• Conceptually
• Chronologically
• Methodologically
Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 20.10 ). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 20.5 ).
Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.
Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.
Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704
Academic Success Copyright © 2021 by Cristy Bartlett and Kate Derrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
Monetize your time and efforts
Simple application process.
Begin earning money in 3 days!
Earn from $ 4 - 12 per page
Share of orders in the system for this branch of science
Find the one that fits your expertise
You must have heard plenty of times about perks of specific jobs allowing to work without leaving your house on a permanent basis. They are true. Freelance occupation lets:
Determine your workload yourself. Due to this factor, you will not face the extreme fatigue when any amount of money for one more task doesn’t represent any interest because all you want to do is to fall asleep for a couple of days. With freelance writing jobs online, you are your own boss. You know how many regular duties you need to fulfill. You know how much time you need to devote to your significant other, your family, friends, hobby, sports, sleep, healthy lifestyle, etc. You are fully aware of how much time you need to spend on anything else but work to be happy. And only you can determine the golden middle!
Set the working hours. Striving to optimization of working process, you can set the hours when you feel like working most of all to focus on your tasks easier. When you have chosen one of the freelance writing jobs online , you are free to set the working hours. It is a very useful prerogative! You don’t have to ask if you can go home earlier today because you need to take your child from school or because you have a competition. You don’t need to provide explanations for being late for 15 minutes at the beginning of the day. You are the boss. Being one of the essay writers or those who accepted an offer of grant writing jobs, you become independent.
Choose tasks yourself. Having joined the team of freelance writers, you are given an opportunity to select your assignments: take the one you like and reject the one that seems not your cup of tea. You will no longer have to deal with a bundle of tasks you’d wish to burn. Freelance writing jobs give you a chance deal only with the tasks that are of interest to you. Thus, you will easily boost your knowledge and skills in professional sphere.
Such is a kind of position we gladly offer to experts in the wide variety of spheres:
Are you still hesitating? It’s high time to speed up your success with freelance writing.
You need to Log in or Sign up for a new account in order to create account
Please enter your email to proceed
By clicking "Continue", you agree to our terms of service and privacy policy. We`ll occasionally send you promo and account related emails.
Download PDF
Writing at the college level involves new expectations that may require new strategies. While specific genres of writing have distinct purposes, college writing helps you develop skills such as thinking critically, communicating professionally, and articulating yourself well. Although common writing expectations and strategies are listed below, always follow assignment guidelines and write with your audience in mind.
Writing as a college student can seem daunting, but drawing on your previous writing experience and relying on instructors and campus resources can help to ease the transition. Although writing assignments may differ, many have similar expectations to those listed below.
Using effective strategies when approaching writing assignments can help you mitigate worries, strengthen writing skills, increase confidence, and improve writing efficiency.
College writing assignments can be complex, and assignments can build on each other within a course. It may also involve in-depth academic research. Create and maintain a personal writing process to organize your writing, research, and personal time.
As a college writer, you will continually grow and improve. College is a learning environment. Getting support from others can ease anxiety and build your confidence as a writer. If you feel overwhelmed, remember that you are in college to learn, and faculty, peers and the Writing Center are here to help.
Some assignments have a standard format, such as lab reports or case studies, and these will normally be explained in your course materials. For other assignments, you will have to come up with your own structure.
Your structure might be guided by:
Essays are a very common form of academic writing. Like most of the texts you write at university, all essays have the same basic three-part structure: introduction, main body and conclusion. However, the main body can be structured in many different ways.
To write a good essay:
Reports generally have the same basic structure as essays, with an introduction, body and conclusion. However, the main body structure can vary widely, as the term ‘report’ is used for many types of texts and purposes in different disciplines.
Find out as much as possible about what type of report is expected.
There are many ways to come up with a structure for your work. If you’re not sure how to approach it, try some of the strategies below.
During and after reading your sources, take notes and start thinking about ways to structure the ideas and facts into groups. For example:
It’s a good idea to brainstorm a few different ways of structuring your assignment once you have a rough idea of the main issues. Do this in outline form before you start writing – it’s much easier to re-structure an outline than a half-finished essay. For example:
Eventually, you’ll have a plan that is detailed enough for you to start writing. You’ll know which ideas go into each section and, ideally, each paragraph. You will also know where to find evidence for those ideas in your notes and the sources of that evidence.
