• Company fact sheets
• Business reports

Academic papers are those you will write in your courses that:

• Review and discuss the scholarly literature
• Synthesize theories, models and course readings
• Present critical analysis, research and scholarly insight in an objective manner
• Are formatted according to APA standards
• Are written in the scholarly voice

What Is the Scholarly Voice?

Essentially, the scholarly voice is unbiased, high-level and evidence-based writing that reflects the epitome of good grammar, syntax and tone. Follow the do’s and don’ts below to excel at this format in your graduate school essays.

Scholarly Resources:

• https://owl.english.purdue.edu/owl/resource/683/1/
• http://blog.apastyle.org/
• http://academicguides.waldenu.edu/writingcenter/scholarlyvoice
• http://academicguides.waldenu.edu/writingcenter/scholarlyvoice/tone

The “Do’s” of Scholarly Writing

1. Use proper syntax. Syntax is defined by the Oxford Dictionary as “the arrangement of words and phrases to create well-formed sentences in a language.” Syntax is an important aspect of writing that helps to ensure clarity. Incorrect syntax often results in sentences and paragraphs that do not make sense, and this can pose serious perceptual issues for professional communicators. See this article for a number of examples.

2. Follow the rules of punctuation. Common errors include incorrect placement of quotation marks and erroneous use of the semicolon. As an example, note that quotation marks follow periods and commas, (“The sky is blue.”)

3. Include references, citations and /or footnotes, no matter what kind of document you’re writing. Taking the time to locate sources that substantiate your statements demonstrate your proficiency as a scholar-practitioner and your commitment to excellence. Citations are required in your academic papers, but clients also appreciate this attention to detail. When pitching a project or campaign, the inclusion of reputable sources will support your recommendations and boost your own credibility.

4. Proofread and edit your work. Many errors are missed during the first proofread; be prepared to review your work multiple times.

The “Don’ts” in Scholarly Writing

1. Don’t write in the second person narrative. The second person voice is typically used in articles like this one, where the writer is intending to inform and instruct. According to WritingCommons.org , “writing from the second person point of view can weaken the effectiveness of the writing in research and argument papers. Using second person can make the work sound as if the writer is giving directions or offering advice to his or her readers, rather than informing [them].”

Here is a comparison of second and third person perspectives from WritingCommons.org:

• Weak: You should read the statistics about the number of suicides that happen to your average victim of bullying! (2nd person)
• Stronger: The statistics from a variety of research reports indicate that the suicide rate is high among victims of bullying; they are under so much psychological pressure that they may resort to taking their own lives. (3rd person)

2. Don’t rely on software to correct your writing. Certainly, tools such as spell check, grammar check and grammarly have some benefit, but they cannot replace firsthand knowledge and mastery of proper writing. I recall one particular paper I received several years ago that was, quite literally, gibberish. When I inquired about the content of the student’s paper, she replied, “Well, I used grammar check!”

Don’t hesitate to seek writing coaching if you have questions or concerns about any aspect of good writing. As graduate students in a masters-level communication program, writing excellence should be a top priority.

By taking an informed and proactive approach to your writing, you will strengthen your academic performance, hone your professional and communication skills and enhance your career.

Dr. Debra Davenport is an online faculty member for Purdue’s online Master of Science in Communication degree program. The program can be completed in just 20 months and covers numerous topics critical for advancement in the communication industry, including crisis communication, social media engagement, focus group planning and implementation, survey design and survey analysis, public relations theory, professional writing, and communication ethics.

Find out more about what you can do with a MS in Communication from Purdue University. Call us today at 877-497-5851 to speak to an admissions advisor, or request more information .

*The views and opinions expressed are of the author and do not represent the Brian Lamb School of Communication.

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How to Write a Masters Assignment

Writing a Masters level assignment is all about explaining complex ideas in depth. Although it might seem like complicated terms are needed to make it effective, that is not the case. What it does require, is conveying difficult concepts in a clear manner. And for that the writer needs to be adept at the basics of academic writing. Planning, a good structure and flawless referencing are all the ingredients that make for great assignment writing. We bring to you the master tips for assignments which help take your papers to a whole new level.

• Know where you are heading

Have a plan and structure in mind when it comes to a project as long as a Masters assignment. It is vital to both the writer and the reader. The ideas attain a logical form and you get a guiding outline to follow. The whole paper is more organized and flows smoothly through this method.

An assignment or dissertation takes the readers on a research journey. It shows them the reason you decided to explore the topic. References to the studies which pursued it before and their results. Your research methodology and the outcomes of that. And finally, what conclusion did it help you reach about the topic. These are all the essential milestones that the journey must comprise of.

Of course, the actual journey that you went through during the study will feel vastly different. Researches can contain detours that are interesting to look into yet not immediately relevant to the topic. But do not think of them as a waste of time because they help create understanding and provide context. From these detours, you get a unique and original perspective to find your arguments.

