assignment brief define

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Academic writing skills guide: understanding assignments.

• Key Features of Academic Writing
• The Writing Process
• Understanding Assignments
• Brainstorming Techniques
• Planning Your Assignments
• Thesis Statements
• Writing Drafts
• Structuring Your Assignment
• How to Deal With Writer's Block
• Using Paragraphs
• Conclusions
• Introductions
• Revising & Editing
• Proofreading
• Grammar & Punctuation
• Reporting Verbs
• Signposting, Transitions & Linking Words/Phrases
• Using Lecturers' Feedback

Below is a list of interpretations for some of the more common directive/instructional words. These interpretations are intended as a guide only but should help you gain a better understanding of what is required when they are used. 

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CAW LibGuides: How to Analyse an Assignment Brief

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How to Analyse an Assignment Brief

• Paragraph Structure
• Understanding and Avoiding Plagiarism
• Tips for Polishing and Proofreading
• Self or Peer Assessing an Essay
• Understanding Written Assignment Feedback
• Structuring an Academic Essay
• Writing a Literature Review
• Writing a Report
• Reflective Writing
• Writing a Dissertation Proposal
• Essay Writing in Exams
• Definitions of Directive Words
• Style and Register
• Punctuation for Academic Writing
• Integrating Sources using Signal Phrases
• Glossary of Written Assignment Feedback Terms
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To do well in your assignments, you will need to analyse your assignment briefs carefully.

The purpose of this handout is to:

• Provide you with an effective strategy for analysing assignment briefs
• Demonstrate the strategy on an example assignment brief
• Give you the opportunity to practice the strategy on further examples

The example briefs may not be from your subject area. However, as you will see, the strategy we demonstrate will be useful for almost all assignment briefs.

Using a strategy

When your markers write an assignment brief, they choose their words carefully in order to communicate their expectations. Therefore, a structured analysis of your assignment brief gives you the best chance of writing a successful assignment.

In almost every brief, there will be words and phrases that:

• Direct you towards the kinds of thinking and writing you need to demonstrate;
• Advise on what the content should be.

There may also be words and phrases that:

• Inform your approach ;
• Give you clues about how your writing should be organised and presented .

Therefore, an effective strategy is to highlight words and phrases in these categories so that you are able to take note of them. This handout uses an example assignment brief to walk you through this process.

Step 1. Highlight directive words

Directive words prompt you to engage in the kinds of thinking and writing you need to demonstrate in the assignment.

Directive words may include:

Verbs like evaluate , analyse , explain , recommend and illustrate .

Sometimes these words may be in the present tense:

e.g. “… illustrating your points with examples”

• The result of actions:

Words like evaluation , analysis , explanation , and illustration tell you the output of the kind of thinking your markers are looking for. These are called nominalised verbs.

These kinds of words are paired with others like write , conduct , include or produce :

For example:

• ‘write an explanation’
• ‘conduct an analysis’
• ‘include an illustration’
• ‘produce an evaluation’

There is no need to highlight words like write and include .

• A special case:

You may also see words and phrases like use, utilise, draw on and apply. These words usually precede words and phrases that will inform your approach. Highlight these in a different colour.

In the example brief, there are several directive words:

Using the IKEA case study provided and at least one theory from the module, produce a critical analysis and evaluation of IKEA’s recruitment policies.

Discuss potential approaches that IKEA could implement to improve its recruitment practices.

Step 2. Highlight content words

After highlighting the directive verbs, use a different colour highlighter to identify the content words—i.e. the content you are expected to write about.

In the example, the content words are highlighted in green:

Using the IKEA case study provided and at least one theory from the module, produce a critical analysis and evaluation of IKEA’s recruitment policies .

Discuss potential approaches that IKEA could implement to improve its recruitment practices .

If you are analysing a complex assignment brief, it can often be useful to identify the pairings of directive words and content words.

In the example brief, there are three pairs of directive and content words:

Directive word(s):    critical analysis

Content words:        IKEA’s recruitment policies

Directive word(s):    evaluation

Directive word(s):    discuss

Content words:        potential approaches that IKEA could implement to improve its recruitment practices

Once you have identified the content words/phrases , these should be the focus of your reading and research. The directive words allow you to identify the kinds of questions you will need to be thinking about as you read.

For instance, in the example brief, the markers have asked you to discuss potential approaches . Therefore, as you read about a potential approach, you will need to be asking questions like:

• What are the different points of view about this approach?
• What evidence is there for these points of view?
• What are the approach’s strengths and weaknesses?
• What are the implications of this approach?
• What is my point of view?

Step 3. Highlight words that inform your approach

Some briefs may include words and phrases that are designed to inform your strategy or approach towards the assignment. These tend to be in two categories:

• Tools and resources you should use.

These may include:

• Types of evidence/data
• Case studies
• Specific personal experiences (e.g. for a reflective assignment)
• Limits or boundaries you must stay within
• The number of theories, models, etc. to include
• The types/categories of examples, models, theories, etc. to consider

Not all briefs are prescriptive in this way. However, you will still need to consider whether and how you should use these kinds of tools in order to write an effective answer.

In the example below, the words/phrases designed to inform your approach are all highlighted in blue:

Using the IKEA case study provided and at least one theory from the module , produce a critical analysis and evaluation of IKEA’s recruitment policies.

Even though sources are not mentioned in this example brief, all assignments at university will need to make use of high-quality, relevant sources, such as journal articles and academic books.

However, remember that different disciplines (and also assignments) may require you to make use of different types of sources. If in doubt, discuss your choice of sources with your lecturer or your academic liaison librarian.  You can find who this is for your discipline at this link: https://libguides.coventry.ac.uk/all .

If your brief asks you to choose a theory, model, case study, etc., you will first need to identify your options. Start by reviewing the material from your lectures and the reading list to identify appropriate options. It can also often be a good idea to discuss your options with your tutor.

Once you have identified your options, you will need to identify the best one(s) for your assignment. You will want to consider their relevance, usefulness, and whether they are accepted within your field. Depending on the assignment, you may need to justify your choice in your writing.

Step 4. Highlight words related to organisation and presentation

You will already be aware that your assignment will have a word count. However, you may also be given further direction about how to organise and present your assignment.

For example, the brief may be explicit about the genre you are expected to produce. You may be asked to write any of the following genres:

• Research proposal
• Project proposal
• Reflective log
• Annotated bibliography
• Literature review
• Dissertation
• Presentation
• Academic poster

This is not an exhaustive list. There is a wide range of academic genres you may be asked to write at university. Each genre is organised and presented in conventional ways, which may vary from discipline to discipline. You will find useful information about genres in many of the books about academic writing in the Study Skills Section of the library.

Your markers may also have provided a structure (i.e. a set of sections) for your assignment. When analysing the brief, remember to highlight whether this structure is mandatory or simply a suggestion:

• If the structure is mandatory, you must use the structure in the brief. If you fail to do so, you will lose marks.  
• If the structure is a suggestion, try generating your own ideas first. Develop a structure that makes sense to you, then compare your structure with theirs. You can use your structure, theirs or a hybrid. Just make sure your choice is appropriate for the genre, logical, coherent, and allows you to fully answer the brief.

Exercises on Analysing an Assignment Brief

The best way to learn any new skill is to put it into practice.  The pdf document contains A ppendix One for two example briefs and Appendix Two for the answers.

Cottrell, S. (2019). Macmillan study skills: The study skills handbook (5th ed.). Red Globe Press.

Greetham, B. (2018). How to write better essays (4 th ed.). Bloomsbury Academic.

The University of Adelaide. (2014). Writing essays: Writing centre Learning Guide. Writing Centre. https://www.adelaide.edu.au/writingcentre/sites/default/files/docs/learningguide-writingessays.pdf

University of Birmingham. (2017). A short guide to understanding your assignments. Library Services. https://intranet.birmingham.ac.uk/as/libraryservices/library/asc/documents/public/Short-Guide-Understanding-assignment.pdf

To cite this resource:

Coventry University. (2022). Analysing an Assignment Brief. Centre for Academic Writing. https://libguides.coventry.ac.uk/CAWhomepage/analysinganassignmentbrief

The Meaning of Directive Words

A ‘ Definitions of Directive Words ’ document can be found downloaded as a pdf document at the bottom of this page.  The document lists directive verbs and their typical meanings. However, be aware that the meanings of these words can vary between disciplines. Additional definitions can be found in Cottrell (2019, p. 285) and Greetham (2018, pp. 48-50).

