• Conceptually
• Chronologically
• Methodologically
Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 20.10 ). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 20.5 ).
Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.
Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.
Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704
Academic Success Copyright © 2021 by Cristy Bartlett and Kate Derrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
Gen ed writes, writing across the disciplines at harvard college.
Gen Ed courses transcend disciplinary boundaries in a variety of ways, so the types of writing assignments that they include also often venture outside the traditional discipline-specific essays. You may encounter a wide variety of assignment types in Gen Ed, but most can be categorized into four general types:
Traditional academic.
For most of us, these are the most familiar types of college-level writing assignments. While they are perhaps less common in Gen Ed than in departmental courses, there are still numerous examples we could examine.
Two illustrations of common types include:
Example 1: Short Essay Professor Michael Sandel asks the students in his Gen Ed course on Tech Ethics to write several short essays over the course of the semester in which they make an argument in response to the course readings. Because many students will never have written a philosophy-style paper, Professor Sandel offers students a number of resources—from a guide on writing in philosophy, to sample graded essays, to a list of logical fallacies—to keep in mind.
Example 2: Research Paper In Who Lives, Who Dies, Who Cares?, a Gen Ed course co-taught by multiple global health faculty members, students write a 12–15 page research paper on a biosocial analysis of a global health topic of their choosing for the final assignment. The assignment is broken up into two parts: (1) a proposal with annotated bibliography and (2) the final paper itself. The prompt clearly outlines the key qualities and features of a successful paper, which is especially useful for students who have not yet written a research paper in the sciences.
In Gen Ed, sometimes assignments ask students to engage in academic work that, while familiar to faculty, is beyond the scope of the typical undergraduate experience.
Here are a couple of examples from Gen Ed courses:
Example 1: Design a conference For the final project in her Gen Ed course, Global Feminisms, Professor Durba Mitra asks her students to imagine a dream conference in the style of the feminist conferences they studied in class. Students are asked to imagine conference panels and events, potential speakers or exhibitions, and advertising materials. While conferences are a normal occurrence for graduate students and professors, undergraduates are much less likely to be familiar with this part of academic life, and this kind of assignment might require more specific background and instructions as part of the prompt.
Example 2: Curate a museum exhibit In his Gen Ed class, Pyramid Schemes, Professor Peter Der Manuelian's final project offers students the option of designing a virtual museum exhibit . While exhibit curation can be a part of the academic life of an anthropologist or archaeologist, it's not often found in introductory undergraduate courses. In addition to selecting objects and creating a virtual exhibit layout, students also wrote an annotated bibliography as well as an exhibit introduction for potential visitors.
One of the goals of Gen Ed is to encourage students to engage with the world around them. Sometimes writing assignments in Gen Ed directly mirror types of writing that students are likely to encounter in real-world, non-academic settings after they graduate.
The following are several examples of such assignments:
Example 1: Policy memo In Power and Identity in the Middle East, Professor Melani Cammett assigns students a group policy memo evaluating "a major initiative aimed at promoting democracy in the Middle East and North Africa (MENA)." The assignment prompt is actually structured as a memo, providing context for students who likely lack experience with the format. It also outlines the key characteristics of a good memo, and it provides extensive advice on the process—especially important when students are working in groups.
Example 2: Letter In Loss, Professor Kathleen Coleman asks students to write a letter of condolence . The letter has an unusual audience: a mother elephant who lost her calf. Since students may not have encountered this type of writing before, Professor Coleman also provides students with advice on process, pointing to some course readings that might be a good place to start. She also suggests a list of outside resources to help students get into the mindframe of addressing an elephant.
Example 3: Podcast Podcasts are becoming increasingly popular in Gen Ed classes, as they are in the real world. Though they're ultimately audio file outputs, they usually require writing and preparing a script ahead of time. For example, in Music from Earth, Professor Alex Rehding asks students to create a podcast in which they make an argument about a song studied in class. He usefully breaks up the assignments into two parts: (1) researching the song and preparing a script and (2) recording and making sonic choices about the presentation, offering students the opportunity to get feedback on the first part before moving onto the second.
These are the types of assignments that perhaps are less obviously "writing" assignments. They usually involve an artistic or otherwise creative component, but they also often include some kind of written introduction or artist statement related to the work.
The following are several examples from recently offered Gen Ed courses:
Example 1: Movie Professor Peter Der Manuelian offers students in his class, Pyramid Schemes, several options for the final project, one of which entails creating a 5–8 minute iMovie making an argument about one of the themes of the course. Because relatively few students have prior experience making films, the teaching staff provide students with a written guide to making an iMovie as well as ample opportunities for tech support. In addition to preparing a script as part of the production, students also submit both an annotated bibliography and an artist’s statement.
Example 2: Calligram In his course, Understanding Islam and Contemporary Muslim Societies, Professor Ali Asani asks students to browse through a provided list of resources about calligrams, which are an important traditional Islamic art form. Then they are required to "choose a concept or symbol associated with God in the Islamic tradition and attempt to represent it through a calligraphic design using the word Allah," in any medium they wish. Students also write a short explanation to accompany the design itself.
Example 3: Soundscape In Music from Earth, Professor Alex Rehding has students create a soundscape . The soundscape is an audio file which involves layering sounds from different sources to create a single piece responding to an assigned question (e.g. "What sounds are characteristic of your current geographical region?"). Early on, as part of the development of the soundscape, students submit an artist's statement that explains the plan for the soundscape, the significance of the sounds, and the intention of the work.
Assignment Decoder
Home » Assignment – Types, Examples and Writing Guide
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Definition:
Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more.
Assignments are typically designed to be completed outside of class time and may require independent research, critical thinking, and analysis. They are often graded and used as a significant component of a student’s overall course grade. The instructions for an assignment usually specify the goals, requirements, and deadlines for completion, and students are expected to meet these criteria to earn a good grade.
The use of assignments as a tool for teaching and learning has been a part of education for centuries. Following is a brief history of the Assignment.
Here are some of the most common types of assignments:
An essay is a piece of writing that presents an argument, analysis, or interpretation of a topic or question. It usually consists of an introduction, body paragraphs, and a conclusion.
Essay structure:
A research paper involves gathering and analyzing information on a particular topic, and presenting the findings in a well-structured, documented paper. It usually involves conducting original research, collecting data, and presenting it in a clear, organized manner.
Research paper structure:
A case study involves analyzing a real-life situation, problem or issue, and presenting a solution or recommendations based on the analysis. It often involves extensive research, data analysis, and critical thinking.
Case study structure:
A lab report is a scientific document that summarizes the results of a laboratory experiment or research project. It typically includes an introduction, methodology, results, discussion, and conclusion.
Lab report structure:
A presentation involves delivering information, data or findings to an audience, often with the use of visual aids such as slides, charts, or diagrams. It requires clear communication skills, good organization, and effective use of technology.
Presentation structure:
A creative project is an assignment that requires students to produce something original, such as a painting, sculpture, video, or creative writing piece. It allows students to demonstrate their creativity and artistic skills.
Creative project structure:
Following are Examples of Assignment templates samples:
Essay template:
I. Introduction
II. Body paragraphs
III. Conclusion
Research paper template:
I. Title page
II. Abstract
III. Introduction
IV. Literature review
V. Methodology
VI. Results
VII. Discussion
VIII. Conclusion
Case study template:
II. Analysis
III. Solution/recommendations
IV. Conclusion
Lab report template:
IV. Materials and methods
VI. Discussion
VII. Conclusion
Presentation template:
II. Main points
Creative writing template:
Here is a general guide on how to write an assignment:
Assignments have many applications across different fields and industries. Here are a few examples:
The purpose of an assignment varies depending on the context in which it is given. However, some common purposes of assignments include:
Assignments are typically given by instructors or professors as part of a course or academic program. The timing of when to write an assignment will depend on the specific requirements of the course or program, but in general, assignments should be completed within the timeframe specified by the instructor or program guidelines.
It is important to begin working on assignments as soon as possible to ensure enough time for research, writing, and revisions. Waiting until the last minute can result in rushed work and lower quality output.
It is also important to prioritize assignments based on their due dates and the amount of work required. This will help to manage time effectively and ensure that all assignments are completed on time.
In addition to assignments given by instructors or professors, there may be other situations where writing an assignment is necessary. For example, in the workplace, assignments may be given to complete a specific project or task. In these situations, it is important to establish clear deadlines and expectations to ensure that the assignment is completed on time and to a high standard.
Here are some common characteristics of assignments:
There are several advantages of assignment, including:
There are also some limitations of assignments that should be considered, including:
Researcher, Academic Writer, Web developer
Assignments in the academic world come in various forms and serve different purposes. They can be broadly categorized into different types of assignments written assignments, practical or experimental assignments, presentations, and group projects. Each type of assignment has its unique requirements and aims to evaluate specific skills and knowledge of students.
Academic assignments are an integral part of education and play a crucial role in assessing a student’s understanding, knowledge, and skills in various subjects. Assignments are designed to challenge students , enhance their critical thinking abilities, and encourage creativity. In this article, we will delve into the different types of assignments, and their definitions, and focus on creative writing assignments and reflective journal or diary entry assignments. Additionally, we will explore how group projects differ from individual assignments and shed light on the diverse landscape of academic assignments.
An assignment refers to a specific task or project given to individuals or groups with designated objectives and a set timeframe for completion. These tasks are a fundamental component of academic, professional, and personal development , serving distinct purposes in each context. In academics, assignments assess students’ comprehension and application of course materials through various forms such as essays, research papers, exams, or group projects. On the professional front, assignments align with job roles, contributing to organizational objectives. These tasks may range from individual projects to collaborative endeavors, often involving reports, proposals, or presentations.