If you’re having difficulties with the process of planning the structure of your assignment, consider trying a different strategy for grouping and organising your information.
Your writing will be clear and logical to read if it’s easy to see the structure and how it fits together. You can achieve this in several ways.
Most of the types of texts you write for university need to have an introduction. Its purpose is to clearly tell the reader the topic, purpose and structure of the paper.
As a rough guide, an introduction might be between 10 and 20 percent of the length of the whole paper and has three main parts.
If the main body of your paper follows a predictable template, such as the method, results and discussion stages of a report in the sciences, you generally don’t need to include a guide to the structure in your introduction.
You should write your introduction after you know both your overall point of view (if it is a persuasive paper) and the whole structure of your paper. You should then revise the introduction when you have completed the main body.
Most academic writing is structured into paragraphs. It is helpful to think about each paragraph as a mini essay with a three-part structure:
The topic sentence introduces a general overview of the topic and the purpose of the paragraph. Depending on the length of the paragraph, this may be more than one sentence. The topic sentence answers the question 'what's the paragraph about?'.
The body of the paragraph develops this topic. It may elaborate directly on the topic sentence by giving definitions, classifications, explanations, contrasts, examples and evidence.
The final sentence in many, but not all, paragraphs is the concluding sentence. It does not present new information, but often either summarises or comments on the paragraph content. It can also provide a link, by showing how the paragraph links to the topic sentence of the next paragraph. The concluding sentence often answers the question ‘so what?’, by explaining how this paragraph relates back to the main topic.
You don’t have to write all your paragraphs using this structure. For example, there are paragraphs with no topic sentence, or the topic is mentioned near the end of the paragraph. However, this is a clear and common structure that makes it easy for the reader to follow.
The conclusion is closely related to the introduction and is often described as its ‘mirror image’. This means that if the introduction begins with general information and ends with specific information, the conclusion moves in the opposite direction.
The conclusion usually:
This material was developed by the the Learning Hub (Academic Language and Learning), which offers workshops, face-to-face consultations and resources to support your learning. Find out more about how they can help you develop your communication, research and study skills .
See our Writing skills handouts .
Your feedback has been sent.
Sorry there was a problem sending your feedback. Please try again
You should only use this form to send feedback about the content on this webpage – we will not respond to other enquiries made through this form. If you have an enquiry or need help with something else such as your enrolment, course etc you can contact the Student Centre.
Look at sample assignments to help you develop and enhance your academic writing skills.
This page features authentic sample assignments that you can view or download to help you develop and enhance your academic writing skills.
PLEASE NOTE: Comments included in these sample written assignments are intended as an educational guide only. Always check with academic staff which referencing convention you should follow. All sample assignments have been submitted using Turnitin® (anti-plagiarism software). Under no circumstances should you copy from these or any other texts.
Annotated Bibliography: Traditional Chinese Medicine (PDF, 103KB)
Essay: Business - "Culture is a Tool Used by Management" (PDF, 496KB)
Essay: Business - "Integrating Business Perspectives - Wicked Problem" (PDF, 660KB)
Essay: Business - "Overconsumption and Sustainability" (PDF, 762KB)
Essay: Business - "Post bureaucracy vs Bureaucracy" (PDF, 609KB)
Essay: Design, Architecture & Building - "Ideas in History - Postmodernism" (PDF, 545KB)
Essay: Design, Architecture & Building - "The Context of Visual Communication Design Research Project" (PDF, 798KB)
Essay: Design, Architecture & Building - "Ideas in History - The Nurses Walk and Postmodernism" (PDF, 558KB)
Essay: Health (Childhood Obesity ) (PDF, 159KB)
Essay: Health (Improving Quality and Safety in Healthcare) (PDF, 277KB)
Essay: Health (Organisational Management in Healthcare) (PDF, 229KB)
UTS HELPS annotated Law essay
(PDF, 250KB)
Essay: Science (Traditional Chinese Medicine) (PDF, 153KB)
Literature Review: Education (Critical Pedagogy) (PDF, 165KB)
Reflective Essay: Business (Simulation Project) (PDF, 119KB)
Reflective Essay: Nursing (Professionalism in Context) (PDF, 134KB)
Report: Business (Management Decisions and Control) (PDF, 244KB)
Report: Education (Digital Storytelling) (PDF, 145KB)
Report: Education (Scholarly Practice) (PDF, 261KB)
Report: Engineering Communication (Flood Mitigation & Water Storage) (PDF, 1MB)
UTS acknowledges the Gadigal people of the Eora Nation, the Boorooberongal people of the Dharug Nation, the Bidiagal people and the Gamaygal people, upon whose ancestral lands our university stands. We would also like to pay respect to the Elders both past and present, acknowledging them as the traditional custodians of knowledge for these lands.