Further Support

CAW offers writing development workshops across all genres of academic writing in order to build on your learning.  To view available workshops and book online, please visit:  https://libcal.coventry.ac.uk/calendar/caw

• How to Analyse an Assignment Brief Download pdf of 'How to Analyse an Assignment Brief' containing exercises.
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Understanding your assignment questions: A short guide

Introduction.

• Breaking down the question
• Further reading and references

It is important to understand what an essay question or assignment brief is asking of you.

Before you start to research or write, it is worth spending time considering the wording of the question and any learning outcomes that may accompany it.

Failure to do this could result in an unfocussed response which does not answer the question.

Before you start to research, plan or write:

• Check the word count, deadline and any guidance from your department.
• Read through any learning outcomes or marking criteria.
• If there is a choice of questions, make some initial notes on each one (or a few that appeal) and make a careful decision.
• Unpick your chosen (or given) question and ensure that you understand exactly what it is asking you to do.
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Preparing for Academic Writing

• Understanding the Question
• Planning Your Assignment Timeline
• Outlining Your Essay
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What is meant by understanding the question? 

Understanding the question is the first and most important step when starting your assignments, as it means you can start your research and writing focused and on the right track. 

It is vital that you answer the question and fulfil the learning outcomes to pass your assessments and gain good marks. You could write an excellent essay, but if it does not answer the question asked or satisfy the learning outcomes it will not get the grade it deserves. 

Information for an assignment can be found in the assignment brief and the learning outcomes/objectives. The assignment brief will tell you what you need to produce e.g., an essay about the First World War; and learning outcomes describe what you need to demonstrate to achieve different marks e.g., critical analysis. You will find your assignment brief and learning outcomes in the handbook for each of your modules. 

How can I understand the question? 

The first step in understanding the question is to find and analyse the information given to you in your assignment brief and learning outcomes. If anything is unclear in these, you can ask your lecturer for clarification.  

When analysing the assignment question there are two things to look out for: ‘Instruction Words’ and ‘Subject Words’.  

Instruction Words are words that tell you what you need to do within your essay. Here are some examples:  

Compare 

Critically analyse 

Assess 

Instruction Words have specific meanings and affect what you are expected to write on a given topic. An assignment evaluating the causes of World War 1 would be very different to one describing the causes of World War 1. Evaluation requires analysis of the facts, where description requires the facts to be set out. As Instruction Words having distinct meanings, it is crucial that you define any instruction words in the question, assignment brief or learning outcomes to ensure you understand what is expected of your essay.  

Subject Words are words that inform you of the topics and specific areas that you should cover within your answer. These are often subject specific. Subject Words set the scope of the question and inform your research questions.   

For example: 

Analyse the impact of the Tea Act (1773) on UK Public Health, with a focus on middle and lower classes. Justify your findings with evidence and identify any limitations in your argument. 

The Instruction Words are ‘analyse’, ‘justify’, ‘evidence’ and ‘identify’.  

The Subject Words are ‘impact’, 'Tea Act (1773)’, ‘UK Public Health’ ‘focus on middle and lower classes’. 

As well as looking at the question, look at the assignment brief and any outcomes or objectives that you are asked to achieve. These will include factors such as more detailed key words, word limits and time scales. This information should inform your assignment timeline and planning.  

Throughout the process of researching and writing the assignment your knowledge and understanding of the question will grow and develop. To avoid going outside the scope of the assignment during your research, it is advised that you reflect and re-examine your assignment information before you write your assignment.  

For more information about how you can understand your question, check out ' The Assignment Journey Podcast' episode 'The First Steps', located in the resources section of this page.  

Furthermore, 'Understanding the Question' is covered in our Academic Writing Workshop: 'Preparing for Academic Writing'. You can find it on the Develop@Derby workshops calendar  here .

In this episode of the Assignment Journey Podcast Alex and Naomi (Senior Skills Officer), go through what the first steps are that you could take when you are given an assignment. They discuss using the assignment brief and what questions you can ask to understand the question. Their advice is backed up by voices of current University of Derby Students.

Understanding the question

In this video recorded live during the Introduction to the Key Skills Workshop on the 22nd September 2020, Alex from the Skills team outlines tips and advice for ensuring that you understand the assignment question so that you can ensure that your answer in relevant and hits the marking criteria.

How can I check I am answering the question

In this 8 minute video from the Understanding the Question livestream, Naomi and Alex from the Skills Team discuss ways that you can check that you are answering the question throughout your assignment.

The First Steps: Understanding the Question

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10 stages to writing an effective assignment brief

Posted by Matt Lingard | May 21, 2015 | Ideas | 0 |

What is of particular value to the individual academic practitioner is the 10 stage step-by-step process offered by the authors. It suggests a very structured approach to designing assignment briefs that clearly communicate purpose and expectations.

While the resource may not bring anything new to the table it is very useful in that it provides details of every stage of the development of an assignment brief (see, in particular, the underlying principles of the guidelines for a break down). Colleagues who are considering reviewing their assessment strategy on a module or a course would benefit tremendously from looking at this resource and checking the ways in which assignments are communicated against these guidelines. In particular, I would suggest that all academic practitioners look at the section “Assignment Brief Enhancement F: Delivery”. This section deals with the importance of how assessment briefs are communicated to students. It emphasises how students need time to both process and engage with the brief: something we may not always pay enough attention to as practitioners.

Find the guidelines  here.

About The Author

Matt Lingard

Head of Learning Technology

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Assignment Writing: Following the Brief

• Following the Brief
• Researching
• Reading Tips
• Writing Tips
• Writing a First Draft
• Proofreading and Editing
• Formatting Assignments
• Assignment Submission
• Using Feedback

Completing assignments involves learning and showing what you have learnt . A great thing about doing assignments is that it is  one of the ways you can show your new knowledge and/or skills . It will take time so spend the first part planning and organising. This will make it easier to complete later on. This guide will help you think about the tasks you have been asked to do.

Assignment Brief

The first thing you want to do is read and understand the assignment brief .

The Assignment brief tells you:

• What the purpose is
• What you need to do
• What the word count is
• When the assignment is due

When you receive an assignment brief, it will look something like this.

Written Assignment (Summative) -  Te Tiriti o Waitangi in Aotearoa New Zealand

The student will be required to locate information from a variety of sources and critically assess this information to demonstrate an understanding of the relevance of te Tiriti o Waitangi in modern day Aotearoa New Zealand. This assessment allows the student to demonstrate that they can write a formal academic essay and communicate clearly in written, oral and visual forms.

Assessment Task

Write a formal essay addressing the following tasks:

• Briefly describe te Tiriti o Waitangi
• Explain the relevance that te Tiriti o Waitangi has in Aotearoa New Zealand today
• Give an example of how you might demonstrate applying te Tiriti o Waitangi in your professional or study life

Structuring your assignment

• Follow standard essay structure and use formal language.
• Use in-text citations and have a reference list using APA format.

Word Count:         1,200 (+/- 10%)

  Due:       12 October                

Take a moment

• What is purpose of your assignment?
• What have you been asked to do?
• When is assignment your due?
• What is the word count?

Some people find it useful to highlight the key information. This can help you find it quickly, and make sure you do everything that is required.

Marking Rubric

There is another useful document that will give you information about your assignment. It is a Marking Rubric. Sometimes this will be attached to your assignment brief, but other times you may need to search for it on Moodle.

How will my assignment be marked?

The marking rubric tells you:

• What the marker is looking for
• What you're being marked on
• What is needed to achieve a certain grade

Aim to meet the level for the top grade

When you receive a marking rubric, it will look something like this.

Grading Rubric for Te Tiriti Assignment

Your marking rubric will typically include requirements for your ideas, research and evidence, and the organisation of your ideas.

Take another moment

• What is the marker looking for?
• What are you being marked on?
• What is needed to achieve the grade you are aiming for?

The assignment brief and the marking rubric are connected. They both hold important information so make sure you understand them both. If you need help with this, ask a classmate, your tutor, or a learning advisor. 

How to write an Assignment in Seven easy steps! by Groobles Media

Don't know what you're being asked to do?

When you are given an assignment, it can sometimes be difficult to work out exactly what you need to do. This is often because assignment briefs are written using academic words. These words, or verbs, below will give you an idea of what you are being asked to do. 