Assignments serve several key purposes. Grades or performance evaluations often stem from these assessments. The structure of an assignment typically encompasses an introduction that clearly outlines the objectives, a body that presents the main content or analysis, a conclusion summarizing key points, and a reference section listing sources used, following a specified citation style. To excel in assignments, adhering to best practices is essential. This includes understanding the assignment requirements thoroughly, planning and organizing tasks effectively, conducting comprehensive research, drafting and revising iteratively, seeking feedback for improvement, and rigorously reviewing and editing before final submission.
A creative writing assignment is a task that prompts individuals to engage in expressive and imaginative writing, often with the aim of fostering creativity, exploring personal thoughts, and honing literary skills. These assignments are prevalent in educational settings, particularly in courses focused on creative writing or literature. They can also be given in workshops, writing groups, or as personal projects. The essence of a creative writing assignment lies in the freedom and flexibility it offers to the writer, encouraging the use of their unique voice, perspective, and creativity.
These assignments can take various forms, such as short stories, poetry, essays, plays, or even experimental prose. The topic or theme is usually broad, allowing for interpretation and creative exploration. The instructions may involve specific elements like character development, setting, dialogue, or the incorporation of certain literary techniques .
In crafting a creative writing assignment, instructors or supervisors often consider the objectives they aim to achieve. They design prompts that stimulate creativity, challenge the writer’s skills, or align with a specific theme or literary genre. The assessment of creative writing assignments typically focuses on the writer’s ability to develop a captivating narrative, use language effectively, portray emotions, and adhere to the guidelines while embracing creativity.
Academic assignments vary based on the subject, level of study, and specific course requirements. Some common types of academic assignments include:
Group projects and individual assignments differ in several aspects, including the nature of work, collaboration, and individual responsibility.
– Nature of Work: In group projects, the work is distributed among team members, leveraging each member’s strengths. In contrast, individual assignments require a single student to complete the entire task independently.
– Collaboration: Group projects encourage collaboration and teamwork, where members contribute their ideas and skills to achieve a common goal. Individual assignments, on the other hand, rely solely on the efforts and capabilities of a single student.
– Decision Making: Group projects involve collective decision-making and consensus building, considering the input from all team members. Individual assignments allow for personal decision-making without the need for external input.
– Accountability: In group projects, team members are collectively accountable for the project’s success or failure. In individual assignments, the student is solely responsible for the outcome.
A reflective journal or diary entry assignment is a structured or unstructured task that prompts individuals to record their thoughts, experiences, and reflections on a specific topic, event, or period of time in a personal journal-like format. This assignment encourages introspection, critical thinking, and the exploration of personal growth, emotions, and learning through written expression. Reflective journal entries can vary in terms of length, frequency, and format based on the assignment’s guidelines or the individual’s preferences.
The primary purpose of a reflective journal or diary entry assignment is to encourage self-awareness and deeper understanding. It provides a platform to articulate and organize thoughts and emotions, helping individuals make sense of their experiences and connect them to broader concepts or theories. This reflective process often leads to personal insights, enhanced learning , and an improved ability to deal with future situations.
The structure of a reflective journal entry typically involves recording the experience or event, followed by a thoughtful reflection on how the experience made the individual feel, what was learned from it, and how it relates to past experiences or future actions. The reflection may include self-assessment, analysis of strengths and weaknesses, and considerations of alternative perspectives or approaches.
In educational contexts, instructors may assign reflective journal entries to students in various disciplines such as psychology, education, nursing, or business. The topics for reflection can range from practical experiences in a field or clinical setting to responses to readings, lectures, or specific assignments. The assessment of reflective journal entries often focuses on the depth of reflection, the ability to connect experiences to relevant concepts or theories, and the clarity and coherence of the writing.
Assignments serve a dual purpose: assessing academic knowledge and fostering a spectrum of critical skills crucial for a well-rounded education. Beyond being tools of evaluation, they are platforms for the development of critical thinking, research abilities, effective communication, and creativity. Each type of assignment offers a unique avenue for students to demonstrate their understanding and enhance specific skills. Understanding the diverse types of academic assignments is fundamental for students embarking on their educational journey.
Creative writing assignments stand as the epitome of fostering creativity and self-expression. These tasks invite students to venture into the realms of imagination, shaping characters, plots, and narratives. Through these assignments, students not only get to showcase their literary prowess but also refine their ability to craft engaging stories that captivate readers. Moreover, they encourage originality and innovation, nurturing an environment where unique voices and styles can flourish.
Approaching each assignment with diligence is paramount. Students should carefully analyze the requirements, align their efforts with the objectives, and adopt effective planning and organizational strategies. Assignments should not be viewed merely as tasks to be completed but as opportunities for learning and personal development. By dedicating time and effort to each assignment, students can extract maximum educational benefits, ultimately enriching their academic journey.
In essence, academic assignments, in their varied forms, are essential components of the educational process. They are not only gateways to academic success but also catalysts for the development of critical life skills. Encouraging students to embrace these assignments with enthusiasm, creativity, and introspection can significantly enhance their overall learning experience and equip them for the challenges and opportunities that lie ahead in their academic and professional pursuits.
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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.
Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :
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.
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 …”
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.”
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.”
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.
Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:
Who is your audience.
Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.
Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .
Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.
Key Terms: Finding Those Active Verbs
Here are some common key words and definitions to help you think about assignment terms:
Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.
Relation words Ask you to demonstrate how things are connected.
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.
More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:
Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.
Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.
You’ll find a much more detailed discussion of these concepts in our handout on audience .
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 .
There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.
Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .
You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.
Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.
No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .
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.
Your instructors are not fooled when you:
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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As a graduate student, you will be assigned a variety of types of writing projects. A good rule of thumb in approaching any writing project is to ask yourself: for whom am I writing and why? Or, who is my audience and what do they expect from my writing? Your assignments will almost invariably require you to make one or more arguments. A good argument is well-written, logical, and supported by evidence.
Expository writing involves understanding, explaining, analyzing, and/or evaluating a topic. It includes your standard graduate school essay, book review, or research paper where your instructor requires you to analyze and/or study a topic. In general, your audience for such assignments will be your course instructor. You can think of such writing assignments as your instructor asking you to make an argument. Your instructor wants to gauge your creative thinking skills and how well you understand the course material by seeing how well you can make an argument related to that material. Remember: a good argument is well-written, logical, and supported by evidence.
An expository paper is therefore not about you (at least not directly); it is about the facts you have learned and researched and the argument you have built from those facts. Therefore, unless you are quoting someone, you should avoid using first person pronouns (the words I, me, my, we, us, our ) in your writing. Let your facts and arguments speak for themselves instead of beginning statements with "I think" or "I believe."
A compare & contrast assignment is a type of expository & research paper assignment. It is important to organize your writing around the themes you are comparing & contrasting. If, for example, you are assigned to compare & contrast, say, Augustine's Confessions and The Autobiography of Malcolm X , a common mistake students make is to write the first part of their essay strictly about Augustine's Confessions , and the second part of the essay strictly about The Autobiography of Malcolm X . In a good compare & contrast essay, you instead explore an issue in every paragraph or two, and show how, in this case, both Augustine & Malcolm X share common ground or differ on that issue. Then, move onto another issue and show how both Augustne and Malcolm X covered it.
Unless your instructor directs you otherwise, you should not use first person pronouns ( I, me, my ) in such a paper.
A book review assignment is meant to be an analysis of a book, not a chapter-by-chapter summary of a book. Instead of organizing your paper sequentially (the first paragraph is about chapter 1, the second paragraph is about chapter 2, etc.), organize your paragraphs around the themes of the book that are thread throughout the book. Topics to consider in a book review include (but are not limited to):
A literature review is similar to a book review assignment in that it is meant to be an analysis of a theme or themes across several books/articles. What have various authors written about your topic? That said, as you will typically have less space to talk about each work (perhaps a paragraph or less for each work as opposed to multiple pages), you might end up moving from one author's findings to another. For a literature review in a thesis, think of a literature review as a mini-essay within your broader thesis with its own mini-introduction, thesis statement, and conclusion.
Unless your instructor directs you otherwise, book reviews and literature reviews should be written like expository & research papers. In particular, you should not use first person pronouns ( I, me, my ). So, instead of writing: "I think this book is a good analysis of ___," write: "This book is a good analysis of ___."
Reflective essays are especially common in theology courses. Reflective writing requires that you explicitly write about yourself and your own views. To put it another way, you typically have two audiences to write for in such an assignment: your instructor and yourself. As such, and unlike a standard expository paper, such essays require you to write about yourself using first person pronouns ( I, me, my) and use statements like “I think” and “I believe.” Otherwise, a reflective essay shares a lot with expository writing. You are still making arguments, and you still need evidence from cited sources! Unless your instructor tells you otherwise, you should still include a good title, introduction paragraph, thesis statement, conclusion, and bibliography.
For online courses, you will likely have to take part in classroom or group discussions online, in which you will be encouraged or even required to respond to your classmates. Such writing assignments often include a reflective element. Discussion posts are almost always shorter than essays and as such may not need long introductions or conclusions. That said, a discussion post is not like a Facebook or social media post! Good discussion posts are long and well-written enough to convey one or more thoughtful, insightful observations; you cannot just "like" someone else's post or only write "Good job!" If you decide to challenge or critique a classmate’s post—and you are certainly encouraged to do so!—you should do so in a respectful and constructive manner. As your main audience for online discussions are your own classmates and, to a lesser extent, your instructor, it is often okay to use relatively more informal language and to refer to yourself using first person pronouns ( I, me, my ). Finally, as with reflective essays, discussion posts still benefit from evidence. Even if a discussion post is relatively less formal than an essay, if you quote, paraphrase, or draw ideas from outside sources, you still must cite them! If the online medium does not allow for footnotes, use parenthetical references for citations (see chapter 19 of Turabian).
Those of you taking preaching courses or earning a DMin degree will have to write and submit your sermons. On one hand, your main audience for such a writing assignment is the congregation to whom you may preach. The language, tone, message, level of detail, etc. of a good sermon will depend on the precise context of your congregation and the message you want to impart. Therefore, unlike an expository essay or a reflective essay, you have a lot more freedom in how you chose to organize your sermon, as well as how formal or not you want the language to be.