Illustrated step-by-step guides to help you understand the formatting and presentation expectations of university assignments.
Although formatting your essay, report or dissertation can feel like a lesser priority than the process of research and writing itself, it is an important way to ensure your ideas are given the spotlight through visually accessible, professional presentation. Formatting can be a minefield, especially when you’re formatting at the last minute; it’s important to leave a few days at the end of your essay writing process for working on your formatting, and to spend some time familiarising yourself with the different aspects of formatting.
301 Recommends:
Our Essay Structure and Planning workshop will outline how to analyse your essay question, discuss approaches logically structure all your ideas, help you make your introductions and conclusions more effective, and teach how to link your ideas and ensure all essay content flows logically from the introduction.
Below, you will find some general introductions to the key areas.
Because formatting rules can vary greatly depending on your department or assignment, it’s crucial to check the formatting specifications in your assignment description/rubric, and any general departmental presentation standards, as a first port of call. Many referencing systems also have specific rules about how to format your work, so make sure to familiarise yourself with the university library’s referencing guides . Many referencing systems also have more detailed style guides available via their websites.
Assignment cover sheets .
In some departments, you may be expected to include a cover sheet on the front page of your assignment. This is a page including key information about your assignment, such as your module number, student registration number, essay title, and submission date.
You may be asked to submit a plagiarism declaration and to make your markers aware of any disabilities through the yellow sticker system . If you are asked to include a cover sheet in your assignment, your department should make you aware of where you can access this.
Place your assignment title at the top of your first page, either centre or left aligned, in bold font. At university, you may be assigned a pre-designed essay title/question, or asked to select from several possible titles. You may also be asked to design your own essay title. Here are some top tips on designing your own title:
Depending on the instructions you have been given, you may be asked to state your word count, either on your cover sheet or at the beginning of your essay. If you are asked to include this information, make sure your word count accurately reflects the assessment guidance: for example, are references included in your word count?
Line spacing .
Most assignment descriptions specify that you should increase the space between each line on the page, from the standard 1.0 spacing to either 1.5 or 2.0 spacing. You are asked to do this to make the essay more visually accessible and easier to read, by breaking up the number of lines on each page.
Download this step-by-step illustrated guide to line spacing in Microsoft Word and Google Docs.
All non-examination based assignments should be word processed rather than handwritten. Most assignment descriptions will specify that for visual clarity, and to ensure a professional appearance, you should use a plain, sans-serif font such as Arial. For readability, this should be in 11 or 12 point size. Check your departmental or assignment guidance for any specific rules about font choices.
Including page numbers in your assignments makes them more accessible. Depending on the departmental guidance you have been given, you may be asked to include these in either the header or the footer of your essay (the blank space above and below where the text would go on a normal page in a word processor). It may also be helpful to include your registration number and the module code of the essay in the same header or footers that specify the page number.
Download this step-by-step illustrated guide to adding page numbers and using headers and footers in Microsoft Word and Google Docs.
Margins .
A margin is the amount of blank space on either side of a paragraph in a normal word processor. Traditionally, assignment descriptions specified that the margins should be made wider at the binding edge (the left hand side) of the page, to allow for easier reading of printed essays. However, with the shift to online essays, you might not be asked to do this any more and the default settings on your word processor are likely to be sufficiently wide.
For printed dissertations and theses, you may receive specific guidance about the suitable layout of margins, as these are more likely to be printed: see this university guide on formatting PhD theses .
Download this step-by-step illustrated guide to adjusting margins in Microsoft Word and Google Docs.
Most formatting instructions specify that paragraphs should be lined up in a straight line (aligned) on the left hand edge, but left jagged on the right hand edge (like this page). This is called left alignment, or flush-left style, and should be the default alignment setting for your word processor. This style can be helpful for visual accessibility, but check any specific instructions you have been given by your department to see which style of alignment you have been asked to use.
