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Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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• Designing Essay Assignments

by Gordon Harvey

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

1. Name what you want and imagine students doing it

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

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

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

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

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

3. Build in process

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

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

This page contains four specific areas:

Creating Effective Assignments

Checking the assignment, sequencing writing assignments, selecting an effective writing assignment format.

Research has shown that the more detailed a writing assignment is, the better the student papers are in response to that assignment. Instructors can often help students write more effective papers by giving students written instructions about that assignment. Explicit descriptions of assignments on the syllabus or on an “assignment sheet” tend to produce the best results. These instructions might make explicit the process or steps necessary to complete the assignment. Assignment sheets should detail:

• the kind of writing expected
• the scope of acceptable subject matter
• the length requirements
• formatting requirements
• documentation format
• the amount and type of research expected (if any)
• the writer’s role
• deadlines for the first draft and its revision

Providing questions or needed data in the assignment helps students get started. For instance, some questions can suggest a mode of organization to the students. Other questions might suggest a procedure to follow. The questions posed should require that students assert a thesis.

The following areas should help you create effective writing assignments.

Examining your goals for the assignment

• How exactly does this assignment fit with the objectives of your course?
• Should this assignment relate only to the class and the texts for the class, or should it also relate to the world beyond the classroom?
• What do you want the students to learn or experience from this writing assignment?
• Should this assignment be an individual or a collaborative effort?
• What do you want students to show you in this assignment? To demonstrate mastery of concepts or texts? To demonstrate logical and critical thinking? To develop an original idea? To learn and demonstrate the procedures, practices, and tools of your field of study?

Defining the writing task

• Is the assignment sequenced so that students: (1) write a draft, (2) receive feedback (from you, fellow students, or staff members at the Writing and Communication Center), and (3) then revise it? Such a procedure has been proven to accomplish at least two goals: it improves the student’s writing and it discourages plagiarism.
• Does the assignment include so many sub-questions that students will be confused about the major issue they should examine? Can you give more guidance about what the paper’s main focus should be? Can you reduce the number of sub-questions?
• What is the purpose of the assignment (e.g., review knowledge already learned, find additional information, synthesize research, examine a new hypothesis)? Making the purpose(s) of the assignment explicit helps students write the kind of paper you want.
• What is the required form (e.g., expository essay, lab report, memo, business report)?
• What mode is required for the assignment (e.g., description, narration, analysis, persuasion, a combination of two or more of these)?

Defining the audience for the paper

• Can you define a hypothetical audience to help students determine which concepts to define and explain? When students write only to the instructor, they may assume that little, if anything, requires explanation. Defining the whole class as the intended audience will clarify this issue for students.
• What is the probable attitude of the intended readers toward the topic itself? Toward the student writer’s thesis? Toward the student writer?
• What is the probable educational and economic background of the intended readers?

Defining the writer’s role

• Can you make explicit what persona you wish the students to assume? For example, a very effective role for student writers is that of a “professional in training” who uses the assumptions, the perspective, and the conceptual tools of the discipline.

Defining your evaluative criteria

1. If possible, explain the relative weight in grading assigned to the quality of writing and the assignment’s content:

• depth of coverage
• organization
• critical thinking
• original thinking
• use of research
• logical demonstration
• appropriate mode of structure and analysis (e.g., comparison, argument)
• correct use of sources
• grammar and mechanics
• professional tone
• correct use of course-specific concepts and terms.

Here’s a checklist for writing assignments:

• Have you used explicit command words in your instructions (e.g., “compare and contrast” and “explain” are more explicit than “explore” or “consider”)? The more explicit the command words, the better chance the students will write the type of paper you wish.
• Does the assignment suggest a topic, thesis, and format? Should it?
• Have you told students the kind of audience they are addressing — the level of knowledge they can assume the readers have and your particular preferences (e.g., “avoid slang, use the first-person sparingly”)?
• If the assignment has several stages of completion, have you made the various deadlines clear? Is your policy on due dates clear?
• Have you presented the assignment in a manageable form? For instance, a 5-page assignment sheet for a 1-page paper may overwhelm students. Similarly, a 1-sentence assignment for a 25-page paper may offer insufficient guidance.