On the other hand, in submitting such assignments, you also have a secondary audience: your instructor. As such, you may still need to include citations, even if you would not read them out loud in your sermon. In submitting a sermon as an assignment, you may also need to include some sort of write up or commentary, which your instructor may require to be expository and/or reflective in nature.
Those of you earning an MAR or DMin will finish your coursework by proposing, researching, writing, and defending a thesis or project. A thesis/project should be an original contribution to your field of study. To put it another way, the audience for your thesis/project is not just your advisor, but the broader academic and/or ministerial community. A good thesis/project can go on to become the first draft of a published academic journal article or a chapter or two of a book. Your thesis/project should be largely expository, but it may also include reflective sections.
It is never too early to start thinking about what you want to do for your thesis/project! You can try to make your thesis/project writing process easier by writing your course papers on topics within or adjacent to what you think you want to do for your thesis/project; that said, if you do so, you will need to cite these earlier works in your final thesis. See our citation guide for help with that.
For more information on writing a thesis or project, from choosing a topic to submitting it, check out our Thesis & Project Guide .
First and most importantly: Proofread your paper over before you submit it to make sure that it reads well and is without errors! Read your paper over as you are writing it. Check over your work with spell check. Before you submit it, read it over one last time to catch anything you missed. If possible, consider reading the work out loud: you will be more likely to spot problems in your writing than if you read it in your head. If you are able to do so, ask a friend or schedule an appointment with the Writing Center for a review. Another pair of eyes can often spot a mistake or problem that the writer has overlooked.
Find evidence to support your thesis from good quality sources. Your research and writing should be based on the study of reputable primary and secondary sources. Typically, this means books published by academic presses and academic journal articles. Wikipedia, YouTube, random websites, and dictionary entries are generally not considered to be good sources for academic writing, although there are instances when it is acceptable to use and cite them, like if you were researching how topics in Black theology are represented or misrepresented on Wikipedia. If you need help in finding good resources for your paper, consult a librarian.
Quotations are meant to be evidence to support your argument; they are not filler to meet a length requirement. While you must quote and paraphrase sources, you should not quote or paraphrase more than you need. When possible, consider paraphrasing over quoting. Keep in mind that your writing assignments are supposed to showcase your thinking and writing, not the thinking and writing of whoever you are citing.
Be careful not to turn long sentences into run-on sentences. Long sentences are not always bad: when well-written, a long sentence can read better and help convey complex ideas better than a series of short sentences. A run-on sentence, on the other hand, occurs when multiple sentences are inappropriately lumped into a single sentence. Therefore, when reading your paper over, keep an eye out for any sentence that you can break into multiple sentences.
Relatively longer paragraphs are generally better than short ones. If your paragraph is three sentences or less, consider if you can write more about that paragraph's topic or incorporate it into another paragraph. If a paragraph represents one idea, then a longer paragraph typically shows that you have better considered and flushed out that idea. That said, if your paragraph is longer than a page, you could probably shorten it or break it into two paragraphs.
Make sure your paper flows well from one idea to the next. Does your third paragraph make sense following your second paragraph? Do you drop ideas and only pick them up much later? Cut and paste sentences and paragraphs around as necessary.
When possible, avoid using the passive voice. This can be tricky! The passive voice is when you use the verb “to be” next to and in conjunction with another verb to make the object of the sentence into the subject. For example, compare the active sentence: “Kate Turabian wrote the book” to its passive equivalent: “The book was written by Kate Turabian.” Grammatically speaking, in the latter, passive sentence, "The book" is the subject, even though in a real world active sense, it is the object.
Writers consider passive sentences not as good because, like in the above example, they can be wordier than necessary and take the focus off the real subject. There are exceptions in which it is good to use the passive voice. For example, if you were writing an article about Kate Turabian, it would be better to write: “Kate Turabian was born in 1893” instead of “Kate Turabian’s mother gave birth to her in 1893.” The former sentence keeps Kate Turabian, the focus of the paper, as the subject, while the latter sounds a little weird (maybe English speakers are too squeamish, but we typically do not recount someone's birth in that way).
At its worst, the passive voice can obscure the subject and make facts unclear. Consider the sentence: "Jackie Robinson's signing with the Brooklyn Dodgers in 1946 was considered a crucial moment in the Civil Rights movement." With the passive voice, the reader does not know who exactly considered that so? Did all Americans in 1946 think this? Did some specific people come to recognize it later? Compare that sentence to: "Martin Luther King, Jr. considered Jackie Robinson's signing with the Brooklyn Dodgers in 1946 a crucial moment in the Civil Rights movement."
Be precise and crystal-clear in your statements and arguments. Similar to how the passive voice can make facts unclear, overly general language can make for weak arguments. Consider the argument: "Many people now support same-sex marriage." Many people? Which people? "Many" and "people" are very general terms and do not tell us much in this statement; the more specific you can be, the better your argument:
In general, use the present tense when paraphrasing an author or setting up a quotation. While you should use the past tense when writing about events in the past, you should in general use the present tense when discussing a scholar's writing. Scholarship is a ongoing discussion. When you read and discuss an author's work, that author is making an argument right now in the present, even if she is dead. So, do not write:
Carl Jung wrote: "The psyche... Carl Jung said, "The psyche... Carl Jung argued that...
but instead:
Carl Jung writes: "The psyche... Carl Jung says, "The psyche... Carl Jung argues that...
Use repetition of words carefully. When done well, repeating words can sound good and emphasize ideas. When done poorly, repetition sounds monotonous. Avoid, for example, starting too many sentences or paragraphs with the same word, or overutilizing the same verb. If you need help in bringing variety to your word choices, purchase a thesaurus or check out thesaurus.com .
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You will encounter many different assignment types throughout your studies, each with unique challenges and requirements. While the structure guide gives you the building blocks to create an assignment in general, this guide covers the distinct structures and characteristics of different assignment types and common errors that students make.
In brief, each assignment type has a different purpose and, as a result, different elements are required for each:
An essay is a written work that presents a coherent argument, analysis, or discussion on a particular topic.
A report is a structured document that systematically gathers, analyses, and presents information on a specific topic, issue, event, or research question.
A case study involves an in-depth examination of a specific subject or scenario, analysing its complexities and offering insights into real-world (or hypothetical) problems or situations. Often, it will focus on a representative person, group of people, or other samples. A case study will generally relate to theories or methods in your chosen field of study and their applications in the broader context of your discipline. It is common for case studies to be focused on solving a particular problem and thus include potential solutions to problems or recommendations for action.
The purpose of a case study is to apply theoretical knowledge to real-world situations and is valuable in helping you prepare for professional practice. They require you to think critically, analyse complex issues, and develop effective problem-solving skills.
Case studies are divided into sections with subheadings, allowing the reader to jump to specific points of interest. This allows you to present information you have gathered or researched about a particular topic in a way your reader easily understands.
There are different types of case studies and ways to structure the information, so it is important to check your assignment instructions, suggested structure, and assessment criteria/marking rubric.
A typical case study will be structured as follows:
The introduction of your case study should provide a concise overview of your study’s subject, background, and objectives. Clearly state the problem or issue you will be addressing and outline the purpose of the case study.
In this section, you establish the context for your investigation. Critically examine existing research and scholarly articles relevant to your case study topic. Identify key theories, concepts, and findings that inform your study. Analyse the gaps or controversies in the literature that your case study aims to address.
In the discussion section, interpret and analyse your findings about the existing literature. Explore the implications of your results and discuss any limitations or constraints in your study. Consider alternative explanations for your findings and address their significance. Engage in a critical reflection on the strengths and weaknesses of your approach.
Conclude your case study by summarising the key findings and their implications. Recommend future research or practical applications based on your study’s outcomes. Clearly state your case study’s contributions to the existing body of knowledge and suggest avenues for further exploration.
List all the sources cited in your case study. Ensure that you adhere to the correct referencing style specified by your instructor. Pay careful attention to the accuracy and formatting of your references, as this enhances the credibility and professionalism of your work.
Attach any supplementary materials, such as raw data, questionnaires, or additional information that supports and complements your case study. Ensure that each appendix is labelled and referenced appropriately within the main text.
If you need help with any of these areas, view the rest of the writing guide or book an appointment with a Peer Academic Mentor .
While most essays aim to inform the reader about a particular topic, the specific purpose will depend on the type of essay.
A fundamental part of any essay is a thesis statement.
A thesis statement is a concise, specific sentence that articulates the main point or claim of an essay or research paper. It serves as a roadmap for your readers, outlining the central idea you will explore and support throughout your writing.
It is recommended that you create a simple thesis statement before you begin writing to help create a roadmap for your work. As you construct your work, you should revise and refine it as necessary.
Example thesis statement
Ultimately, artificial intelligence will benefit humankind; however, precautions should be taken to mitigate potential harm. This can be accomplished in several ways, including government regulations for the ethical collection and use of data, increased education for the public on the use of AI, and investment in job protection for our future workforce.
To create a strong thesis statement, you should:
A typical essay will be structured as follows:
The introduction of your essay serves as the roadmap for your reader. Begin with a compelling hook to grab attention, then provide context for your topic, articulate the thesis statement (your essay’s main argument or purpose), and outline the key points you will address in the body. The introduction sets the tone and establishes the direction for the entire essay.
The body of your essay is where you present your argument, evidence, and analysis. Each paragraph should focus on a specific idea or aspect of your thesis statement. Start with a clear topic sentence, support it with evidence or examples, and then provide analysis or interpretation to demonstrate how it relates to your overall argument. Ensure smooth transitions between paragraphs, creating a cohesive flow that guides the reader through your logical progression of ideas.