The writing part though needs to be more concise and direct for the sake of the readers. Sift through the information you have acquired and select the most suitable one. A first draft must be crafted in order to get an idea of how it will pan out. This helps identify the elements you want to include and reach towards the conclusion. The next step is redrafting the document to ensure everything is linked and a satisfactory result is achieved.

• A focused approach towards evidence

Along with getting lengthier assignments at Masters Level, you are also expected to study a wider range of materials. The practice is the key to integrating the best sources in your work while referring skillfully to them. Make every source work in supporting your arguments. However, do not waste time describing any unnecessary parts of the source material.

It is not important to address each of the evidence with the same level of depth. Sometimes you only need to demonstrate that a wider context is comprehended by you. In this case, a brief summary of the basic issues is the only thing needed. Even within a summarized version, you can convey an understanding of the topic in question. It needs to map out the current state of the research topic and positions taken by researchers on it.

According to the nature of the topic though, you have to get into more detail when referring to sources. This usually happens when an interrogation of the research methods is needed. Make sure though that you remain to the point and relevant all the time. Whether longer or brief you need to give a clear explanation of the ideas. Irrelevant details can make things complicated and difficult to understand.

• Accuracy and awareness

Appropriate and accurate use of language is another essential element of academic writing. A more thoughtful approach is required to string each word into a well-meaning sentence. It is best to practice refining your writing skills to meet the rigors of Masters level assignments.

To accomplish that, the most effective way is to immerse in well-written material. Read journals and all forms of academic content. But keep in mind that the style which appeals most to readers is one that is clear and concise. Unnecessarily complicating things will quickly lose the interest of the audience.

Here concludes our guide to help you write a top-grading Masters assignment . Regardless of the field or research topic, if you follow it you will be able to submit a remarkably well-written assignment. All that is needed is some hard work and attention to detail.

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Teaching excellence & educational innovation, creating assignments.

Here are some general suggestions and questions to consider when creating assignments. There are also many other resources in print and on the web that provide examples of interesting, discipline-specific assignment ideas.

Consider your learning objectives.

What do you want students to learn in your course? What could they do that would show you that they have learned it? To determine assignments that truly serve your course objectives, it is useful to write out your objectives in this form: I want my students to be able to ____. Use active, measurable verbs as you complete that sentence (e.g., compare theories, discuss ramifications, recommend strategies), and your learning objectives will point you towards suitable assignments.

Design assignments that are interesting and challenging.

This is the fun side of assignment design. Consider how to focus students’ thinking in ways that are creative, challenging, and motivating. Think beyond the conventional assignment type! For example, one American historian requires students to write diary entries for a hypothetical Nebraska farmwoman in the 1890s. By specifying that students’ diary entries must demonstrate the breadth of their historical knowledge (e.g., gender, economics, technology, diet, family structure), the instructor gets students to exercise their imaginations while also accomplishing the learning objectives of the course (Walvoord & Anderson, 1989, p. 25).

Double-check alignment.

After creating your assignments, go back to your learning objectives and make sure there is still a good match between what you want students to learn and what you are asking them to do. If you find a mismatch, you will need to adjust either the assignments or the learning objectives. For instance, if your goal is for students to be able to analyze and evaluate texts, but your assignments only ask them to summarize texts, you would need to add an analytical and evaluative dimension to some assignments or rethink your learning objectives.

Name assignments accurately.

Students can be misled by assignments that are named inappropriately. For example, if you want students to analyze a product’s strengths and weaknesses but you call the assignment a “product description,” students may focus all their energies on the descriptive, not the critical, elements of the task. Thus, it is important to ensure that the titles of your assignments communicate their intention accurately to students.

Consider sequencing.

Think about how to order your assignments so that they build skills in a logical sequence. Ideally, assignments that require the most synthesis of skills and knowledge should come later in the semester, preceded by smaller assignments that build these skills incrementally. For example, if an instructor’s final assignment is a research project that requires students to evaluate a technological solution to an environmental problem, earlier assignments should reinforce component skills, including the ability to identify and discuss key environmental issues, apply evaluative criteria, and find appropriate research sources.

Think about scheduling.

Consider your intended assignments in relation to the academic calendar and decide how they can be reasonably spaced throughout the semester, taking into account holidays and key campus events. Consider how long it will take students to complete all parts of the assignment (e.g., planning, library research, reading, coordinating groups, writing, integrating the contributions of team members, developing a presentation), and be sure to allow sufficient time between assignments.

Check feasibility.

Is the workload you have in mind reasonable for your students? Is the grading burden manageable for you? Sometimes there are ways to reduce workload (whether for you or for students) without compromising learning objectives. For example, if a primary objective in assigning a project is for students to identify an interesting engineering problem and do some preliminary research on it, it might be reasonable to require students to submit a project proposal and annotated bibliography rather than a fully developed report. If your learning objectives are clear, you will see where corners can be cut without sacrificing educational quality.