There are several benefits of sequencing writing assignments:

• Sequencing provides a sense of coherence for the course.
• This approach helps students see progress and purpose in their work rather than seeing the writing assignments as separate exercises.
• It encourages complexity through sustained attention, revision, and consideration of multiple perspectives.
• If you have only one large paper due near the end of the course, you might create a sequence of smaller assignments leading up to and providing a foundation for that larger paper (e.g., proposal of the topic, an annotated bibliography, a progress report, a summary of the paper’s key argument, a first draft of the paper itself). This approach allows you to give students guidance and also discourages plagiarism.
• It mirrors the approach to written work in many professions.

The concept of sequencing writing assignments also allows for a wide range of options in creating the assignment. It is often beneficial to have students submit the components suggested below to your course’s STELLAR web site.

Use the writing process itself. In its simplest form, “sequencing an assignment” can mean establishing some sort of “official” check of the prewriting and drafting steps in the writing process. This step guarantees that students will not write the whole paper in one sitting and also gives students more time to let their ideas develop. This check might be something as informal as having students work on their prewriting or draft for a few minutes at the end of class. Or it might be something more formal such as collecting the prewriting and giving a few suggestions and comments.

Have students submit drafts. You might ask students to submit a first draft in order to receive your quick responses to its content, or have them submit written questions about the content and scope of their projects after they have completed their first draft.

Establish small groups. Set up small writing groups of three-five students from the class. Allow them to meet for a few minutes in class or have them arrange a meeting outside of class to comment constructively on each other’s drafts. The students do not need to be writing on the same topic.

Require consultations. Have students consult with someone in the Writing and Communication Center about their prewriting and/or drafts. The Center has yellow forms that we can give to students to inform you that such a visit was made.

Explore a subject in increasingly complex ways. A series of reading and writing assignments may be linked by the same subject matter or topic. Students encounter new perspectives and competing ideas with each new reading, and thus must evaluate and balance various views and adopt a position that considers the various points of view.

Change modes of discourse. In this approach, students’ assignments move from less complex to more complex modes of discourse (e.g., from expressive to analytic to argumentative; or from lab report to position paper to research article).

Change audiences. In this approach, students create drafts for different audiences, moving from personal to public (e.g., from self-reflection to an audience of peers to an audience of specialists). Each change would require different tasks and more extensive knowledge.

Change perspective through time. In this approach, students might write a statement of their understanding of a subject or issue at the beginning of a course and then return at the end of the semester to write an analysis of that original stance in the light of the experiences and knowledge gained in the course.

Use a natural sequence. A different approach to sequencing is to create a series of assignments culminating in a final writing project. In scientific and technical writing, for example, students could write a proposal requesting approval of a particular topic. The next assignment might be a progress report (or a series of progress reports), and the final assignment could be the report or document itself. For humanities and social science courses, students might write a proposal requesting approval of a particular topic, then hand in an annotated bibliography, and then a draft, and then the final version of the paper.

Have students submit sections. A variation of the previous approach is to have students submit various sections of their final document throughout the semester (e.g., their bibliography, review of the literature, methods section).

In addition to the standard essay and report formats, several other formats exist that might give students a different slant on the course material or allow them to use slightly different writing skills. Here are some suggestions:

Journals. Journals have become a popular format in recent years for courses that require some writing. In-class journal entries can spark discussions and reveal gaps in students’ understanding of the material. Having students write an in-class entry summarizing the material covered that day can aid the learning process and also reveal concepts that require more elaboration. Out-of-class entries involve short summaries or analyses of texts, or are a testing ground for ideas for student papers and reports. Although journals may seem to add a huge burden for instructors to correct, in fact many instructors either spot-check journals (looking at a few particular key entries) or grade them based on the number of entries completed. Journals are usually not graded for their prose style. STELLAR forums work well for out-of-class entries.

Letters. Students can define and defend a position on an issue in a letter written to someone in authority. They can also explain a concept or a process to someone in need of that particular information. They can write a letter to a friend explaining their concerns about an upcoming paper assignment or explaining their ideas for an upcoming paper assignment. If you wish to add a creative element to the writing assignment, you might have students adopt the persona of an important person discussed in your course (e.g., an historical figure) and write a letter explaining his/her actions, process, or theory to an interested person (e.g., “pretend that you are John Wilkes Booth and write a letter to the Congress justifying your assassination of Abraham Lincoln,” or “pretend you are Henry VIII writing to Thomas More explaining your break from the Catholic Church”).