The conclusion is your opportunity to reinforce the significance of your argument and provide a sense of closure. Summarise the key points discussed in the body, emphasising how they support your thesis. Avoid introducing new information in the conclusion. Instead, offer broader insights or implications related to your topic. Conclude with a thought-provoking statement or a call to action to reinforce the importance of your essay’s main message.
A literature review is a critical analysis of published sources within a specific field of study. It may be a standalone piece of writing or form part of a report, thesis or other research project.
The purpose of a literature review is to synthesise and summarise key findings, concepts, theories, and methodologies from multiple sources. It is useful in identifying ongoing debates, controversies, or conflicting viewpoints within the field, as well as gaps or areas where there is limited research.
When a literature review is written as part of a research project, it helps place your research or study within the context of the existing body of knowledge. It can provide a foundation for the theoretical underpinnings of your research, help justify the research questions or hypotheses you intend to explore in your study, and can inform your research design and methodology.
A typical literature review will be structured as follows:
Begin your literature review with a concise introduction that contextualises the topic, outlines the scope of the review, and articulates the purpose or objective. Clearly state the research questions or themes you aim to address, providing a roadmap for the reader to follow your exploration of relevant scholarly work.
In the body of your literature review, organise the existing literature around key themes, concepts, or debates related to your research questions. Summarise and synthesise findings from different sources, highlighting similarities, differences, and gaps in the current knowledge. Critically evaluate the methodologies and approaches used in the studies you review, emphasising the strengths and weaknesses of each.
Engage in a thoughtful discussion of the literature, synthesising the information to identify patterns, trends, or inconsistencies. Analyse how different studies contribute to the understanding of your research questions and discuss any controversies or unresolved issues in the literature. This section should demonstrate your ability to think critically and make connections between diverse sources.
Conclude your literature review by summarising the main findings, emphasising their significance in the context of your research objectives. Highlight any gaps in the literature that your study aims to address and suggest potential avenues for future research. A well-constructed conclusion reinforces the importance of your research and sets the stage for developing your own work.
List of all the sources cited in your literature review. Ensure that you adhere to the correct referencing style specified by your instructor. Pay careful attention to the accuracy and formatting of your references, as this enhances the credibility and professionalism of your work.
Reflective writing encourages individuals to reflect upon and explore their thoughts, experiences, opinions, and emotions on a particular topic, event, or subject matter. Although you should write in a more informally and express yourself more personally, it is still important to organise your ideas clearly.
Reflective writing prompts you to critically analyse and evaluate your experiences and ideas, question your assumptions and consider alternative viewpoints. It prompts you to connect your personal experiences to broader concepts and theories, and the course content. Integrating personal and academic content helps deepen your self-awareness and understanding of your experience and learning.
The purpose of a report will depend on the context. In general, however, reports aim to convey information, data, findings and analysis in a structured and organised manner. Reports often include tables, charts, graphs, and other visual aids to illustrate data and findings. They are usually tailored to the needs and expectations of the intended audience.
There are many different types of reports, including:
A typical report will be structured as follows:
The executive summary provides a concise overview of the entire report, summarising key findings, conclusions, and recommendations. It serves as a snapshot, offering a quick understanding of the report’s purpose and outcomes.
The introduction sets the stage for the report, outlining the background, purpose, and objectives. Clearly state the problem or question the report aims to address and provide a brief roadmap for the reader to follow, previewing the key sections and the scope of the investigation.
Present the information or data gathered during the research phase in a clear and organised manner. Use tables, graphs, or charts if necessary to enhance understanding. Ensure that the findings directly address the research questions or objectives outlined in the introduction.
In the discussion section, interpret and analyse the findings, providing context and insight. Explore relationships between different elements of the data, consider alternative explanations, and critically evaluate the significance of the results. This section aims to deepen the reader’s understanding of the presented information.
Summarise the report’s main points and key findings, emphasising their implications. Avoid introducing new information in the conclusion and instead focus on synthesising the existing content to reinforce the overall message.
Offer specific recommendations based on the findings and conclusions of the report. These suggestions should be actionable and linked directly to the issues discussed, providing a practical guide for decision-makers or stakeholders.
List of all sources cited in the report. Ensure that you adhere to the correct referencing style specified by your instructor. Pay careful attention to the accuracy and formatting of your references, as this enhances the credibility and professionalism of your work.
Attach supplementary materials that support or enhance the report, such as raw data, additional charts, graphs, or detailed explanations. Clearly label and reference each appendix within the main body of the report to facilitate easy navigation for the reader.
If you are having trouble with any of these areas, view the rest of the writing guide or book an appointment with a Peer Academic Mentor .
There are many other written assignment types you may be assessed on at university. We have outlined some of the more common ones below.
A brief and concise response to a specific question or prompt, typically requiring a focused and direct reply without extensive elaboration or explanation.
A written contribution to an online forum or platform where individuals share thoughts, ideas, opinions, or information about a specific topic or question, fostering interactive and collaborative conversation.
A short, informal, and often opinion-based piece of online content that explores a specific topic, provides information, or shares personal insights, designed to engage and inform readers.
A curated collection of work, artefacts, or achievements that showcases an individual’s skills, experiences, and accomplishments, often used for professional, educational, or creative purposes.
A list of sources accompanied by brief summaries or annotations that provide concise evaluations and explanations of each source’s relevance, content, and quality.
A task or project that encourages individuals to express themselves artistically or imaginatively, often involving the creation of original works such as writing, artwork, music, or multimedia presentations.
A collaborative task or assignment that involves multiple individuals working together to achieve a common goal, often requiring teamwork, coordination, and shared responsibilities.
A verbal and visual communication of information or ideas, typically delivered to an audience using spoken words, visual aids, and often accompanied by slides or other media.
It’s not just essays – discover guidance for the type of assignment you’ve been set.
The essay is the best-known type of assignment at university, but there are many more formats that might be set as coursework. Just as academic writing has many variations depending on your subject, the conventions of these different writing formats is also quite diverse, and some are more often found in some subjects than others. This section outlines many of the common assignment types you might be set and offers guidance on how to approach them.
Whether you’ve got a time-limited assignment or are just pushed for time with other deadlines to juggle, our guide to an effective writing process will help you get up to speed fast.
Reflective writing encourages ‘metacognition’ (thinking about your own thinking) to help you engage more deeply with your learning and development. It helps you to review your progress as a learner and/or practitioner and consider how you might apply what you have learned to aid your future development. Reflective writing has some key differences with traditional academic writing, but also some characteristics that are familiar.
There are several different types of reflective assignment, and therefore more than one way to write reflectively, including: the Critical Incident Analysis, the Reflective Report, Demonstrating Professional Attributes, Reflective Journal or Learning Log, and the Practitioner Case Study. This guide offers advice on writing reflectively in these different types.
Find out more about the different types of reflective assignment and reflective writing style.
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A synopsis is a brief summary which gives readers an overview of the main points. In an academic context, this is usually a summary of a text (a journal article, book, report etc) but in some instances you might be writing a synopsis of a talk, film or other form of presentation. A synopsis tests not just your understanding, but your ability to prioritise and highlight the main points and explain them succinctly in your own words.
Learn how to prepare and write a synopsis assignment.
Science reports are write-ups of empirical research, where you gather, analyse and interpret data. This could be from a lab experiment, a dissertation or research project or qualitative and quantitative work in the social sciences. These reports have a very conventional structure, often known as IMRaD (Introduction, Methods, Results, and Discussion)
Learn how to prepare, write and structure a science report.
Discover how to make your engineering and scientific writing more concise with our student guide.
Our podcast series created by Eszter Racz and the Academic Skills team at Newcastle University continues with a look at different types of assessments. We talk to students about their experience of different assessment types and how they have navigated these, and the guest experts provide useful strategies to help you with a range of assessment types.
Assignments and assessments are much the same thing: an instructor is unlikely to give students an assignment that does not receive some sort of assessment, whether formal or informal, formative or summative; and an assessment must be assigned, whether it is an essay, case study, or final exam. When the two terms are distinquished, "assignment" tends to refer to a learning activity that is primarily intended to foster or consolidate learning, while "assessment" tends to refer to an activity that is primarily intended to measure how well a student has learned.
In the list below, some attempt has been made to put the assignments/assessments in into logical categories. However, many of them could appear in multiple categories, so to prevent the list from becoming needlessly long, each item has been allocated to just one category.
Written Assignments:
Visual Representation
Multiple-Choice Questions : These questions present a statement or question with several possible answer options, of which one or more may be correct. Test-takers must select the most appropriate choice(s). See CTE's Teaching Tip "Designing Multiple-Choice Questions."
True or False Questions : These questions require test-takers to determine whether a given statement is true or false based on their knowledge of the subject.
Short-Answer Questions : Test-takers are asked to provide brief written responses to questions or prompts. These responses are usually a few sentences or a paragraph in length.
Essay Questions : Essay questions require test-takers to provide longer, more detailed written responses to a specific topic or question. They may involve analysis, critical thinking, and the development of coherent arguments.
Matching Questions : In matching questions, test-takers are asked to pair related items from two lists. They must correctly match the items based on their associations.
Fill-in-the-Blank Questions : Test-takers must complete sentences or passages by filling in the missing words or phrases. This type of question tests recall and understanding of specific information.
Multiple-Response Questions : Similar to multiple-choice questions, but with multiple correct options. Test-takers must select all the correct choices to receive full credit.
Diagram or Image-Based Questions : These questions require test-takers to analyze or interpret diagrams, charts, graphs, or images to answer specific queries.
Problem-Solving Questions : These questions present real-world or theoretical problems that require test-takers to apply their knowledge and skills to arrive at a solution.
Vignettes or Case-Based Questions : In these questions, test-takers are presented with a scenario or case study and must analyze the information to answer related questions.
Sequencing or Order Questions : Test-takers are asked to arrange items or events in a particular order or sequence based on their understanding of the subject matter.
Projects intended for a specific audience :
Problem-Solving and Analysis :
Collaborative Activities
Planning and Organization
CTE Teaching Tips
Other Resources
If you would like support applying these tips to your own teaching, CTE staff members are here to help. View the CTE Support page to find the most relevant staff member to contact.