Articulate the task description clearly.

If an assignment is vague, students may interpret it any number of ways – and not necessarily how you intended. Thus, it is critical to clearly and unambiguously identify the task students are to do (e.g., design a website to help high school students locate environmental resources, create an annotated bibliography of readings on apartheid). It can be helpful to differentiate the central task (what students are supposed to produce) from other advice and information you provide in your assignment description.

Establish clear performance criteria.

Different instructors apply different criteria when grading student work, so it’s important that you clearly articulate to students what your criteria are. To do so, think about the best student work you have seen on similar tasks and try to identify the specific characteristics that made it excellent, such as clarity of thought, originality, logical organization, or use of a wide range of sources. Then identify the characteristics of the worst student work you have seen, such as shaky evidence, weak organizational structure, or lack of focus. Identifying these characteristics can help you consciously articulate the criteria you already apply. It is important to communicate these criteria to students, whether in your assignment description or as a separate rubric or scoring guide . Clearly articulated performance criteria can prevent unnecessary confusion about your expectations while also setting a high standard for students to meet.

Specify the intended audience.

Students make assumptions about the audience they are addressing in papers and presentations, which influences how they pitch their message. For example, students may assume that, since the instructor is their primary audience, they do not need to define discipline-specific terms or concepts. These assumptions may not match the instructor’s expectations. Thus, it is important on assignments to specify the intended audience http://wac.colostate.edu/intro/pop10e.cfm (e.g., undergraduates with no biology background, a potential funder who does not know engineering).

Specify the purpose of the assignment.

If students are unclear about the goals or purpose of the assignment, they may make unnecessary mistakes. For example, if students believe an assignment is focused on summarizing research as opposed to evaluating it, they may seriously miscalculate the task and put their energies in the wrong place. The same is true they think the goal of an economics problem set is to find the correct answer, rather than demonstrate a clear chain of economic reasoning. Consequently, it is important to make your objectives for the assignment clear to students.

Specify the parameters.

If you have specific parameters in mind for the assignment (e.g., length, size, formatting, citation conventions) you should be sure to specify them in your assignment description. Otherwise, students may misapply conventions and formats they learned in other courses that are not appropriate for yours.

A Checklist for Designing Assignments

Here is a set of questions you can ask yourself when creating an assignment.

• Provided a written description of the assignment (in the syllabus or in a separate document)?
• Specified the purpose of the assignment?
• Indicated the intended audience?
• Articulated the instructions in precise and unambiguous language?
• Provided information about the appropriate format and presentation (e.g., page length, typed, cover sheet, bibliography)?  
• Indicated special instructions, such as a particular citation style or headings?  
• Specified the due date and the consequences for missing it?
• Articulated performance criteria clearly?
• Indicated the assignment’s point value or percentage of the course grade?
• Provided students (where appropriate) with models or samples?

Adapted from the WAC Clearinghouse at http://wac.colostate.edu/intro/pop10e.cfm .

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Research Proposal Example/Sample

Detailed Walkthrough + Free Proposal Template

If you’re getting started crafting your research proposal and are looking for a few examples of research proposals , you’ve come to the right place.

In this video, we walk you through two successful (approved) research proposals , one for a Master’s-level project, and one for a PhD-level dissertation. We also start off by unpacking our free research proposal template and discussing the four core sections of a research proposal, so that you have a clear understanding of the basics before diving into the actual proposals.

• Research proposal example/sample – Master’s-level (PDF/Word)
• Research proposal example/sample – PhD-level (PDF/Word)
• Proposal template (Fully editable) 

If you’re working on a research proposal for a dissertation or thesis, you may also find the following useful:

• Research Proposal Bootcamp : Learn how to write a research proposal as efficiently and effectively as possible
• 1:1 Proposal Coaching : Get hands-on help with your research proposal

PS – If you’re working on a dissertation, be sure to also check out our collection of dissertation and thesis examples here .

FAQ: Research Proposal Example

Research proposal example: frequently asked questions, are the sample proposals real.

Yes. The proposals are real and were approved by the respective universities.

Can I copy one of these proposals for my own research?

As we discuss in the video, every research proposal will be slightly different, depending on the university’s unique requirements, as well as the nature of the research itself. Therefore, you’ll need to tailor your research proposal to suit your specific context.

You can learn more about the basics of writing a research proposal here .

How do I get the research proposal template?

You can access our free proposal template here .

Is the proposal template really free?

Yes. There is no cost for the proposal template and you are free to use it as a foundation for your research proposal.

Where can I learn more about proposal writing?

For self-directed learners, our Research Proposal Bootcamp is a great starting point.

For students that want hands-on guidance, our private coaching service is recommended.