Editorials . Students can define and defend a position on a controversial issue in the format of an editorial for the campus or local newspaper or for a national journal.

Cases . Students might create a case study particular to the course’s subject matter.

Position Papers . Students can define and defend a position, perhaps as a preliminary step in the creation of a formal research paper or essay.

Imitation of a Text . Students can create a new document “in the style of” a particular writer (e.g., “Create a government document the way Woody Allen might write it” or “Write your own ‘Modest Proposal’ about a modern issue”).

Instruction Manuals . Students write a step-by-step explanation of a process.

Dialogues . Students create a dialogue between two major figures studied in which they not only reveal those people’s theories or thoughts but also explore areas of possible disagreement (e.g., “Write a dialogue between Claude Monet and Jackson Pollock about the nature and uses of art”).

Collaborative projects . Students work together to create such works as reports, questions, and critiques.

• IGNOU CBCS BAG SOLVED ASSIGNMENT 2023-2024
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Download Previous Year Question Papers

Ignou previous year question papers.

The IGNOU Question Papers play a vital role in the preparation of examinations conducted by the Indira Gandhi National Open University (IGNOU). These papers serve as valuable resources for students to understand the exam pattern, marking scheme, and the types of questions that may be asked. In this article, we will explore the significance of the previous year’s question papers and provide a comprehensive list of question papers across various degree programs offered by IGNOU.

Select Your Course From The Options Given Below

Ignou all previous year question  papers  in one pdf, click here to search your paper.

एक PDF में पिछले वर्ष के सभी प्रश्‍न पत्र

JUNE 2011, 2012, 2013, 2014, 2015, 2016, 2017, 2018, 2019, 2020, 2021, 2022, 2023 December 2011, 2012, 2013, 2014, 2015, 2016, 2017, 2018, 2019, 2020,2021 and 2022

Importance of Previous Year Question Papers

Enhancing exam preparation with previous year question papers.

Previous year question papers are a treasure trove of knowledge for students preparing for their IGNOU examinations. By referring to these papers, students can gain insights into the format of the questions, the weightage given to different topics, and the level of difficulty. This familiarity with the exam pattern helps them develop effective strategies for time management and prioritization during the actual examination.

Gaining Insight into Exam Patterns and Marking Scheme

One of the key benefits of solving the previous year’s question papers is understanding the exam pattern and marking scheme. By analyzing the distribution of marks and the emphasis placed on specific topics, students can focus their preparation on areas that carry more weightage. This targeted approach increases their chances of scoring well in the exams.

Practicing Time Management and Speed

Another advantage of solving previous year’s question papers is that it allows students to practice time management and improve their speed in answering questions. By setting a time limit for each section, students can simulate the actual exam environment and learn to allocate their time efficiently. Regular practice enhances their speed, accuracy, and confidence, enabling them to complete the exam within the stipulated time.

Are the previous year question papers enough for exam preparation?

Previous year question papers are helpful for exam preparation but should not be relied upon solely. It is essential to refer to the course material, textbooks, and other resources recommended by IGNOU for comprehensive preparation.

Can I trust the authenticity of IGNOU previous year question papers?

Yes, IGNOU previous year question papers available on the official website and reputable educational platforms are usually authentic. However, it is advisable to cross-check the relevance of the papers with the updated syllabus or consult your tutors or professors.

Is it necessary to solve question papers for every subject?

While solving question papers for every subject is not mandatory, it is beneficial. Question papers provide insights into the exam pattern and help in understanding the types of questions asked. Prioritize solving question papers for subjects you find challenging or where you want to practice time management.

Can I find question papers for all IGNOU courses and programs?

Yes, question papers for various IGNOU courses and programs are available. The official IGNOU website and reputable educational platforms offer question papers for a wide range of subjects and years.

How frequently should I solve previous year question papers?

It is recommended to solve previous year question papers at regular intervals throughout your exam preparation. Starting early and solving papers periodically can help you track your progress, identify weak areas, and gain confidence in the exam setting. and you can download the solved paper also from here  - Click Here  

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Where is BAG (Eng+pol)?