If your assignment includes words that are not on this list, type them into a dictionary to find out their meaning. 

• What do the words mean? What am I being asked to do?

What's this all about?

It might all feel a bit overwhelming to begin with. Start by reading and understanding the task. Use the activities on this page to guide you. 

Image: Creative Commons

What do I already know?

Before you go any further, it can be useful to write down what you already know about the topic. 

Ask yourself,

• What do I already know about this topic?
• What do I want to know?

Answering questions like these can help prepare your mind to explore the topic further. 

Image citation: Possessed Photography. (2019, September 8).  Rerouting  [Photograph]. Unsplash.  https://unsplash.com/photos/0La7MwJhSyo

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Understanding the Assignment: Writing

• The Tension
• The Question

Overview of understanding the assignment

So you have been given an essay title: now what? Many writers move straight from reading the assignment prompt to paddling around in a swimming pool of bewildered dread. If that's you, please hop out of the dread-pool and inhale. It's going to be okay!

Getting to grips with the expectations for an assignment can take a lot of back-and-forth: read the prompt or title; jot down some ideas; take a walk; revisit the prompt to highlight key phrases; read a couple journal articles; and so on. Please don't expect to read the essay title and immediately sit down to write a focused rough draft. That's not how writing works.

That said, there  are  organised approaches you can deploy when you don't get what you're supposed to do. Stick with this guide to discover quick activities that will help you lay a productive foundation.

Guide contents

The tabs of this guide will support you in unpicking assignment prompts and learning what to do with them. The sections are organised as follows:

• The Verb  - Begin breaking down the essay title, and get to grips with what you are actually meant to do .
• The Tension - Identify the zone of uncertainty where ideas start to take shape.
• The Question   - Use question-based tactics to begin moving from essay title to essay plan.
• The Scope - Learn why instructors love to assign essay titles that feel totally mismatched to the word count limits, and how to navigate this.

What's the verb?

Highlighting key words in the essay title or assignment brief is a great first step in understanding the assignment. Among those words, make sure you pay close attention to the verb – that is, the action word that indicates what you are expected to do . Consider this example:

" Critically evaluate whether the Magna Carta is still relevant today."

To evaluate , you reach a conclusion about a topic by considering evidence that supports different positions on, or perspectives about, that topic. The adverb critically emphasizes the need not only to explore a range of evidence, but to assess it in an argumentative (rather than simply descriptive) manner.

What if we slightly amend the verb? Consider this change:

" Critically discuss whether the Magna Carta is still relevant today."

Does changing the verb from evaluate to discuss meaningfully change your goal? To be honest, most instructors use these verbs interchangeably in essay briefs. For some, though, discuss would suggest greater emphasis on forging a dialogue between sources, demonstrating where perspectives align and where they diverge.

Importantly, the expectation to be critical exists with essay verbs like discuss, evaluate, analyse, examine , etc. even if the adverb critically isn’t used. Unless you are specifically asked to summarise or describe something in an objective way, criticality is key.

The likely suspects

Instructors describe assignment aims in any number of ways, but there tends to be shared language when it comes to the key verbs. Below, you will find a sampling of the most common "actions" to conduct as a writer, with explanations and tips to help you out.

Advise, suggest, recommend, propose

• With verbs like these, you need to use informed logic and relevant supporting evidence  to put forward an approach, idea, solution, or similar. For example, you might  propose  a specific treatment protocol based on critically synthesizing   a patient's case history, NHS guidelines, and evidence from medical journals. You might  recommend   a specific advertising approach based on a company's financial goals, their target consumers, and marketing research.
• When asked to suggest a path forward, don't sit on the fence : it would be unwise to list a variety of options without critically and clearly "backing" one of them. However, it does demonstrate good critical thought to address any shortcomings or risks in your proposal, and how these might be mitigated.

Analyse, examine

• Here, you are being asked to break something down and consider its parts . This requires close critical attention.
• Imagine your topic as a cube. Instead of standing back and saying, "That's a cube," you will take the cube into your hands and rotate it again and again, carefully investigating each of its facets.
• For example, to analyse a business model, you would break the model down into its parts (e.g. management, target clients, production, distribution, etc.) and "dig into" those. Depending on the scope of the assignment, you might need to further break down the parts you identify.

Assess, appraise, evaluate

• Here, you are being asked to reach conclusions about the validity, efficacy, reliability, impacts, etc. of something. That "something" could be a piece of academic literature (e.g. critical appraisals of medical studies). It might be a policy, law, or similar (e.g. assessment of a judicial change intended to reduce crime). Maybe it's a business campaign or financial restructure – many options exist!
• In any case, ensure you understand not only  what  you are meant to assess (the object), but  how  that object is best evaluated in your field (the approach/method). Are there industry standards that govern "success"? Do you need to use a particular appraisal tool that features set steps?

Compare, contrast

• C ompare  suggests the need to find the similarities and differences between two things;  contrast  calls for you to compare two things with more attention paid to differences.
• Instructors will almost never ask you to compare/contrast in a merely descriptive way, so look for the next step: what are you expected to do with , or make of , the comparison(s)? For example, you might contrast two interpretations of a cultural artefact in order to analyse  how and why the differences exist.

Defend, argue, make an argument

• These verbs call for you to back a  stance or perspective . You should focus on making clear claims and offering solid academic evidence to support them.
• When you have to argue a point, don't forget to engage with counterarguments.  Think of it this way: your instructor KNOWS that multiple perspectives exist, or they wouldn't have assigned the essay! Actively grappling with any counterarguments (and conceding minor points as needed) boosts the sense that a) you are trustworthy, and b) you conducted balanced research.

Discuss, explore

• These verbs are worryingly vague, but don't fret. Discuss  and  explore  imply that you should consider the topic from more than one angle, using academic literature to capture multiple perspectives.
• Hint: if you pretend the assignment says  analyse , instead, this tends to produce what the instructor was hoping for.

Outline, delineate

• The goal with these verbs is to identify the main beats  of something. For example, if you are asked to "outline the political strategy used by Politician ABC in Election XYZ," make sure you communicate the primary components or elements of the overall strategy. Imagine boiling the whole strategy down into a TL;DR version .
• As with compare/contrast, you should look out for an additional step or expectation that takes the assignment from descriptive to critical . For example, you might have to delineate a diagnostic procedure in order to critically reflect on its relevance to your nursing practice.

Reflect, write a critical reflection/account

• The assignment verbs can get redundant, but  reflect is its own beast. Unlike most essays, reflective assignments prioritise  your own relevant experience . Project work, for example, may culminate in a reflective component (i.e., reflecting on how a business presentation went; reflecting on the process of creating a video game).
• Although reflection centres something you completed or did, avoid relying on biased feelings and personal opinion: this is still academic writing!
• Think of it as a reflective analysis . Break the subject down into parts: namely, decisions you made along the way, why you made them, their effects (good, bad, or neutral), and what you learned . Justify the "why" with  evidence relevant to your field. In nursing, tying your actions to best practices from NHS guidelines would make sense. In a creative writing module, you might cite craft manuals when discussing your approach to backstory and dialogue.

Synthesize, "use a range of literature to..."

• To synthesize means to create a new thing by combining parts of other things. For example, you are synthesizing if you write a paragraph that defines "influencer" by weaving together how the concept has been defined in two academic articles, in a digital newspaper, and on social media platforms. Synthesis demonstrates your ability to draw relevant connections between multiple sources of information.
• Synthesis is the heart of academic writing . Odds are that you ought to be synthesizing ideas, facts, and data from different sources even if the assignment prompt doesn't use this term.
• As with compare/contrast and outline/delineate, look for additional cues on how to use your synthesis . Are you meant to synthesize in order to defend an argument, support a reflective account, etc.?

What's the tension?

With any essay title you receive, you'll notice that some tension or uncertainty exists at the heart of it. It would be rare (and pointless!) for an instructor to assign an essay title that has one clear answer. Consider this invented essay question:

"How many people own houseplants in the UK now compared to pre-COVID?"

This is a terrible essay title because it is flat. There is nothing to explore or think through critically: just the expectation to provide the pre-pandemic number, find the post-pandemic number, and...then what? There is no tension.

Now, consider this essay question:

“Analyse the rising popularity of houseplants that began in the UK during the pandemic.”