Psst… there’s more!

This post is an extract from our bestselling short course, Research Proposal Bootcamp . If you want to work smart, you don't want to miss this .

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10 Types of Assignments in Online Degree Programs

Students may respond to recorded video lectures, participate in discussion boards and write traditional research papers.

(Getty Images) |

Learn What to Expect

Experts say online degree programs are just as rigorous as those offered on campus. Prospective online students should expect various types of coursework suited for a virtual environment, such as discussion boards or wikis, or more traditional research papers and group projects .

Here are 10 types of assignments you may encounter in online courses.

Read or Watch, Then Respond

An instructor provides a recorded lecture, article or book chapter and requires students to answer questions. Students generally complete the assignment at their own pace, so long as they meet the ultimate deadline, Bradley Fuster, associate vice president of institutional effectiveness at SUNY Buffalo State , wrote in a recent U.S. News blog post .

(Jessica Peterson | Getty Images)

Discussion Boards

The discussion forum is a major part of many online classes, experts say, and often supplements weekly coursework. Generally, the professor poses a question, and students respond to the prompt as well as each other. Sometimes, students must submit their own post before seeing classmates' answers.

"Good response posts are response posts that do not only agree or disagree," Noam Ebner, who then led the online graduate program in negotiation and conflict resolution at Creighton University 's law school, told U.S. News in 2015. "When you read another student's post, you have the ability to expand the conversation."

(Ariel Skelley | Getty Images)

Group Projects

Just because online students may live around the world doesn't mean they won't complete group work. Students may use Google Docs to edit assignments, email to brainstorm ideas and software such as Zoom to videoconference. Katy Katz, who earned an online MBA in 2013 at Benedictine University in Illinois, used both Skype and a chat feature in her online classroom to communicate with classmates.

"That was a good way for our instructor to see that everyone was participating," she told U.S. News in 2015. "Any planning we did – if there were going to be changes to meeting times – we would communicate in that chat area."

(Dave and Les Jacobs | Getty Images)

Virtual Presentations

Students may also give either live or recorded presentations to their classmates. At Colorado State University—Global Campus , for example, students use various video technologies and microphones for oral presentations, or software such as Prezi for more visual assignments, says Karen Ferguson, the online school's vice provost.

Oftentimes, Ferguson says, "They're using the technology that they will use in their field."

(Westend61 | Getty Images)

Like on-campus courses, online courses may have exams , depending on the discipline. These may be proctored at a local testing center, or an actual human may monitor online students through their webcam. Companies such as ProctorU make this possible.

In other cases, students may take online exams while being monitored by a computer. Automated services including ProctorTrack can keep track of what's happening on an online student's screen in case there are behaviors that may indicate cheating.

(Dr T J Martin | Getty Images)

Research Papers

Formal research papers, wrote Buffalo State's Fuster, remain common in online courses, as this type of writing is important in many disciplines, especially at the graduate level .

While there are few differences between these assignments for online and on-ground courses, online students should ensure their program offers remote access to a university's library and its resources, which may include live chats with staff, experts say.

(golibo | Getty Images)

Case Studies and Real-World Scenarios

When it comes to case studies, a reading or video may provide detailed information about a specific situation related to the online course material, Fuster wrote. Students analyze the presented issues and develop solutions.

Real-world learning can also take other forms, says Brian Worden, manager of curriculum and course development for several schools at the for-profit Capella University . In online psychology degree programs, students may hold mock therapy sessions through videoconferencing. In the K-12 education online master's program , they create lesson plans and administer them to classmates.

(Tetra Images | Getty Images)

These are particularly useful in online courses where students reflect on personal experiences, internships or clinical requirements , Fuster wrote. Generally, these are a running dialogue of a student's thoughts or ideas about a topic. They may update their blogs throughout the course, and in some cases, their classmates can respond.

(vertmedia | Getty Images)

These allow students to comment on and edit a shared document to write task lists, answer research questions, discuss personal experiences or launch discussions with classmates. They are particularly beneficial when it comes to group work, Fuster wrote.

"A blog, a wiki, even building out portfolios – we see a lot of those in communications, marketing and some of our business programs ," says Ferguson, of CSU—Global. "You may not see as much of that in accounting," for example, where students focus more on specific financial principles.

(Nalinratana Phiyanalinmat | EyeEm

A journal assignment allows an online student to communicate with his or her professor directly. While topics are sometimes assigned, journals often enable students to express ideas, concerns, opinions or questions about course material, Fuster wrote.

(Yuri_Arcurs | Getty Images)

More About Online Education

Learn more about selecting an online degree program by checking out the U.S. News 2017 Best Online Programs rankings and exploring the Online Learning Lessons blog.

For more advice, follow U.S. News Education on Twitter and Facebook .

2024 Best Online Programs

Compare online degree programs using the new U.S. News rankings and data.

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