Since the courses are new so IGNOU has not updated any exam papers yet

Read more : https://www.ignouassignmentguru.com/download-previous-year-question-papers

respected Sir/madam I am BSWG Student from IGNOU this is my second year going on for the TEE I NEED LAST 3-YEAR QUESTION PAPER.

https://www.ignouassignmentguru.com/ignou-bswg-previous-year-question-papers/

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IGNOU BA Assignment 2023-2024 (July – January)

IGNOU BA Assignments 2024 - IGNOU BA Assignment Question Paper has been uploaded by the university for its current session 2024. The students of the BA program can now download the Assignment Questions from this page. Candidates have to compulsory download and submit these assignments with the solutions to the university to get permission for attending the Term End Exam of the IGNOU BA Program.

We also inform all BA students that the assignment questions for each of the courses of the IGNOU BA program are available for download from here. You have to prepare each of BA assignment separately so that IGNOU Evaluators can easily understand and identify the course code of each subject.

• IGNOU BA Syllabus
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List of IGNOU BA Assignment 2024

• Download IGNOU BA Assignments 2024

Each of the Assignment questions will have different marks and the same will be printed on each question. Candidates should write the solutions to all questions according to the instructions given in the IGNOU BA Assignment Question Paper . The BA students have to submit the Assignments for each course to IGNOU Study Centre in which they get registered. The candidates have to submit it before the due date to appear in Term End Exam conducted by IGNOU.

IGNOU BA Assignment Submission Last Date for 2024

Here is the Last Date for Submission of the IGNOU BA Assignment to appear in the Upcoming Term End Exam June 2024 or December 2024 .

Where to Submit IGNOU BA Assignments?

If you have completely solved your assignment then you have to submit your IGNOU BA Assignments to the coordinator of the study centre which is allotted to you at the time of admission. Don’t forget to get a receipt for the submission of BA Assignments.

After preparing the solution for your BA Assignment, you have to submit IGNOU Assignments to the coordinator of the study centre which was allotted to you at the time of taking admission. Moreover, Don't forget to get a receipt for the submission of BA Assignments.

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300 thoughts on “IGNOU BA Assignment 2023-2024 (July – January)”

Dear Sir Please conform last date of BA assignment submission of Jul 2023 session …my study centre is AL-ameen college Bangalore

Program BAFPY I have taken the admission for jan 24 but dont know how to download the assignment the assignments pls tell me how to

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ignou ba assignment Hindi hours 2nd year Hindi medium question to answer

I did n’t get BSWE 6 Assignment in BSW 2022-23 session

FST 01 ASSIGNMENT QUESTION DIDN’T FIND. PLEASE UPLOAD

my subject’s assignment date different from foundation course’s date, foundation course last date is 31st March and my subject’s date is 30th April, can you help me with that, can I submit foundation course assessments on 30th April.

I can’t find ACS01 AND EPA03 ASSIGNMENT PLEASE help me to find it

EPA-3 is uploaded now.

PLEASE HELP ME TO FIND BHDA 101 ASSINGMENT QUESTION FOR 2022- 23 SESSION

AHE1 Assignment not here plb provide us.

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I cannot get ACC1 assignment. Can anyone provide please?

sir acs01 for June 2023 where can i find the assignment paper can you pls help me it’s shows for the previous session I could find the latest one?? for June 2023 session

Ba programme individual and society code BEGC131 assignment not available

Download from: https://www.ignouhelp.in/ignou-bag-assignments/

FST 1 assignment for july session ba 2nd year not available

sir my assignment FST-1 not available please help me

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IGNOU SECOND YEAR ASSIGNMENT JUNE 2021admission

Ignou 1st year assignment…july 2022 admission

main Hindi ki student hun mujhe assignment likhna hai par mera ek bhi subject nhi mil Raha hai kaise assignment likhungi

Cannot download ANC01 assignment. please suggest necessary help

Uploaded Now.

I’m BA 2nd year January 2023 session, two of my course assignments are not available here: FST1 Foundation Course in Science and Technology & BSWE4 Introduction to Family Education. What shall I do?

FST-1 can be download from BSc while BSWE from BSW.

Hey, I couldn’t find FST-1 in BSC, it shows will be uploaded soon. Were you able to find the assignment. Please Help.