This is a better essay prompt because it leaves room for the writer to discover and develop an angle. The question itself begets more questions. For example, what factors (social, personal, economic, etc.) influenced this change? Did popularity shift across all demographics or just some (and which, and why)? In other words, this question reveals layers of uncertainty that you can dig into as a writer.

Let’s return to examine the tension in an earlier essay prompt:

“Critically evaluate whether the Magna Carta is still relevant today .”

The word still suggests potential change over time, and there we discover a tension between the past and present. The writer will need to closely consider if/how the Magna Carta (i.e., a legal document of the past ) translates or applies to contemporary society (i.e., the present ).

If you are still struggling to identify the tension in an essay title, turning it into a question can help. We'll explore that trick in the next tab of this guide.

Can you turn the statement into a question?

Instructors often use statements as essay titles. Keep the required title when you submit, of course, but as you plan your approach to the essay, it often helps to reformat the statement as a question for yourself. Returning to our now familiar example…

“Critically evaluate whether the Magna Carta is still relevant today.”

This could be posed in question form as the following:

“ Is the Magna Carta still relevant today?”

This slight change gives you something more tangible to focus on since, by nature, questions spark the mind to begin contemplating answers . You can also play with more specific variations of the questions you form to get your ideas flowing:

“Is the Magna Carta still relevant today, and if so, how ?”

" Which tenets of the Magna Carta are still relevant today? How can the relevance of those tenets be proven ?”

" What factors or qualities make the Magna Carta less relevant today?”

As you can see, framing and reframing such questions in new ways lays the groundwork for you to truly dig in and analyse the situation as a writer.

What if it's already a question?

If the assignment prompt is already in question form, you can still  build it out  with relevant questions to help you think through your writing strategy and potential content. For example, let's say this is the essay question:

"How do a nurse's communication practices influence trust when treating gender-diverse patients?"

Try putting this central question at the centre of a mind map, then adding branches for questions that help you dig in. You can also use a bulleted list to try this out, as so:

• "What kinds of literature could I use to unpack and define this?"
• "And why is 'trust' imperative? What risks exist when trust is absent?"
• "And how might negative/damaging 'influence' arise?"
• "Do LGBTQ+ groups and medical literature define this differently?"
• "What could make 'communication practices' more inclusive of gender-diverse patients?"

Note that each grouping of questions expands on keywords from the original question. By interrogating the question itself with further questions, you can really get the ball rolling! This will help you develop an initial sense of the research you need to conduct and points that might be relevant to make.

Can you narrow the scope?

By design, most assignment titles give you a great deal of breadth or scope . The seeming bigness of an assignment can be daunting: you might panic and ask yourself, “How in the world am I supposed to discuss ALL OF THIS in just 2,000 words?!”

The short answer? You likely aren’t supposed to discuss all of it, so take a deep breath! When the essay title is broad, instructors generally expect you to narrow the scope of your response. This means you limit your evaluation in some manner, finding one “angle” of exploration amongst the many options that exist. Let's return to our old title friend:

Okay, the Magna Carta is a very long, significant document. So if you're responding to this title, your essay will lack depth and feel rushed if you try to evaluate whether EVERY aspect of the Magna Carta is relevant in EVERY way in EVERY place, today. Instead, you can narrow the scope by doing things like…

• Focusing on a specific clause or a couple related clauses of the Magna Carta (i.e., not the whole document);
• Limiting the evaluation of relevance to a specific legal area, such as criminal court or land rights (i.e., not the entirety of LAW).

The way you choose to narrow the scope will vary according to the essay and field. Analysing a situation through one theoretical lens might sufficiently limit the scope: for example, analysing a poem using ecocritical theory rather than analysing the poem "in general." In other cases, the narrowing might relate to the evidence bank you choose to use, the demographic/population discussed, a tool or model used, etc.

Once you have found your angle, remember to use your introduction to clearly communicate your focus and argument (see our Crafting the Introduction guide for tips on thesis statements, aim statements, and essay maps).

• Last Updated: Jan 8, 2024 10:09 AM
• URL: https://library.soton.ac.uk/understanding_assignments

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Writing Assignments

Kate Derrington; Cristy Bartlett; and Sarah Irvine

Introduction

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

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

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

Task Analysis and Deconstructing an Assignment

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

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

Table 19.1 Parts of an Assignment Question

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

Table 19.2 Task words

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

The task or criteria sheet will also include the:

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

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

Preparing your ideas

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

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

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

What is academic writing?

Academic writing tone and style.

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

Table 19.3 Comparison of academic and non-academic writing

Thesis statements.

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

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

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

Planning your assignment structure

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

Writing introductions and conclusions

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

Writing introductions

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

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

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

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

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

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

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

Writing conclusions

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

Conclusion checklist 

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

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

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

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

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

Writing paragraphs

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

Topic Sentence 

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

Explanation/ Elaboration

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

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

Concluding sentence (critical thinking)

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

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

Paragraph checklist

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

Writing sentences

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

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

Paraphrasing and Synthesising

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

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

What is paraphrasing?

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

Table 19.4 Paraphrasing techniques

Example of paraphrasing.

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

Original text

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

Poor quality paraphrase example

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

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

A good quality paraphrase example

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

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

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

What is synthesising?

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

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

Table 19.5 Synthesising techniques

Example of synthesis

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

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

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

Creating an argument

What does this mean.

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

What skills do you need to create an argument?

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

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

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

A formula for a good argument

What does an argument look like?

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

Table 19.6 Argument

Editing and proofreading (reviewing).

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

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

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

Editing checklist

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

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

Proofreading checklist

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

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

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

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

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

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

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

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

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Policy Briefs

What this handout is about.

This handout will offer tips for writing effective policy briefs. Be sure to check with your instructor about their specific expectations for your assignment.

What are policy briefs?

Imagine that you’re an elected official serving on a committee that sets the standards cars must meet to pass a state inspection. You know that this is a complex issue, and you’d like to learn more about existing policies, the effects of emissions on the environment and on public health, the economic consequences of different possible approaches, and more–you want to make an informed decision. But you don’t have time to research all of these issues! You need a policy brief.

A policy brief presents a concise summary of information that can help readers understand, and likely make decisions about, government policies. Policy briefs may give objective summaries of relevant research, suggest possible policy options, or go even further and argue for particular courses of action.

How do policy briefs differ from other kinds of writing assignments?

You may encounter policy brief assignments in many different academic disciplines, from public health and environmental science to education and social work. If you’re reading this handout because you’re having your first encounter with such an assignment, don’t worry–many of your existing skills and strategies, like using evidence , being concise , and organizing your information effectively , will help you succeed at this form of writing. However, policy briefs are distinctive in several ways.

In some of your college writing, you’ve addressed your peers, your professors, or other members of your academic field. Policy briefs are usually created for a more general reader or policy maker who has a stake in the issue that you’re discussing.

Tone and terminology

Many academic disciplines discourage using unnecessary jargon, but clear language is especially important in policy briefs. If you find yourself using jargon, try to replace it with more direct language that a non-specialist reader would be more likely to understand. When specialized terminology is necessary, explain it quickly and clearly to ensure that your reader doesn’t get confused.

Policy briefs are distinctive in their focus on communicating the practical implications of research to a specific audience. Suppose that you and your roommate both write research-based papers about global warming. Your roommate is writing a research paper for an environmental science course, and you are writing a policy brief for a course on public policy. You might both use the exact same sources in writing your papers. So, how might those papers differ?

Your roommate’s research paper is likely to present the findings of previous studies and synthesize them in order to present an argument about what we know. It might also discuss the methods and processes used in the research.

Your policy brief might synthesize the same scientific findings, but it will deploy them for a very specific purpose: to help readers decide what they should do. It will relate the findings to current policy debates, with an emphasis on applying the research outcomes rather than assessing the research procedures. A research paper might also suggest practical actions, but a policy brief is likely to emphasize them more strongly and develop them more fully.