Teaching tip categories.
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These OWL resources will help you understand and complete specific types of writing assignments, such as annotated bibliographies, book reports, and research papers. This section also includes resources on writing academic proposals for conference presentations, journal articles, and books.
This resource describes some steps you can take to better understand the requirements of your writing assignments. This resource works for either in-class, teacher-led discussion or for personal use.
This resource outlines the generally accepted structure for introductions, body paragraphs, and conclusions in an academic argument paper. Keep in mind that this resource contains guidelines and not strict rules about organization. Your structure needs to be flexible enough to meet the requirements of your purpose and audience.
This handout provides detailed information about how to write research papers including discussing research papers as a genre, choosing topics, and finding sources.
This resource will help you with exploratory/inquiry essay assignments.
This handout provides information about annotated bibliographies in MLA, APA, and CMS.
This resource discusses book reports and how to write them.
This handout provides suggestions and examples for writing definitions.
While most OWL resources recommend a longer writing process (start early, revise often, conduct thorough research, etc.), sometimes you just have to write quickly in test situations. However, these exam essays can be no less important pieces of writing than research papers because they can influence final grades for courses, and/or they can mean the difference between getting into an academic program (GED, SAT, GRE). To that end, this resource will help you prepare and write essays for exams.
This resource discusses book reviews and how to write them.
This resource will help undergraduate, graduate, and professional scholars write proposals for academic conferences, articles, and books.
Subsections.
Southwestern University announces its 2021–2026 Tactical Plan.
As part of Southwestern University’s Hispanic Serving Institution designation, first-generation student Brianna Gonzales ’24 has traveled the country to participate in a variety of prestigious programs.
Theatre and psychology double major Camille Krumwiede ’22 is showcasing skills learned at Southwestern through internships at And Just Like That… and Atlantic Pictures.
Through a seasoned blend of award-winning meal options, professional staff, and state-of-the-art facilities, Pirate Dining is enhancing the Southwestern Experience one meal at a time.
The bestselling college guide ranked Southwestern as one of the top 300 “best and most interesting” four-year universities in its annual list.
With the support of an SU alumnus and local honey producer, Layla Hoffen ’26 created BEE-Co, one of the most unique student organizations at Southwestern.
Spurred by her affection for horses, Gabby Guinn ’25 gives back to the community as an intern at the Ride On Center for Kids (ROCK).
Generous gift kicks off fundraising efforts for new athletic complex that will help bring football back to campus for the first time since 1950.
Pirate Athletics launches a new way to elevate the student-athlete experience at Southwestern.
Southwestern’s liberal arts education, wide array of majors and minors, and prime geographic location set students up for future success in the tech industry.
A conversation with Assistant Professor of Sociology Adriana Ponce.
Natalie Davis ’26 awarded with runner-up honors in ASIANetwork’s nationwide essay contest.
Expansive transformation of Mabee Commons honored for outstanding renovation project in national competition.
Nineteen students participate in seven thought-provoking projects funded by King Creativity Fund grants.
Alumnus debuts performance to complete masters of music composition program at Texas State University.
The Southwestern community will have exclusive access to expanded job resources through Indeed, the world’s #1 job site.
Jihan Schepmann ’24 will attend UT Southwestern this fall to begin organic chemistry Ph.D. program.
Relive moments from the commencement ceremony for the Southwestern University Class of 2024.
Writing different types of assignments.
Your best resource for questions about assignments is your professor. However, here are a few links that discuss some common types of assignments. Please remember that these are just guides, and that each assignment is different.
Abstract – The University of North Carolina at Chapel Hill Writing Center
Annotated Bibliography – The University of North Carolina at Chapel Hill Writing Center
Autobiographical Reflection – The Writing Studio at Duke University
Business Letter – The University of North Carolina at Chapel Hill Writing Center
Close Reading - Harvard College Writing Center, Harvard University
Critique –The University of North Carolina at Chapel Hill Writing Center
Ethnography – The Writing Studio at Duke University
Film Review – The Writing Studio at Duke University
Formal Analysis and Comparative Analysis (Art History) - The Undergraduate Writing Center at The University of Texas, Austin
Grant Proposal – The University of North Carolina at Chapel Hill Writing Center
Lab Report - Texas A&M University Writing Center
Literature Review – The University of North Carolina at Chapel Hill Writing Center
Oral History – The University of North Carolina at Chapel Hill Writing Center
Policy Memo – The Writing Studio at Duke University
Response Paper – The Writing Studio at Duke University
Summary –The University of North Carolina at Chapel Hill Writing Center
Synthesis – Writing Center of Princeton
Table of Contents
Case studies.
Throughout their study, people should deal with numerous writing assignments. They can be of different structure, length, and requirements in general. But what is an assignment actually? It’s a writing task given to students to enhance their knowledge in the course or particular subject. Commonly, it’s a sort of homework where the learners should demonstrate not only how well they understand the data. It’s essential to think critically and closely follow the structure in the scholarly tasks. Usually, they are the same: essays or reports, but not always. The deeper you study the subject, the more types of assignments you find out about.
Here you’ll find general information about types of assignment. Be aware that your teachers can have their own requirements for particular tasks. It’s better to clarify all the moments before you start dealing with your homework than to realise you did something wrong too late. The catch is that if students have great ideas but don’t follow the structure, they won’t get high marks. In order not to trip yourself up, you’d better know the main nuances of each assignment type.
Probably the most “popular” assignment amongst others. Even university professors write such papers. That’s why the requirements for the student’s essay are pretty high. This task needs a profound argument and great explanations. The system of the essay is rather simple. It consists only of three parts:
Reports are usually made to illustrate some significant points of the specific situation, process, or project. They require precise disclosure of information and formal structure with headings and subheadings. Unlike the essay, the report is more objective and needs more facts to be mentioned. This type of assignment can have several structures, but the standard one contains 7 parts:
A case study is a complete analysis of some problems, for instance, in business or marketing. Students should provide real examples from life and analyse them in order to come to the best proper solution. A case study assignment requires deep immersion and great arguments from the author. Students often ask for assignment help with these distinct papers. Structure of the case study is somehow similar to the reports:
It’s a form of assessment where students analyse certain material and criticise it. Comments can be either positive or negative. In both cases, the author should provide an objective assessment of the book, film, article, etc. The structure of the review is almost always the same:
It’s like a smaller version of the academic papers. Here, students must provide key information about their work in a concise and accessible form in order to explain it even to people who have not read any additional sources. But how to structure abstracts correctly? Check the best possible way:
How to write a university assignment? Just follow the structure and mind all your teacher’s requirements!
Your school, college, or workplace may request a research proposal assignment, such as a management or business research proposal assignment, or an academic one. It may sound complex but is...
Your school, college, or workplace may request a research proposal...
Bibliographies are generally not the easiest or most fun writing tasks, but they are necessary, so it’s important to get them right! Read on, to find out ‘how to make bibliography’...
Bibliographies are generally not the easiest or most fun writing...
A footnote is a citation at the bottom of a page in academic writing that provides additional information and references for specific points made in the main text. What is a footnote? A...
A footnote is a citation at the bottom of a page in academic writing...
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Cristy Bartlett and Kate Derrington
As discussed in the previous chapter, assignments are a common method of assessment at university. You may encounter many assignments over your years of study, yet some will look quite different from others. By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. This chapter draws on the skills from the previous chapter, and extends the discussion, showing you where to aim with different types of assignments.
The chapter begins by exploring the popular essay assignment, with its two common categories, analytical and argumentative essays. It then examines assignments requiring case study responses , as often encountered in fields such as health or business. This is followed by a discussion of assignments seeking a report (such as a scientific report) and reflective writing assignments, common in nursing, education and human services. The chapter concludes with an examination of annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.
At university, an essay is a common form of assessment. In the previous chapter Writing Assignments we discussed what was meant by showing academic writing in your assignments. It is important that you consider these aspects of structure, tone and language when writing an essay.
Essays should use formal but reader friendly language and have a clear and logical structure. They must include research from credible academic sources such as peer reviewed journal articles and textbooks. This research should be referenced throughout your essay to support your ideas (See the chapter Working with Information ).
If you have never written an essay before, you may feel unsure about how to start. Breaking your essay into sections and allocating words accordingly will make this process more manageable and will make planning the overall essay structure much easier.
An effective essay introduction needs to inform your reader by doing four basic things:
Table 15.1 An effective essay
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An effective essay body paragraph needs to:
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An effective essay conclusion needs to:
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You may be required to write different types of essays, depending on your study area and topic. Two of the most commonly used essays are analytical and argumentative . The task analysis process discussed in the previous chapter Writing Assignments will help you determine the type of essay required. For example, if your assignment question uses task words such as analyse, examine, discuss, determine or explore, you would be writing an analytical essay . If your assignment question has task words such as argue, evaluate, justify or assess, you would be writing an argumentative essay . Despite the type of essay, your ability to analyse and think critically is important and common across genres.
These essays usually provide some background description of the relevant theory, situation, problem, case, image, etcetera that is your topic. Being analytical requires you to look carefully at various components or sections of your topic in a methodical and logical way to create understanding.
The purpose of the analytical essay is to demonstrate your ability to examine the topic thoroughly. This requires you to go deeper than description by considering different sides of the situation, comparing and contrasting a variety of theories and the positives and negatives of the topic. Although in an analytical essay your position on the topic may be clear, it is not necessarily a requirement that you explicitly identify this with a thesis statement, as is the case with an argumentative essay. If you are unsure whether you are required to take a position, and provide a thesis statement, it is best to check with your tutor.
These essays require you to take a position on the assignment topic. This is expressed through your thesis statement in your introduction. You must then present and develop your arguments throughout the body of your assignment using logically structured paragraphs. Each of these paragraphs needs a topic sentence that relates to the thesis statement. In an argumentative essay, you must reach a conclusion based on the evidence you have presented.