July session assignments submission date ? Please reply anyone

I took admission in August 2022, when will be the class of BA 1st year and from which assessment to be mad.

Sir mera to ek bhi subject nahi h isme assignment kais complete kru m

Sir i want assignment of hindi

I can’t find assignment questions for BPYE-002 (Tribal and Dalit Philosophy) for TEE June 2022 submission

🙁 please help

BA 3rd years assignment in Hindi

Hello mujhe khuchh jankari dijiye assignment ke bare me mai BA Ist year ka student hu

sir BCHS 183 subject ka assignment kab aye ga pata hai kuch

sir kiya Adarsh janta mahavidyalay devkali ignou university me aata hai

BA 1st year admission sept 2021 when to release the assignment

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ignou ba 1st year admission-july 2021 when to release the assignment Please

What is the last date of submission assignment for BA 3rd year session December 2020-2021

Sir, my course is not available here: he doesn’t even have an assignment. BAPFHMH my subject please provide me all the assignment

Pls tell that I have taken admission in BA programme in August 2021…not able to get the date when I have to submit the assignment for the same …and also latest updates

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what is last date of submission of assignment for sociology (1st year) ?

good morning sir ji BA admission July 2023 session ka assignment kab Tak aayega

Ignou BA Ist year admission- Jan 2021,,,when to release the assignment,,,,

Ignou b. A 1st year admission b. A Hindi assignment

I am not provided BA Session 2022-23 materials to prepare for examination.

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Question Brad Holmes and his moves, but it's hard to argue Detroit Lions aren't better

Brad Holmes just finished an impressive week as the Detroit Lions general manager.

Just think about the items he crossed off his to-do list:

1. Lock up Penei Sewell long term. Because he’s a freakish talent and the foundation of the Lions offensive line.

Check. The Lions signed Sewell on Wednesday to a four-year, $112 million contract, making him the highest-paid offensive lineman in the league.

2. Lock up wide receiver Amon-Ra St. Brown. Because he’s an absolute stud and embodies what this organization is about.

Check. The Lions signed St. Brown to a four-year extension worth more than $120 million, with $77 million guaranteed. “Those guys are truly our core,” Holmes said Saturday, speaking about both Sewell and St. Brown. “Those guys truly are our foundation.”

3. Improve the Lions secondary through the draft.

Check. The Lions traded up to take Alabama cornerback Terrion Arnold in the first round and then got Missouri corner Ennis Rakestraw Jr. in the second. With those two picks alone, the Lions brought some needed D back to the D — at least, in the secondary, which was significant for a defense that ranked near the bottom of the NFL against the pass in 2023.

GRADING THE DRAFT: Mekhi Wingo adds DT depth, but other positions needed it more

4. Get more depth on the offensive line. Because Taylor Decker is entering the final year of his contract; Pro Bowl center Frank Ragnow has been playing on guts and determination, dealing with toe injuries; and Graham Glasgow and Kevin Zeitler are in their 30s.

Check. The Lions drafted guard Christian Mahogany from Boston College in the sixth round. “He's got some dirtbag in him,” Holmes said. “He's one of those tough Jersey kids. He didn't take a lot of crap.”

5. Improve the Lions depth on the interior defensive line.

Check. That’s what Holmes did on Saturday by drafting LSU defensive tackle Mekhi Wingo with the 189th pick. Pro Football Focus gave him the highest run defense grade among SEC defensive tackles. “I originally looked at him as purely just a defensive tackle that was just going to play inside,” Holmes said. “But when I kept watching him, his rush ability really started to come to light.”

6. Move up in the draft and take a prospect from some foreign country, just to freak out a segment of fans.

Check. That’s exactly what happened when he traded up to take Giovanni Manu, a relatively unknown massive tackle from the University of British Columbia. “The upside is enormous,” Holmes said.

7. Get more depth and improve the Lions special teams.

Check. That’s what he did when he moved into the fourth round to take Sione Vaki, a Swiss Army knife from Utah. Vaki is just your normal, everyday running back/safety/special teams stud.

8. Lock up Jared Goff with a long-term deal.

Hmm. OK — not yet.

Come on, Holmes, what've you been doing?

Oh, yes, there was this little thing ... called the NFL draft.