To support these changes in audience, tone, and purpose, policy briefs have a distinctive format. You should consult your assignment prompt and/or your professor for instructions about the specific requirements of your assignment, but most policy briefs have several features in common. They tend to use lots of headings and have relatively short sections. This structure differs from many short papers in the humanities that may have a title but no further headings, and from reports in the sciences that may follow the “IMRAD” structure of introduction, methods, results, and discussion. Your brief might include graphs, charts, or other visual aids that make it easier to digest the most important information within sections.  Policy briefs often include some of these sections:

• Title: A good title quickly communicates the contents of the brief in a memorable way.
• Executive Summary: This section is often one to two paragraphs long; it includes an overview of the problem and the proposed policy action.
• Context or Scope of Problem: This section communicates the importance of the problem and aims to convince the reader of the necessity of policy action.
• Policy Alternatives: This section discusses the current policy approach and explains proposed options. It should be fair and accurate while convincing the reader why the policy action proposed in the brief is the most desirable.
• Policy Recommendations: This section contains the most detailed explanation of the concrete steps to be taken to address the policy issue.
• Appendices: If some readers might need further support in order to accept your argument but doing so in the brief itself might derail the conversation for other readers, you might include the extra information in an appendix.
• Consulted or Recommended Sources: These should be reliable sources that you have used throughout your brief to guide your policy discussion and recommendations.

Depending on your specific topic and assignment, you might combine sections or break them down into several more specific ones.

How do I identify a problem for my policy brief?

An effective policy brief must propose a solution to a well-defined problem that can be addressed at the level of policy. This may sound easy, but it can take a lot of work to think of a problem in a way that is open to policy action.

For example, “bad spending habits in young adults” might be a problem that you feel strongly about, but you can’t simply implement a policy to “make better financial decisions.” In order to make it the subject of a policy brief, you’ll need to look for research on the topic and narrow it down. Is the problem a lack of financial education, predatory lending practices, dishonest advertising, or something else? Narrowing to one of these (and perhaps further) would allow you to write a brief that can propose concrete policy action.

For another example, let’s say that you wanted to address children’s health. This is a big issue, and too broad to serve as the focus of a policy brief, but it could serve as a starting point for research. As you begin to research studies on children’s health, you might decide to zoom in on the more specific issue of childhood obesity. You’ll need to consult the research further to decide what factors contribute to it in order to propose policy changes. Is it lack of exercise, nutritional deficiencies, a combination of these, or something else? Choosing one or another of these issues, your brief would zoom in even further to specific proposals that might include exercise initiatives, nutritional guidelines, or school lunch programs.

The key is that you define the problem and its contributing factors as specifically as possible so that some sort of concrete policy action (at the local, state, or national level) is feasible.

Framing the issue

Once you’ve identified the problem for yourself, you need to decide how you will present it to your reader. Your own process of identifying the problem likely had some stops, starts, and dead-ends, but your goal in framing the issue for your reader is to provide the most direct path to understanding the problem and the proposed policy change. It can be helpful to think of some of the most pressing questions your audience will have and attempt to preemptively answer those questions. Here are some questions you might want to consider:

What is the problem?

Understanding what the problem is, in the clearest terms possible, will give your reader a reference point. Later, when you’re discussing complex information, your reader can refer back to the initial problem. This will help to ‘anchor’ them throughout the course of your argument. Every piece of information in the brief should be clearly and easily connected to the problem.

What is the scope of the problem?

Knowing the extent of the problem helps to frame the policy issue for your reader. Is the problem statewide, national, or international? How many people does this issue affect? Daily? Annually? This is a great place for any statistical information you may have gathered through your research.

Who are the stakeholders?

Who does this issue affect? Adult women? College-educated men? Children from bilingual homes? The primary group being affected is important, and knowing who this group is allows the reader to assign a face to the policy issue.

Policy issues can include a complex network of stakeholders. Double check whether you have inadvertently excluded any of them from your analysis. For example, a policy about children’s nutrition obviously involves the children, but it might also include food producers, distributors, parents, and nutritionists (and other experts). Some stakeholders might be reluctant to accept your policy change or even acknowledge the existence of the problem, which is why your brief must be convincing in its use of evidence and clear in its communication.

Effective policy-writing

This handout has emphasized that good policy briefs are clear, concise, and focused on applying credible research to policy problems. Let’s take a look at two versions of the introduction to a policy brief to see how someone might write and revise to achieve these qualities:

A “not-so-good” policy brief

Adolescents’ Dermatologic Health in Outlandia: A Call to Action

The Report on Adolescents’ Dermatologic Health in Outlandia (2010), issued by Secretary of Health Dr. Polly Galver, served as a platform to increase public awareness on the importance of dermatologic health for adolescents. Among the major themes of the report are that dermatologic health is essential to general health and well-being and that profound and consequential dermatologic health disparities exist in the state of Outlandia. Dr. Galver stated that what amounts to a silent epidemic of acne is affecting some population groups–restricting activities as schools, work, and home–and often significantly diminishing the quality of life. Dr. Galver issued the Report on Adolescents’ Dermatologic Health as a wake-up call to policymakers and health professionals on issues regarding the state’s dermatologic health. (“ Not so good policy brief ,” Reproduced with permission of the Johns Hopkins Bloomberg School of Public Health, Baltimore, MD.)

This paragraph introduces a relevant and credible source, but it fails to use that source to explain a problem and propose policy action. The reader is likely to be confused because the word “acne” does not appear until the middle of the paragraph, and the brief never states what action should be taken to address it. In addition to this lack of focus, the paragraph also includes unnecessary phrases like “among the major themes” that could be removed to make it more concise.

A better policy brief

Seeing Spots: Addressing the Silent Epidemic of Acne in Outlandia’s Youth

Acne is the most common chronic disease among adolescents in Outlandia (Outlandia Department of Health, 2010). Long considered a benign rite of passage, acne actually has far-reaching effects on the health and well being of adolescents, significantly affecting success in school, social relationships, and general quality of life. Yet large portions of the state’s population are unable to access treatment for acne. The Secretary of Health’s Report on Adolescents’ Dermatologic Health in Outlandia (2010) is a call to action for policymakers and health professionals to improve the health and wellbeing of Outlandia’s youth by increasing access to dermatologic care (“ A Better Policy Brief” , Reproduced with permission of the Johns Hopkins Bloomberg School of Public Health, Baltimore, MD.)

This paragraph is far more focused and concise than the first version. The opening sentence is straightforward; instead of focusing on the source, it makes a clear and memorable point that is supported by the source. Additionally, though the first version was titled “a call to action,” it did not actually say what that action might be. In this version, it is clear that the call is for increased access to dermatologic care.

Keep in mind that clarity, conciseness, and consistent focus are rarely easy to achieve in a first draft. Careful editing and revision are key parts of writing policy briefs.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Smith, Catherine F. 2016. Writing Public Policy , 4th ed. New York: Oxford University Press.

Young, Eoin, and Lisa Quinn. n.d. “The Policy Brief.” University of Delaware. Accessed June 24, 2019. https://cpb-us-e1.wpmucdn.com/blog.lrei.org/dist/c/104/files/2009/11/PolicyBrief-described.pdf .

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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Analyse the brief

What you will learn

Lecturers and tutors will tell you that the single biggest mistake students make with their early assignments is to misinterpret what the assignment is asking them to do. Before you begin reading or writing for your assignment, it is important to analyse and understand both the question and the marking rubric. After completing this module, you will have learned how to:

• Recognise the components included in your assignment question
• Record and visualise your thoughts on a topic through brainstorming

The assignment journey

Completing assignments at university is a lot like undertaking a road trip. There’s a few destinations you will have to pass through: researching, reading, writing and referencing, but at times you might find yourself doubling back and revisiting some of the same tasks. It’s not necessarily going to be a linear progression.

The assignment question

Read the assignment question out loud.

It makes you more aware of the words and the brief in its entirety.

Identify and define keywords

Keywords are the main concepts, subjects, or topics in your assignment. They will form the basis of your research and are discussed further in the module Finding Information .

Identify the directive verb

Directive verbs give us instructions about what we are required to do.

Review your unit materials

Re-read the unit outline . What are the unit’s stated learning outcomes? What have you heard in lectures or been told to read that indicates the main aspects of the unit?

The marking guide (often called a marking rubric ) is what the marker will use to assess your work. The rubric will tell you what the marker is looking to find in your assignment and the relative value of the different elements in terms of marks.

Follow instructions

You will likely be provided instructions that outline the type of academic writing you should do, the types and number of sources you can use, the word limit, the referencing style, even the font size and spacing. If you want to maximise your assignment marks, follow these instructions closely!

The assignment question will include:

• Keywords , the concepts and topics which form the basis for your research.
• Directive verb(s) , which provide direction for what you need to demonstrate in your assignment.
• Additional requirements for the type of assignment you will be required to write, and limiting words including the word count, number and type of sources required, and more.

For more information about how to structure and write each assignment type, visit the writing guide .