Case studies are a common form of assignment in many study areas and students can underperform in this genre for a number of key reasons.
Students typically lose marks for not:
When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure but include examples and data from the case as additional evidence to support your points (see Figure 15.5). The colours in the sample paragraph below show the function of each component.
The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct and Nursing Standards (2018) play a crucial role in determining the scope of practice for nurses and midwives. A key component discussed in the code is the provision of person-centred care and the formation of therapeutic relationships between nurses and patients (NMBA, 2018). This ensures patient safety and promotes health and wellbeing (NMBA, 2018). The standards also discuss the importance of partnership and shared decision-making in the delivery of care (NMBA, 2018, 4). Boyd and Dare (2014) argue that good communication skills are vital for building therapeutic relationships and trust between patients and care givers. This will help ensure the patient is treated with dignity and respect and improve their overall hospital experience. In the case, the therapeutic relationship with the client has been compromised in several ways. Firstly, the nurse did not conform adequately to the guidelines for seeking informed consent before performing the examination as outlined in principle 2.3 (NMBA, 2018). Although she explained the procedure, she failed to give the patient appropriate choices regarding her health care.
Topic sentence | Explanations using paraphrased evidence including in-text references | Critical thinking (asks the so what? question to demonstrate your student voice). | Relating the theory back to the specifics of the case. The case becomes a source of examples as extra evidence to support the points you are making.
Reports are a common form of assessment at university and are also used widely in many professions. It is a common form of writing in business, government, scientific, and technical occupations.
Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case. Reports may be written for different audiences including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 15.2).
Table 15.2 Explanations of different types of reports
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Reflective writing is a popular method of assessment at university. It is used to help you explore feelings, experiences, opinions, events or new information to gain a clearer and deeper understanding of your learning. A reflective writing task requires more than a description or summary. It requires you to analyse a situation, problem or experience, consider what you may have learnt and evaluate how this may impact your thinking and actions in the future. This requires critical thinking, analysis, and usually the application of good quality research, to demonstrate your understanding or learning from a situation. Essentially, reflective practice is the process of looking back on past experiences and engaging with them in a thoughtful way and drawing conclusions to inform future experiences. The reflection skills you develop at university will be vital in the workplace to assist you to use feedback for growth and continuous improvement. There are numerous models of reflective writing and you should refer to your subject guidelines for your expected format. If there is no specific framework, a simple model to help frame your thinking is What? So what? Now what? (Rolfe et al., 2001).
Table 15.3 What? So What? Now What? Explained.
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The Gibbs’ Cycle of reflection encourages you to consider your feelings as part of the reflective process. There are six specific steps to work through. Following this model carefully and being clear of the requirements of each stage, will help you focus your thinking and reflect more deeply. This model is popular in Health.
This model (Ryan and Ryan, 2013) was designed specifically for university students engaged in experiential learning. Experiential learning includes any ‘real-world’ activities including practice led activities, placements and internships. Experiential learning, and the use of reflective practice to heighten this learning, is common in Creative Arts, Health and Education.
What is it.
An annotated bibliography is an alphabetical list of appropriate sources (books, journals or websites) on a topic, accompanied by a brief summary, evaluation and sometimes an explanation or reflection on their usefulness or relevance to your topic. Its purpose is to teach you to research carefully, evaluate sources and systematically organise your notes. An annotated bibliography may be one part of a larger assessment item or a stand-alone assessment piece. Check your task guidelines for the number of sources you are required to annotate and the word limit for each entry.
When choosing sources for your annotated bibliography it is important to determine:
Important considerations include:
It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 15.4). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.
Table 15.4 Comparison of Literature Reviews
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Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 15.10). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 15.5).
Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.
Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.
Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704
Academic Success Copyright © 2021 by Cristy Bartlett and Kate Derrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
Back to Practical Pedagogy Questions
Academia has prioritized traditional methods of assessment such as the research paper for decades, but if we really give thought to what it is we’re trying to assess, it can be that there are other options available to us–and ones that could give students a better chance of successfully showing their learning. Offering students a variety of methods of assessment can allow students whose skills are not in, for example, writing, to shine, and to demonstrate their skills–and allow students to make choices that better reflect their priorities and identities.
It can make sense to consider some different approaches to grading at the same time as exploring alternative possibilities for assignments, and the section What are some alternative grading strategies? explores some of those approaches.
Table of contents
General considerations Learning outcomes Multiple assignment types Formative vs. summative assessments Grading considerations Assignment types Multimedia assignments Presentations Conversational assessment Propose a project Civic engagement Reflective pieces
Learning outcomes.
When it comes to assessment, it is helpful to keep in mind the learning behavior that you are looking for, and to consider the different possible ways that this could be demonstrated and documented.
Robbie Pock has developed a framework for thinking about this in terms of the professor and the student’s parallel experiences.
A teacher’s track: Introduce → Guide → Assess → Reflect
A student’s track: Encounter → Practice → Demonstrate → Reflect
When you design a learning experience, it is worth thinking about what the student’s experience in that moment is. For example, you might ask: What would be an ideal way to first encounter this idea? And you might decide, for example, that the best way might be for students to engage in guided exploration and questioning such that they discover the idea for themselves. Or, you might decide that the best approach might be for students to encounter the topic in their own time and at their own pace, for example by watching a video, and then come to class to practice it (a roughly Flipped Classroom model).
Similarly, you might ask: How can I guide students as they practice? What are ways that it might look for them to demonstrate it? And how can I prompt students to reflect on what they’ve done, and develop their metacognitive awareness?
When it comes to assessment, thinking about different ways that students can demonstrate understanding can result in some surprising answers. Could students show you what they know by talking to you, by making a video, by building a website? For some discussion of the possibilities, see the section on assignment types below.
You can see some of Robbie’s slides here , and if you’d like to discuss further, you can reach her on [email protected] .
Back to top
One thing to keep in mind is that students excel in different ways, and including a lot of different ways to demonstrate learning can really help to give all of your students the best possible opportunity to show their learning –and to honor their own priorities and identities in their choices.
You might consider building a diverse set of assignments over the semester, including elements such as journal entries, reading logs, reflective pieces, and multimedia assignments.
Some instructors offer students a choice of possible formats for assignments, such that students can choose whichever better suits their strengths and reflects their interests, values and identities. The fact of asking students to choose can give them the opportunity to come to know themselves better as learners, and reflect not only on their particular strengths, but also on their goals for the class and priorities in life.
This involves some careful work to ensure that each option has students demonstrating the same skills and understanding, and that you have an equitable way of grading them. For more on grading, see the section on grading considerations below.
Also consider that assessment can be either formative, i.e. provide guidance as a student goes along, or summative, i.e. serve to chart a student’s achievement against some standard or benchmark. A good structure can be to build in a lot of small formative assessments all the way through a class, and then give students a choice of summative assessments, such that they can play to their strengths.
The function of formative assessment is to give students an opportunity to practice with feedback. Examples of places where this might happen are in homework, minute papers , in-class discussions and so on: tasks in which students’ understanding is checked while learning is in progress. Summative assessment comes in at the end of a class, where we expect students to have proficiency in some skills and knowledge–and the formative assessments build toward the summative.
For more on the distinction between formative and summative assessment, check out this guide from Carnegie Mellon’s Eberly Center.
A common concern with experimental or exploratory assignments is how they can be graded, and particularly, how to grade equitably if students are submitting different things.
One way to make this work smoothly and be well documented is to work with a rubric . It would make sense in this context to make the components more general and abstract than you normally would. Are you looking for complexity? Critical thinking? Incorporating the ideas of others? Think about different ways that each of these could look, and make sure your rubric suits them all.
CETCI has run a number of workshops about working with rubrics, and you can access a range of resources on this Moodle site . The slideshow at the top provides a helpful introduction.
For more ‘creative’ projects, it can help the grading process to include as a part of the assignment a written reflection that makes up a substantial proportion of the grade. This can help to keep the grading equitable across different formats of project because all students, across all project types, will need to be able to reflect and identify ways that they were manifesting their skills and learning through their particular project, and this is a major way that you can assess their understanding.
Multimedia assignments.
One possibility is to ask students to make a podcast or video on a topic. It is becoming a standard across industries for multimedia communication to be a priority, so these are important skills for today’s world. You can give them a target length, and ask that they include a transcript if that would be helpful. One strength of this is that they can include locations, multimedia elements, or even relevant interviews to get the topic across.
For Brent Johnson, as he explains in his Faculty Teaching Profile , asking students to create multimedia artifacts to demonstrate their writing ability can actually teach them certain skills better than simply writing. For example, making a podcast, and speaking into a microphone to an imagined audience, seems to help students to think more deeply about their voice and their audience than they would simply typing into a document.
These are a relatively well-established form for demonstrating knowledge, and have the advantage that the rest of the class can benefit from the presenter’s work! It also accustoms students to public speaking, and having a live audience can help students think through what they need to include for an audience member to fully follow their argument.
This is another assignment type that can work well paired with a reflective exercise. It can also be productive to involve some audience engagement activities, either initiated by the individual student, or as part of the rhythm for every presentation. For example, Q&A sessions at the end can be more engaged and comfortable if you first have students complete a ‘Yes yes no’ activity in which they write down two things from the talk that they recognize from their own experience or agree with, and one that they don’t agree with or don’t recognize from their own experience. This leaves all students primed and prepared to ask questions.
Some professors offer students the option to be assessed on the basis of a conversation with the professor. You can give expectations as to length and the topics covered, and in place of the citations you would see in a paper, perhaps ask for a bibliography of relevant sources to be provided before or after the discussion.
It can be quite exciting to allow students to propose their own project if they wish to. An important point is that you will probably want the student to do some work to establish why this format is appropriate, and to work with you on developing a suitable rubric before work commences. Just proposing the project can actually become a powerful learning experience, since it takes a lot of thought to understand the learning objectives and how to manifest them in a rubric.