No question Lions are better — on paper

Holmes is stuck in the ultimate balancing act, trying to win this season — and that’s what he did by drafting a pair of cornerbacks in the first two rounds — but also setting this team up for the future.

“These corners, if they play, they play, but they have to earn a spot,” Holmes said. “It's a good feeling to be in a spot where we feel good about the depth … about the future we have, but man, those guys gotta compete and win spots. But I know that we're a better football team.”

Holmes said he did not go to bed Friday thinking that he would turn into "Trader Brad," moving around the draft on Saturday, scooping up players.

But that is what he did.

Which brought out some interesting reactions from fans.

MEET THE NEW GUYS: Get to know DT Mekhi Wingo and G Christian Mahogany, the Detroit Lions' sixth round picks

Some are in the “In Brad we trust” camp.

Others are on the other side of the divide: “What in the world is he doing?”

I think Holmes earned the right to trust his gut, even if his moves are outside the box.

Many were freaking out that the Lions moved up to take Manu while trading a 2025 third-round pick, thinking he is just a project and won’t play for another year. But Holmes sees potential that was too high to pass up.

“We just kind of got enamored with the upside,” Holmes said. “We were so blown away about just his makeup. His character, the way he's wired, and he's got a lot of upside, not a whole lot about right now with him.”

As far as the Vaki pick, I wonder if the Lions took him as a direct result of the NFL’s new kickoff rule. Next season, 19 players will line up five yards apart. Former New England coach Bill Belichick believes this will change the size of the players used on kickoffs. "There will be more of an emphasis on size of players in the return game than speed," Belichick said on ESPN's "Pat McAfee Show." "You just need guys who can play at the point of attack, shed blocks, and defend their space because of the new alignment. So I think it will increase the size of the players that are on the field.”

And Vaki fits the bill.

Interesting what Lions didn't do

Every draft is interesting — not just by what the Lions did, but also what they didn’t do.

MORE FROM JEFF SEIDEL: Take a bow, Detroit: The Lions — and more than 200,000 fans — definitely didn't disappoint

Some wanted the Lions to draft a wide receiver. They certainly had opportunities at various points in the draft, but that they didn’t tells us how highly they think of Jameson Williams. They expect him to be a stud, someone who will be healthy and available and on the field in most critical situations.

Some wanted the Lions to take an edge rusher to help Aidan Hutchinson.  But the Lions have helped their pass rush by improving their secondary.

And some thought the Lions might draft a center to guard against another Ragnow injury.

But Glasgow can play center if Ragnow is out.

So the Lions filled most of their holes and improved their depth.

All in all, it was a heck of a week for Holmes.

You can argue he overspent on some of the trades. But he follows a simple idea: When you love a player, go get him. And it's hard to argue against his track record.

So, all in all, it was a heck of a week for Holmes, the Lions and Detroit at large. The draft was a tremendous success for all three.

But still, Holmes still has one huge thing left to do.

To quote St. Brown from that wild Day 1 draft scene in Detroit: “JA-RED GOFF! JA-RED GOFF!”

TIDE ROLLS IN: Lions keep adding Alabama football flavor to organization. It's not by accident

Contact Jeff Seidel:  [email protected] . Follow him  @seideljeff . To read his recent columns, go to  freep.com/sports/jeff-seidel .

IGNOU ONR-003 Assignment Question Paper Download (2022-23)

Valid for july 2022 and january 2023 sessions, if you are looking to download onr-003: water harvesting, conservation and utilization assignment question paper for 2022-23 sessions, you have come to the right place. click on the image or button below to download the question paper for free. alternatively, if you are looking for the solved assignment reference material for this subject, you may download that using the button below as well. this content is verified by professors and are plagiarism-free, so you can be assured to learn well and get the highest marks.

ONR-003: Water Harvesting, Conservation and Utilization

ONR-003 assignment question paper and solved assignment is applicable for 2022-23 sessions in IGNOU. In case you took admission or re-registered in a previous session but did not submit your assignments last time, you must use this latest question paper for submission as the old question papers are no longer valid. If you are looking to pass your exams easily, you can also check out the below guidebook which provides students with the most important questions that are most likely to appear in your final term end exams! Click on the image or button below to learn more about this.

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