Analyse the following assignment question and work through the three activities to identify the keywords, directive verbs, and limiting words that you will need to consider.

Directive verbs

Directive verbs are those that give instructions about what you are required to do in an assignment. Below are six commonly used directive verbs.

The directive verbs presented above are only some of those that may appear in your assignment question. Below is a list of common directive verbs. If the verb used in your question is not listed and you’re not sure of its meaning, look it up in a dictionary.

• Commonly used directive verbs [PDF, 460kB]

Fast forward

You’ll learn more about the different forms of academic writing including essays, reports, reflective writing, case studies and literature reviews in our Writing module .

How to Write An Assignment Introduction Like A Pro

Assignments become a crucial part of students’ academic lives as they have to encounter writing assignments daily. Writing an assignment in itself is a big and tough task, but most students face problems in writing an introduction for such assignments. 

An introduction has to be precise and complete to give a brief about your assignment, and there is a fixed word limit for writing an introduction of an assignment. That is why the most searched question about the assignment is 

How To Write An Assignment Introduction!

Table of Contents

If you want to make sure that your assignment’s introduction is eye-catching and précis, then follow the following guidelines on how to write an introduction for an assignment.

What is the Assignment Introduction?

The introduction gives an outline of the whole paper. It is the presentation of key ideas and also the purpose of your work. The introduction tells the readers about what you are going to tell in the assignment. An introduction has its own grading rules as it is counted distinctly from the body.

Significance of Writing Assignment Introduction

First, we need to understand the significance of writing a good introduction to an assignment. So you must have heard that the first impression is the last impression, and an introduction of your assignment works as a first impression for your assignment. 

Thus, if you wish to attract your examiner’s attention or your readers, you should write a good introduction for your assignment. Moreover, the important role of the introduction is to give an overview of the assignment, which helps the reader determine whether they want to read it.

Hence, before writing an assignment, it is very important to understand how to write an introduction of an assignment .

Strategies: How to write an assignment introduction

• A good introduction to the assignment manifests the following strategies –
• It must show the main objective and purpose of the assignment.
• The importance of assignment.
• The purview of the assignment’s study that is what it includes.
• A brief description of the assignment’s content and its organization.

Characteristics of Good Introduction

Before knowing how to write an assignment introduction, the most crucial thing is to know the characteristics of a good introduction. Because then only you can write a good introduction. So following are the essential characteristics of a good introduction-

• A good introduction is written precisely and clearly so that everyone can understand it. In short, there must not be any language errors.
• It must be written while remembering that it should be attention-grabbing so that it can grab the attention of its readers.
• A good introduction always shows the purpose of the study and what the study is about.
• A Good Assignment should be grammatical error free and plagiarism free. It will be a wise decision to take help from AI Content Detector tool like Content at Scale’s AI detector.
• Best Guide on How to Write a Case Study Assignment?
• Useful Guide on How to Submit Assignment on Google Classroom
• Handy Tips on How to Write an Assignment From Scratch

Elements: How to Write Introduction For Assignment

1.   background.

The first thing you have to write in an introduction is a brief background of the study. You have to give an overview of your assignment, what your assignment is about, its impact, and its area of study.

2.   Context in brief

You have to include a gist of the context of your assignment. It helps the readers to get information about the scope of the study in the assignment.

3.   Your Contention

You have to write your stance on the question involved in the statement. It should be limited to one statement. It will help the readers understand your stance on such points and that the assignment is based on such points.

4.   Main points of study

You will write one line on the main points of your study as it will help the readers circumscribe the assignment’s limits.

5.   Definition of the Topic

The most important step in how to write an introduction for an assignment is to write a definition of the topic of the assignment very briefly. So that readers can understand the title of the study at once.

6.   Why are you writing on this topic only

It is always suggested that you write in the introduction of an assignment why you are writing on this topic only.

7.   Outline

Write briefly about the outline or structure of the assignment so that readers can read accordingly, and also it will help you to define the scope of the assignment in short.

However, students often look for how to write assignment pdf. So, below we provide the assignment introduction pdf.

How To Write An Introduction Of An Assignment Pdf

Download this PDF of how to write an introduction on an assignment:

How Long Should An Assignment Introduction Be?

It is true that students find this question while looking for an answer on the assignment’s introduction page. Let’s state that while writing an assignment, the introduction section should not be too long. Furthermore, the context should not be more than a few pages long.

Keep your assignment’s introduction simple and readable. Replace difficult words with simpler ones to fix readability issues (if any). To save time and effort, online paraphrasing tools such as Editpad or Paraphraser can be used to paraphrase text in a simple way.

If you are writing a 2000-word assignment, the introduction should be 200-250 words long.

But if you are writing a 3000-word assignment, the introduction should be 350-400 words long.

Guidelines/Tips On How To Write An Assignment Introduction

• Always start your assignment’s introduction with a broad idea about the topic of the assignment. After giving a broader picture of the study, you have to narrow down the discussion and write the main object of the study.
• Don’t forget to state the significance of your assignment in brief. It is the prominent part of the introduction.
• You have to smartly write about the tasks you are dealing with in the assignment in brief.
• Make sure you use easy and understandable language so that readers don’t find it difficult to understand the introduction; otherwise, they will not read the other parts of the assignment as well.
• Double-check and proofread your assignment introduction to ensure it is free from spelling mistakes and grammar mistakes.

These guidelines are very important in writing a good introduction to your assignment. If you want to be well-versed in writing an assignment introduction, it is mandatory first to be acquainted with these tips and guidelines.

Assignment Introduction Example

For more clarity, you can see the following assignment example;

Is There Any Other Way To Write Or Get An Effective Assignment Introduction?

Yes, there is! 

It has been seen that there are several writers who are confused when it comes to the assignment’s introduction writing. And it is true that they struggle to summarise the broad issue and write an introduction without conducting sufficient research. However, because the subject experts or online assignments help provide experts who are well-versed in the field, they easily write the introduction in minutes.

• The majority of students do not properly understand the English language. The experts who work in the writing industry have years of experience in writing assignments. That is why they always make sure to write an engaging introduction that also seems professional.
• Furthermore, the requirements of the writer are always given priority by the professionals. After that, they write a professional article that will, without a doubt, engage the reader.
• The expert not only helps the student in preparing the assignment’s introduction. They offer their support in completing the entire home task and guarantee that they will get an A+ grade.
• Besides that, the professionals’ support is available 24/7/365/366 days. So you won’t have to worry about coming up with a solution for your writing task.

What Makes A Good Introduction?

As you already know that, the rules are always subject to change, and our perspectives may be different. However, the academic standards for writing an introduction are quite clear. When creating a great introduction for an assignment, you have to make sure some of the points that are given below:

• Motivates the audience.
• Introduces your thesis statement.
• Defines the topic you’re talking about.
• Emphasizes the significance of your topic.
• Highlights the main points you want to discuss.
• Provides your reasoning for approaching your topic.
• Gives a high-level overview of your methodology.
• Provides statistical information and the purpose of your methodology.

Note: Remember that even creative writing tasks require an inspiring introduction that discusses your purpose for writing.

On the other hand, writing an introduction is relatively easy. Some important things must be clear, including:

• Your topic’s importance.
• The goal of your paper.
• An element of explanation.
• A powerful opening hook sentence.
• Include a link to your thesis statement.

Quick recap

To write an engaging assignment introduction, remember to:

• Make their introduction interesting, 
• outline the reasons, 
• make the audience curious about your assignment, 
• and keep the audience guessing.

Experts warn that rephrasing the assignment question or telling everything in the opening like a story synopsis is not a good idea. You must stick to your tutor’s specified word limit for the assignment introduction and write it with a clear, focused approach.

Since the time assignments have become a crucial part of our studies and grades, and the need to learn the concept and structure of assignments has arisen. 

An introduction is the important part of the assignment to grab readers’ attention and tell in brief about the background and information of the assignment. Thus it is very important to learn how to write assignment introductions. The introduction of an assignment should be eye-catching and alluring to capture the audience and make them read the whole assignment.

Frequently Asked Questions

Q1. what are the 3 parts of an introduction paragraph.

Following are the three parts of an introduction:  1. Parts of an introduction 2. The opening statement 3. The supporting sentences 4. The introductory topic sentence.

Q2. What are the key elements of an introduction?