For more on the ways you can support students through successful projects, see the page How can I improve student learning through independent and group projects?
Civic engagement is a way for students to make changes in their own communities, and see the impact they can have on the world. Philosophy professor Ramona Ilea structures classes and class activities around that kind of engagement, which allows students to see how the ideas they are working with apply in the real world, gain a range of skills, and see themselves as agents of change. You can read more about this approach on the Engaged Philosophy website , created by Ramona Ilea, Prof. Susan Hawthorne of St. Catherine University, and Prof. Monica “Mo” Janzen of Anoka Ramsey Community College, which has a wealth of information including sample syllabi and assignments .
Writing short reflective pieces, either simply to synthesise knowledge, or as a self-assessment tool as a component of and reflection on an assignment, can teach students important skills in metacognition and self-assessment. You can build additional structure by asking students to work with a rubric as they self-assess, thus improving understanding of the rubric and the ways they’re being assessed at the same time.
If they can talk about what they learned and in which part of the process it was that they learned it, students are prompted to think more about and better understand the learning goals and their practical manifestations.
For creative projects, including a reflective section in the final submission that is weighted heavily in the grading (perhaps, even, worth more points than the project itself) can help promote equity in grading across different types of project, since it focuses some of the points assigned on similar tasks based on skills that you should be seeing across the board (such as, for example, critical reflection).
Interested in thinking more about ways to adopt alternative assignment formats in your class? Reach out to us at [email protected] , and we can suggest more resources or schedule a one-on-one.
We are also always looking for more answers to this question, so if you have one that’s worked for you, please let us know!
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This table holds pre-defined and user defined status types (for Assignments or Sets of Employment/Placement Terms). Current seeded values will have to be revisited to ensure we remove obsolete values and incorporate Enterprise statuses.
Schema: FUSION
Object owner: PER
Object type: TABLE
Tablespace: REFERENCE
Name | Columns |
---|---|
PER_ASSIGNMENT_STATUS_TYP_PK | ASSIGNMENT_STATUS_TYPE_ID |
Name | Datatype | Length | Precision | Not-null | Comments | Status |
---|---|---|---|---|---|---|
ASSIGNMENT_STATUS_TYPE_ID | NUMBER | 18 | Yes | System-generated primary key column. | Active | |
BUSINESS_GROUP_ID | NUMBER | 18 | Yes | Identifier of Enterprise, used for multi-tenancy partitioning. Foreign key to HR_ORGANIZATION_UNITS. | Active | |
LEGISLATION_CODE | VARCHAR2 | 30 | The legislation to which the status type applies. | Active | ||
ACTIVE_FLAG | VARCHAR2 | 30 | Obsolete. | Active | ||
DEFAULT_FLAG | VARCHAR2 | 30 | Yes | Indicates whether this is the default user status for the PER_SYSTEM_STATUS. | Active | |
PRIMARY_FLAG | VARCHAR2 | 30 | Obsolete. | Active | ||
PAY_SYSTEM_STATUS | VARCHAR2 | 30 | Payroll status indicating whether the assignment is processed in payroll runs. | Active | ||
PER_SYSTEM_STATUS | VARCHAR2 | 30 | HR status used extensively within the system to determine how the assignment is processed. | Active | ||
LAST_UPDATE_DATE | TIMESTAMP | Yes | Who column: indicates the date and time of the last update of the row. | Active | ||
LAST_UPDATED_BY | VARCHAR2 | 64 | Yes | Who column: indicates the user who last updated the row. | Active | |
LAST_UPDATE_LOGIN | VARCHAR2 | 32 | Who column: indicates the session login associated to the user who last updated the row. | Active | ||
CREATED_BY | VARCHAR2 | 64 | Yes | Who column: indicates the user who created the row. | Active | |
CREATION_DATE | TIMESTAMP | Yes | Who column: indicates the date and time of the creation of the row. | Active | ||
OBJECT_VERSION_NUMBER | NUMBER | 9 | Yes | Used to implement optimistic locking. This number is incremented every time that the row is updated. The number is compared at the start and end of a transaction to detect whether another session has updated the row since it was queried. | Active | |
START_DATE | DATE | Date status is active on. | ||||
END_DATE | DATE | If this is not null, then status is not active after this date. | ||||
ASSIGNMENT_STATUS_CODE | VARCHAR2 | 30 | Unique code representing the status. | |||
ORIG_ASSIGN_STATUS_TYPE_ID | NUMBER | 18 | Link to seeded assignment status. | |||
MODULE_ID | VARCHAR2 | 32 | Seed Data Framework: indicates the module that owns the row. A module is an entry in Application Taxonomy such as a Logical Business Area. When the MODULE_ID column exists and the owner of the row is not specified, then the Seed Data Framework will not extract the row as seed data. | |||
SGUID | VARCHAR2 | 32 | The seed global unique identifier. Oracle internal use only. | |||
SEED_DATA_SOURCE | VARCHAR2 | 512 | Source of seed data record. A value of 'BULK_SEED_DATA_SCRIPT' indicates that record was bulk loaded. Otherwise, specifies the name of the seed data file. | |||
COUNTRY | VARCHAR2 | 2000 | Possible Values ALL/NULL/Comma separated Legislationcode for multiple countries | |||
ORA_SEED_SET1 | VARCHAR2 | 1 | Yes | Oracle internal use only. Indicates the edition-based redefinition (EBR) context of the row for SET1. Context values are Y or N. | ||
ORA_SEED_SET2 | VARCHAR2 | 1 | Yes | Oracle internal use only. Indicates the edition-based redefinition (EBR) context of the row for SET2. Context values are Y or N. |
Index | Uniqueness | Tablespace | Columns |
---|---|---|---|
PER_ASSIGNMENT_STATUS_TYPE_UK1 | Unique | Default | ASSIGNMENT_STATUS_CODE, BUSINESS_GROUP_ID, ORA_SEED_SET1 |
PER_ASSIGNMENT_STATUS_TYP_N20 | Non Unique | Default | SGUID |
PER_ASSIGNMENT_STATUS_TYP_PK | Unique | Default | ASSIGNMENT_STATUS_TYPE_ID, ORA_SEED_SET1 |
PER_ASSIGNMENT_STATUS_TYP_PK1 | Unique | Default | ASSIGNMENT_STATUS_TYPE_ID, ORA_SEED_SET2 |
PER_ASSIGNMENT_STATUS_TYP_UK11 | Unique | Default | ASSIGNMENT_STATUS_CODE, BUSINESS_GROUP_ID, ORA_SEED_SET2 |
Advertised on behalf of.
Lagos State, NIGERIA
Individual Contract
Application deadline :.
15-Aug-24 (Midnight New York, USA)
National Consultant
Time left :, languages required :.
English
UNDP is committed to achieving workforce diversity in terms of gender, nationality and culture. Individuals from minority groups, indigenous groups and persons with disabilities are equally encouraged to apply. All applications will be treated with the strictest confidence. UNDP does not tolerate sexual exploitation and abuse, any kind of harassment, including sexual harassment, and discrimination. All selected candidates will, therefore, undergo rigorous reference and background checks.
UN Women, grounded in the vision of equality enshrined in the Charter of the United Nations, works for the elimination of discrimination against women and girls; the empowerment of women; and the achievement of equality between women and men as partners and beneficiaries of development, human rights, humanitarian action and peace and security. UN Women’s office in Nigeria works to advance implementation of the agency’s normative, operational and coordination mandate, in close partnership with the Government of Nigeria, the United Nations Country Team and civil society organizations. The UN Women Nigeria Country Office prioritizes women’s economic empowerment as one of its core programmatic areas of focus. UN Women’s efforts to enhance women’s economic empowerment in the recent past has included support to women entrepreneurs, facilitating women’s financial inclusion, and supporting women in agricultural activities.
Nigeria has one of the highest numbers of female entrepreneurs in the world. Yet, women-owned businesses do not secure procurement contracts, suggesting systematic gender disparities in the procurement systems of both government and private sector organizations. The consensus on the positive correlation between gender equality and the socio-economic environment of a country calls for incentives to ensure equal opportunities for women entrepreneurs and their male counterparts, for instance in the form of preferential treatment for marginalized groups when it comes to procurement of goods and services. The project: Women’s Economic Empowerment through Affirmative Procurement Reform in West and Central Africa was launched to support women’s economic empowerment through enhanced opportunities of women-led businesses to access public procurement and corporate supply chains. The project integrates affirmative procurement initiatives in the context of COVID 19 response and recovery strategies. It supports reform and institutional strengthening to improve women-led businesses access to public procurement and supports the development of gender responsive procurement initiatives as part of the COVID-19 response strategies. It was designed as a catalyst to support enabling environment for women to work and be financially independent as well as enhance capacities of government officials to formulate and implement gender responsive policies. Gender-responsive policies are crucial to achieving sustainable development, as they enable women and girls to participate fully in and benefit equally from socioeconomic opportunities. address the underlying causes of vulnerability including gender inequality.
Within the project, UN women has supported review of a number of legal frameworks which promotes economic stability of business women, these includes: the Women Economic Empowerment Policy, Gender Responsive Procurement Policy of Lagos State, Nigeria and many others, in order to ensure sustainability of the project in Lagos States as well as monitoring the progress on implementation of the different policies in the State, there is a need to establish a robust team comprising of women leaders in this thematic area to provide strategic leadership in driving the advocacy and monitoring government interventions targeted at women’s economic empowerment especially as relate to promoting social capital and women’s entrepreneurial growth in the state.
In line with the UN Women’s coordination mandate and as part of a project exit strategy, the coalition will work with existing state institutions to push for approval of the state policies, monitor government interventions and promote the economic rights of women entrepreneurs in the state. Also, the coalition would be expected to push for the domestication of available legal frameworks that support women’s economic empowerment in the state. The coalition will, in turn, serve as key connectors to government and businesses and help to create a strong enabling environment for civil society organisations, democracy, and the rights of citizen action and participation.