The introduction must have the following responsibilities: 1. Get the audience’s attention 2. Introduce the topic 3. Explain its relevance to the audience 4. State a thesis or purpose 5. Outline the main points.

Q3. How to write introduction for assignment?

A good introduction shows the reader that the essay will provide a relevant answer to the assignment question. As a result, the introduction should link back to the question. That is done by writing a paragraph that deals with all the key content mentioned in the assignment question.

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The Assignment Brief

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• Manchester University Academic Phrasebank
• Study skills
• A selection of books available for Academic writing

It is important to understand what an essay question or assignment brief is asking of you. Before you start to research or write, it is worth spending time considering the wording of the question and any learning outcomes that may accompany it. Each assignment will generally have at least three learning outcomes which you must cover if you are to achieve a pass.

Breaking down an assignment question

Before you attempt to answer an assignment question, you need to make sure you understand what it is asking. This includes not only the subject matter, but also the way in which you are required to write. Different questions may ask you to discuss, outline, evaluate… and many more. The task words are a key part of the question.

• Key Words in Assignment Briefs
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Brief vs. Debrief – What’s the Difference?

Home » Brief vs. Debrief – What’s the Difference?

Brief and debrief are verbs with a confusing relationship. Based on the structure of debrief , they would appear to be opposites. But if brief means short , does debrief really mean long?

Actually, it does not. The sense in which these words are related does not involve the length of something. Continue reading to learn more about these confusing words.

What is the Difference Between Brief and Debrief?

In this post, I will compare brief vs. debrief . I will use each word in several example sentences that shows you how it should appear in context.

Plus, I will share a memory tool that makes choosing either brief or debrief much easier next time you need one of these words.

When to Use Brief

As an adjective , brief means short , like in the sentence below,

• Write a brief reflection on a session you found insightful at the conference.

As a noun , brief means a summary or short statement .

• “Did everyone read the brief I sent out via email?” asked the manager.

As a verb , brief means to prepare someone by informing him or her of necessary information .

• As his aide, it will be your job to brief the director on all meetings he does not personally attend.

When to Use Debrief

Here are some more examples,

• Protocol states that all operatives must debrief with dispatchers immediately upon returning from an engagement.
• Debrief with me after the plane touches down.

Debrief can also function as a noun where it simply means a series of questions about a completed mission of assignment. This relates to the verb definition.

Debrief is a relatively young word in the history of English and was first recorded in 1944. Its origins are unknown. This period in world history was fraught with tensions, and World War II saw heavy use of spies. It is easy to speculate that this word sprang from the geopolitical tensions of the time.

Trick to Remember the Difference: Debrief vs. Brief

With verbs, the situation is a little trickier.

• To brief someone is to give that person information.
• To debrief the same person would be to interrogate him, in other words, to obtain information from him.

Debrief and interrogate both have two E’s, so you can use this fact to pair the two in your mind.

Is it debrief or brief? Brief can be an adjective, a noun, or a verb. As a verb, it means to give someone a summary . Debrief is a verb that means to interrogate someone . Though they are related, they are not interchangeable, and you must use each carefully.

To summarize,

• Brief means to inform someone with necessary information
• Debrief means to interrogate someone for information about a recently completed assignment.

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Home » Assignment – Types, Examples and Writing Guide

Assignment – Types, Examples and Writing Guide

Table of Contents

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.

History of Assignment

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.

• Ancient Times: Assignments such as writing exercises, recitations, and memorization tasks were used to reinforce learning.
• Medieval Period : Universities began to develop the concept of the assignment, with students completing essays, commentaries, and translations to demonstrate their knowledge and understanding of the subject matter.
• 19th Century : With the growth of schools and universities, assignments became more widespread and were used to assess student progress and achievement.
• 20th Century: The rise of distance education and online learning led to the further development of assignments as an integral part of the educational process.
• Present Day: Assignments continue to be used in a variety of educational settings and are seen as an effective way to promote student learning and assess student achievement. The nature and format of assignments continue to evolve in response to changing educational needs and technological innovations.

Types of 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:

• Introduction : introduces the topic and thesis statement
• Body paragraphs : each paragraph presents a different argument or idea, with evidence and analysis to support it
• Conclusion : summarizes the key points and reiterates the thesis statement

Research paper

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:

• Title page : includes the title of the paper, author’s name, date, and institution
• Abstract : summarizes the paper’s main points and conclusions
• Introduction : provides background information on the topic and research question
• Literature review: summarizes previous research on the topic
• Methodology : explains how the research was conducted
• Results : presents the findings of the research
• Discussion : interprets the results and draws conclusions
• Conclusion : summarizes the key findings and implications

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:

• Introduction : introduces the case study and its purpose
• Background : provides context and background information on the case
• Analysis : examines the key issues and problems in the case
• Solution/recommendations: proposes solutions or recommendations based on the analysis
• Conclusion: Summarize the key points and implications

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:

• Title page : includes the title of the experiment, author’s name, date, and institution
• Abstract : summarizes the purpose, methodology, and results of the experiment
• Methods : explains how the experiment was conducted
• Results : presents the findings of the experiment

Presentation

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:

• Introduction : introduces the topic and purpose of the presentation
• Body : presents the main points, findings, or data, with the help of visual aids
• Conclusion : summarizes the key points and provides a closing statement

Creative Project

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:

• Introduction : introduces the project and its purpose
• Body : presents the creative work, with explanations or descriptions as needed
• Conclusion : summarizes the key elements and reflects on the creative process.

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

• Hook: Grab the reader’s attention with a catchy opening sentence.
• Background: Provide some context or background information on the topic.
• Thesis statement: State the main argument or point of your essay.

II. Body paragraphs

• Topic sentence: Introduce the main idea or argument of the paragraph.
• Evidence: Provide evidence or examples to support your point.
• Analysis: Explain how the evidence supports your argument.
• Transition: Use a transition sentence to lead into the next paragraph.

III. Conclusion

• Restate thesis: Summarize your main argument or point.
• Review key points: Summarize the main points you made in your essay.
• Concluding thoughts: End with a final thought or call to action.

Research paper template:

I. Title page

• Title: Give your paper a descriptive title.
• Author: Include your name and institutional affiliation.
• Date: Provide the date the paper was submitted.

II. Abstract

• Background: Summarize the background and purpose of your research.
• Methodology: Describe the methods you used to conduct your research.
• Results: Summarize the main findings of your research.
• Conclusion: Provide a brief summary of the implications and conclusions of your research.

III. Introduction

• Background: Provide some background information on the topic.
• Research question: State your research question or hypothesis.
• Purpose: Explain the purpose of your research.

IV. Literature review

• Background: Summarize previous research on the topic.
• Gaps in research: Identify gaps or areas that need further research.

V. Methodology

• Participants: Describe the participants in your study.
• Procedure: Explain the procedure you used to conduct your research.
• Measures: Describe the measures you used to collect data.

VI. Results

• Quantitative results: Summarize the quantitative data you collected.
• Qualitative results: Summarize the qualitative data you collected.

VII. Discussion

• Interpretation: Interpret the results and explain what they mean.
• Implications: Discuss the implications of your research.
• Limitations: Identify any limitations or weaknesses of your research.

VIII. Conclusion

• Review key points: Summarize the main points you made in your paper.

Case study template:

• Background: Provide background information on the case.
• Research question: State the research question or problem you are examining.
• Purpose: Explain the purpose of the case study.

II. Analysis

• Problem: Identify the main problem or issue in the case.
• Factors: Describe the factors that contributed to the problem.
• Alternative solutions: Describe potential solutions to the problem.

III. Solution/recommendations

• Proposed solution: Describe the solution you are proposing.
• Rationale: Explain why this solution is the best one.
• Implementation: Describe how the solution can be implemented.

IV. Conclusion

• Summary: Summarize the main points of your case study.

Lab report template:

• Title: Give your report a descriptive title.
• Date: Provide the date the report was submitted.
• Background: Summarize the background and purpose of the experiment.
• Methodology: Describe the methods you used to conduct the experiment.
• Results: Summarize the main findings of the experiment.
• Conclusion: Provide a brief summary of the implications and conclusions
• Background: Provide some background information on the experiment.
• Hypothesis: State your hypothesis or research question.
• Purpose: Explain the purpose of the experiment.

IV. Materials and methods

• Materials: List the materials and equipment used in the experiment.
• Procedure: Describe the procedure you followed to conduct the experiment.
• Data: Present the data you collected in tables or graphs.
• Analysis: Analyze the data and describe the patterns or trends you observed.

VI. Discussion

• Implications: Discuss the implications of your findings.
• Limitations: Identify any limitations or weaknesses of the experiment.

VII. Conclusion

• Restate hypothesis: Summarize your hypothesis or research question.
• Review key points: Summarize the main points you made in your report.

Presentation template:

• Attention grabber: Grab the audience’s attention with a catchy opening.
• Purpose: Explain the purpose of your presentation.
• Overview: Provide an overview of what you will cover in your presentation.

II. Main points

• Main point 1: Present the first main point of your presentation.
• Supporting details: Provide supporting details or evidence to support your point.
• Main point 2: Present the second main point of your presentation.
• Main point 3: Present the third main point of your presentation.
• Summary: Summarize the main points of your presentation.
• Call to action: End with a final thought or call to action.

Creative writing template:

• Setting: Describe the setting of your story.
• Characters: Introduce the main characters of your story.
• Rising action: Introduce the conflict or problem in your story.
• Climax: Present the most intense moment of the story.
• Falling action: Resolve the conflict or problem in your story.
• Resolution: Describe how the conflict or problem was resolved.
• Final thoughts: End with a final thought or reflection on the story.

How to Write Assignment

Here is a general guide on how to write an assignment:

• Understand the assignment prompt: Before you begin writing, make sure you understand what the assignment requires. Read the prompt carefully and make note of any specific requirements or guidelines.
• Research and gather information: Depending on the type of assignment, you may need to do research to gather information to support your argument or points. Use credible sources such as academic journals, books, and reputable websites.
• Organize your ideas : Once you have gathered all the necessary information, organize your ideas into a clear and logical structure. Consider creating an outline or diagram to help you visualize your ideas.
• Write a draft: Begin writing your assignment using your organized ideas and research. Don’t worry too much about grammar or sentence structure at this point; the goal is to get your thoughts down on paper.
• Revise and edit: After you have written a draft, revise and edit your work. Make sure your ideas are presented in a clear and concise manner, and that your sentences and paragraphs flow smoothly.
• Proofread: Finally, proofread your work for spelling, grammar, and punctuation errors. It’s a good idea to have someone else read over your assignment as well to catch any mistakes you may have missed.
• Submit your assignment : Once you are satisfied with your work, submit your assignment according to the instructions provided by your instructor or professor.

Applications of Assignment

Assignments have many applications across different fields and industries. Here are a few examples:

• Education : Assignments are a common tool used in education to help students learn and demonstrate their knowledge. They can be used to assess a student’s understanding of a particular topic, to develop critical thinking skills, and to improve writing and research abilities.
• Business : Assignments can be used in the business world to assess employee skills, to evaluate job performance, and to provide training opportunities. They can also be used to develop business plans, marketing strategies, and financial projections.
• Journalism : Assignments are often used in journalism to produce news articles, features, and investigative reports. Journalists may be assigned to cover a particular event or topic, or to research and write a story on a specific subject.
• Research : Assignments can be used in research to collect and analyze data, to conduct experiments, and to present findings in written or oral form. Researchers may be assigned to conduct research on a specific topic, to write a research paper, or to present their findings at a conference or seminar.
• Government : Assignments can be used in government to develop policy proposals, to conduct research, and to analyze data. Government officials may be assigned to work on a specific project or to conduct research on a particular topic.
• Non-profit organizations: Assignments can be used in non-profit organizations to develop fundraising strategies, to plan events, and to conduct research. Volunteers may be assigned to work on a specific project or to help with a particular task.

Purpose of Assignment

The purpose of an assignment varies depending on the context in which it is given. However, some common purposes of assignments include:

• Assessing learning: Assignments are often used to assess a student’s understanding of a particular topic or concept. This allows educators to determine if a student has mastered the material or if they need additional support.
• Developing skills: Assignments can be used to develop a wide range of skills, such as critical thinking, problem-solving, research, and communication. Assignments that require students to analyze and synthesize information can help to build these skills.
• Encouraging creativity: Assignments can be designed to encourage students to be creative and think outside the box. This can help to foster innovation and original thinking.
• Providing feedback : Assignments provide an opportunity for teachers to provide feedback to students on their progress and performance. Feedback can help students to understand where they need to improve and to develop a growth mindset.
• Meeting learning objectives : Assignments can be designed to help students meet specific learning objectives or outcomes. For example, a writing assignment may be designed to help students improve their writing skills, while a research assignment may be designed to help students develop their research skills.

When to write Assignment

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.

Characteristics of Assignment

Here are some common characteristics of assignments:

• Purpose : Assignments have a specific purpose, such as assessing knowledge or developing skills. They are designed to help students learn and achieve specific learning objectives.
• Requirements: Assignments have specific requirements that must be met, such as a word count, format, or specific content. These requirements are usually provided by the instructor or professor.
• Deadline: Assignments have a specific deadline for completion, which is usually set by the instructor or professor. It is important to meet the deadline to avoid penalties or lower grades.
• Individual or group work: Assignments can be completed individually or as part of a group. Group assignments may require collaboration and communication with other group members.
• Feedback : Assignments provide an opportunity for feedback from the instructor or professor. This feedback can help students to identify areas of improvement and to develop their skills.
• Academic integrity: Assignments require academic integrity, which means that students must submit original work and avoid plagiarism. This includes citing sources properly and following ethical guidelines.
• Learning outcomes : Assignments are designed to help students achieve specific learning outcomes. These outcomes are usually related to the course objectives and may include developing critical thinking skills, writing abilities, or subject-specific knowledge.

Advantages of Assignment

There are several advantages of assignment, including:

• Helps in learning: Assignments help students to reinforce their learning and understanding of a particular topic. By completing assignments, students get to apply the concepts learned in class, which helps them to better understand and retain the information.
• Develops critical thinking skills: Assignments often require students to think critically and analyze information in order to come up with a solution or answer. This helps to develop their critical thinking skills, which are important for success in many areas of life.
• Encourages creativity: Assignments that require students to create something, such as a piece of writing or a project, can encourage creativity and innovation. This can help students to develop new ideas and perspectives, which can be beneficial in many areas of life.
• Builds time-management skills: Assignments often come with deadlines, which can help students to develop time-management skills. Learning how to manage time effectively is an important skill that can help students to succeed in many areas of life.
• Provides feedback: Assignments provide an opportunity for students to receive feedback on their work. This feedback can help students to identify areas where they need to improve and can help them to grow and develop.

Limitations of Assignment

There are also some limitations of assignments that should be considered, including:

• Limited scope: Assignments are often limited in scope, and may not provide a comprehensive understanding of a particular topic. They may only cover a specific aspect of a topic, and may not provide a full picture of the subject matter.
• Lack of engagement: Some assignments may not engage students in the learning process, particularly if they are repetitive or not challenging enough. This can lead to a lack of motivation and interest in the subject matter.
• Time-consuming: Assignments can be time-consuming, particularly if they require a lot of research or writing. This can be a disadvantage for students who have other commitments, such as work or extracurricular activities.
• Unreliable assessment: The assessment of assignments can be subjective and may not always accurately reflect a student’s understanding or abilities. The grading may be influenced by factors such as the instructor’s personal biases or the student’s writing style.
• Lack of feedback : Although assignments can provide feedback, this feedback may not always be detailed or useful. Instructors may not have the time or resources to provide detailed feedback on every assignment, which can limit the value of the feedback that students receive.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Definition of assignment

task , duty , job , chore , stint , assignment mean a piece of work to be done.

task implies work imposed by a person in authority or an employer or by circumstance.

duty implies an obligation to perform or responsibility for performance.

job applies to a piece of work voluntarily performed; it may sometimes suggest difficulty or importance.

chore implies a minor routine activity necessary for maintaining a household or farm.

stint implies a carefully allotted or measured quantity of assigned work or service.

assignment implies a definite limited task assigned by one in authority.

Examples of assignment in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'assignment.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

see assign entry 1

14th century, in the meaning defined at sense 1

Phrases Containing assignment

• self - assignment

Dictionary Entries Near assignment

Cite this entry.

“Assignment.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/assignment. Accessed 8 Apr. 2024.

Legal Definition

Legal definition of assignment, more from merriam-webster on assignment.

Nglish: Translation of assignment for Spanish Speakers

Britannica English: Translation of assignment for Arabic Speakers

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