Specifically, the coalition will focus on the following actions:
Description of Responsibilities/ Scope of Work
Deliverables
|
|
| |
Domestication of National Policy on Women Economic Empowerment and Action Plan | |
Development of Care Policy in Lagos | |
Unstreotype Alliance and WEPs | |
| |
|
|
Development Objective
To enhance the socio-economic empowerment of women in Lagos State through the approval and domestication of key policies, including the Affirmative Procurement Policy, the National Policy on Women's Economic Empowerment and Action Plan, and the development of a Care Policy, thereby fostering an inclusive and supportive ecosystem for women's economic participation and well-being.
Immediate objective
To secure the approval and domestication of the Affirmative Procurement Policy, the National Policy on Women's Economic Empowerment and Action Plan, and the development of a Care Policy in Lagos State through targeted advocacy campaigns and strategic engagement with relevant government institutions.
Under the direct guidance and overall supervision of the Programme Specialist, Women Economic Empowerment, the National Consultant will undertake the tasks outlined in the section five below. To facilitate delivery of the above outputs, UN Women will provide consultant with available documents as well as relevant templates.
|
|
Achieve the official approval and implementation of the Affirmative Procurement Policy in Lagos State by January 2025 | August 2024 – January 2025 |
Facilitate the domestication of the National Policy on Women's Economic Empowerment and Action Plan in Lagos State by January 2025 | August 2024 – January 2025 |
Establish commitment for a comprehensive Care Policy in Lagos State that addresses the needs of caregivers and supports the care economy by January 2025 | August 2024 – January 2025 |
Promote the adoption of the Unstereotype Alliance and the Women's Empowerment Principles (WEPs) among businesses and institutions in Lagos State, with at least 10 new members by January 2025 | August 2024 – January 2025 |
| August 2024 – January 2025 |
Core Values:
Core Competencies:
Please visit this link for more information on UN Women’s Core Values and Competencies:
https://www.unwomen.org/en/about-us/employment/application-process#_Values
Functional competencies:
Knowledge Management and Learning
Leadership and Self-Management
Education and Certification:
Experience:
How to Apply
The above-mentioned documents should be merged in a standalone file including all them, since the online application submission does only permit to upload one file per application. Incomplete submission can be a ground for disqualification.
Qualified women and men and members of minorities are encouraged to apply. UN Women applies fair and transparent selection process that would take into account the competencies/skills of the applicants as well as their financial proposals.
In July 2010, the United Nations General Assembly created UN Women, the United Nations Entity for Gender Equality, and the Empowerment of Women. The creation of UN Women came about as part of the UN reform agenda, bringing together resources and mandates for greater impact. It merges and builds on the important work of four previously distinct parts of the UN system (DAW, OSAGI, INSTRAW, and UNIFEM), which focused exclusively on gender equality and women's empowerment.
Diversity and inclusion:
At UN Women, we are committed to creating a diverse and inclusive environment of mutual respect. UN Women recruits, employs, trains, compensates, and promotes regardless of race, religion, color, sex, gender identity, sexual orientation, age, ability, national origin, or any other basis covered by appropriate law. All employment is decided based on qualifications, competence, integrity, and organizational need.
If you need any reasonable accommodation to support your participation in the recruitment and selection process, please include this information in your application.
UN Women has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UN Women, including sexual exploitation and abuse, sexual harassment, abuse of authority, and discrimination. All selected candidates will be expected to adhere to UN Women’s policies and procedures and the standards of conduct expected of UN Women personnel and will therefore undergo rigorous reference and background checks. (Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check.)
IMAGES
VIDEO
COMMENTS
Assignments come in different forms and serve different purposes. Some of the most common types of assignments you may encounter include essays, case study responses, reports, reflective writing assignments, annotated bibliographies, and literature reviews. Let's explore each of these assignment types in detail!
Types of Assignments Cristy Bartlett and Kate Derrington. Figure 20.1 By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. Image by Armin Rimoldi used under CC0 licence. Introduction. As discussed in the previous chapter, assignments are a common method of assessment at university.
Sometimes writing assignments in Gen Ed directly mirror types of writing that students are likely to encounter in real-world, non-academic settings after they graduate. The following are several examples of such assignments: Example 1: Policy memo In Power and Identity in the Middle East, Professor Melani Cammett assigns students a group policy ...
Types of Assignment. Here are some of the most common types of assignments: Essay. An essay is a piece of writing that presents an argument, analysis, or interpretation of a topic or question. It usually consists of an introduction, body paragraphs, and a conclusion. Essay structure: Introduction: introduces the topic and thesis statement
Types of Assignment. Essays: Essays are a common form of academic assignment, requiring students to articulate their ideas, arguments, and insights on a specific topic. Essays can range from persuasive, descriptive, narrative, or expository, and often follow a structured format with an introduction, body paragraphs, and a conclusion.
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. This work is licensed under CC BY-NC-ND 4.0.
A compare & contrast assignment is a type of expository & research paper assignment. It is important to organize your writing around the themes you are comparing & contrasting. If, for example, you are assigned to compare & contrast, say, Augustine's Confessions and The Autobiography of Malcolm X, a common mistake students make is to write the first part of their essay strictly about Augustine ...
I'll describe various types of assignments you might use in your course, and interactively discuss the advantages and disadvantages of each. I'll link Bloom's Taxonomy and student learning styles to the type of assignment, then discuss the \right" number and types of assignments for a course. Some potentially useful tips are provided.
In brief, each assignment type has a different purpose and, as a result, different elements are required for each: A case study involves an in-depth examination of a specific subject or scenario, analysing its complexities and offering insights into real-world problems or situations.; An essay is a written work that presents a coherent argument, analysis, or discussion on a particular topic.
Types of Assignments You will be asked to do many different assignments as a college student. These are general descriptions of some common types of written assignments. These descriptions only explain base information about these assignment types , always read your professor's assignment sheet for specific instructions and criteria.
Assignment Types The essay is the best-known type of assignment at university, but there are many more formats that might be set as coursework. Just as academic writing has many variations depending on your subject, the conventions of these different writing formats is also quite diverse, and some are more often found in some subjects than others.
Types of Assignments and Assessments. Assignments and assessments are much the same thing: an instructor is unlikely to give students an assignment that does not receive some sort of assessment, whether formal or informal, formative or summative; and an assessment must be assigned, whether it is an essay, case study, or final exam.
Types of Writing Assignments. In many college courses, writing is a common form of expression and scholarship. Students from fields as varied as computer science, biology, psychology, art history, and accounting are expected to write essays, term papers, reflections, discussion board posts, theses, and more.
Common Writing Assignments. These OWL resources will help you understand and complete specific types of writing assignments, such as annotated bibliographies, book reports, and research papers. This section also includes resources on writing academic proposals for conference presentations, journal articles, and books.
However, here are a few links that discuss some common types of assignments. Please remember that these are just guides, and that each assignment is different. Abstract - The University of North Carolina at Chapel Hill Writing Center. Annotated Bibliography - The University of North Carolina at Chapel Hill Writing Center.
There are many different types of written assignments, including essays, reports and reviews. Student Services. has resources to help you understand different types of written assignments and how to structure your work: • Assignment types — outlines the purpose, audience, tone of writing and structural features of some
This type of assignment can have several structures, but the standard one contains 7 parts: Title. Depending on the report's size, the title can be either short or long. Accordingly, include only your name and date or, additionally, the list of contents and explanations of some terms. Summary.
Gradescope allows you to grade paper-based exams, quizzes, bubble sheets, programming assignments (graded automatically or manually) and lets you create online assignments that students can answer right on Gradescope. In this guide: Assignment Types and Features. Using Gradescope for Paper-Based Assignments. Exams & Quizzes.
Types of Assignments Cristy Bartlett and Kate Derrington. Figure 15.1 By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. Image by Armin Rimoldi used under CC0 license.
Assignment types. Below are a few different options for alternative assignment types that you might consider. These are assignments that you could use at different moments during the course of a semester, or could offer as alternatives for one assessment. Multimedia assignments. One possibility is to ask students to make a podcast or video on a ...
Canvas supports five assignment types: Assignments, Discussions, Quizzes, External Tools, and Not Graded. As an instructor, you can select an assignment type when creating an assignment shell. However, you can also create assignments within an assignment type by visiting each type's respective Index...
The assignments type "No submission" has no choices for increased attempts. Proposed solution: It would be great if we could add additional attempts to "No submission" types AND if we can have a function that allows an average of the two scores.
This table holds pre-defined and user defined status types (for Assignments or Sets of Employment/Placement Terms). Current seeded values will have to be revisited to ensure we remove obsolete values and incorporate Enterprise statuses.
Exams & Quizzes. Exam/Quiz assignments are for fixed-template assessments (not variable-length). You will upload a blank copy of the exam (see Creating, editing, and deleting an assignment for more information) and create the assignment outline that you'll use for grading. By default, the Exam / Quiz assignment type is set up so that instructors or TAs can scan and submit their students' work.
For staff, this type of assignment may also be welcomed to curtail concerns about artificially generated assignments and to assess students on their ability to package their opinions and critical analysis in a different format. Nevertheless, this form of assignment could have some limitations. Firstly, this change in evaluation style requires ...
Raman, surface-enhanced Raman, and infrared vibrational spectra of diisopropyl benzimidazolium N-heterocyclic carbenes were experimentally measured and calculated using first-principles theory. Experimental data were in excellent agreement with the theory and allowed for assignment of previously unreported vibrational modes in the molecule. Key vibrational motions of the Au-C bond, benzene ...
Background. UN Women, grounded in the vision of equality enshrined in the Charter of the United Nations, works for the elimination of discrimination against women and girls; the empowerment of women; and the achievement of equality between women and men as partners and beneficiaries of development, human rights, humanitarian action and peace and security.