Download this step-by-step illustrated guide to adjusting paragraph alignment in Microsoft Word and Google Docs.
You may be asked to add indents to your paragraphs: an indent is an additional small gap between the margin and the beginning of a paragraph (it makes a ‘dent’ in the first line of your paragraph). Indents are used to provide extra clarification that the reader is starting a new paragraph after finishing the last one: therefore, they should not be used in the first paragraph of your essay. Indents are not always required, and whether you are expected to use them may depend on your referencing style , and any formatting instructions you have been given by your department.
Download this step-by-step illustrated guide to indenting paragraphs in Microsoft Word and Google Docs.
Footnotes and endnotes .
Some referencing systems require you to use footnotes or endnotes to format your references (make sure to check the library’s referencing guide to familiarise yourself with the expected format of your referencing style). Inserting a footnote into your word document when you have cited from a source adds a superscript number (a number formatted in a smaller font) to the sentence. It creates a note with a matching number at the bottom of the page you are working on (in the footer), which you can add the reference information to.
Endnotes work in the same way, but instead of appearing at the bottom of the page, the reference list appears at the end of the document.
Download this step-by-step illustrated guide to manually inserting footnotes and endnotes in Microsoft Word and Google Docs.
Instead of, or alongside footnotes/endnotes, some referencing systems ask you to include a bibliography and/or a reference list at the end of the essay (make sure to check the library’s referencing guide to familiarise yourself with the expected format of your referencing style). A reference list is a list of all the sources you have directly referred to in the essay, which could be ordered numerically or alphabetically, depending on your referencing style.
A bibliography could be used alongside, or instead of, a reference list, depending on your referencing style; here, you list all the sources you have consulted that have influenced your ideas, whether they are included in the essay or not. The way this is ordered also depends on your referencing style.
If you auto-generate your citations in Microsoft Word or Google Docs, you can auto-generate your bibliography instead of creating it manually: instructions for doing so are in the resource below. If you use a different reference manager, such as Mendeley, Zotero, or Endnote, these have their own specific instructions for auto-generating bibliographies. See the reference management resources offered by the university.
Download this step-by-step illustrated guide to manually or automatically formatting a bibliography or reference list in Microsoft Word and Google Docs.
When you need to include a quotation in your essay that is three or more lines long, you can add this as a block quotation. A block quotation appears on a separate line to the other parts of the paragraph, and is indented (i.e. there is a wider gap between a block quotation and the left-hand margin than there is between the rest of the paragraph and the left-hand margin). Block quotations aren’t placed in quotation marks, so the indentation is used to indicate that you are using a quotation.
Check your referencing guide and any departmental guidance to learn more about the specific rules on formatting block quotations in your department. Because they take up large chunks of your word count, and break up the flow of your texts, make sure to use block quotations sparingly: they are especially helpful when you are going to perform close analysis of a large section of text. For more information on different types of quotation and how to use them, see our workshop on paraphrasing and using academic sources.
Download this step-by-step illustrated guide to formatting block quotations in Microsoft Word and Google Docs.
Headings and contents tables .
Most standard short essays do not include headings, other than the essay title and reference list and/or bibliography. Section headings may be required for some longer or more structured types of academic writing, such as reports; reports often follow a very closely prescribed structure, so it is essential to pay very careful attention to the specific guidelines issued with your brief. Make sure that any system you use for numbering your headings and subheadings is consistently applied throughout the document.
Depending on the advice you have been given, and the length and complexity of a lab report, you may also be required to include a table of contents to help the reader navigate between headings. Contents tables are generally standard practice in longer assignments such as dissertations and theses. Make sure to check any departmental guidance you have been given about formatting reports.
Download this step-by-step illustrated guide to formatting headings and contents tables in Microsoft Word and Google Docs.
This workshop will help you to familiarise yourself with some of the specific expectations associated with this assignment format.
Some kinds of essays, dissertations and reports will require you to make use of figures (pictures, diagrams, and graphs) and tables (any data in a table format). Figures and tables are normally numbered in sequence, e.g. ‘Table 1’, ‘Figure 4’, and are directly referred to in the text according to their number, rather than according to their location on the page (e.g. ‘as shown in Table 2’ rather than ‘as shown below’).
If your text is of dissertation or thesis length, or if your text has several figures, it may also be helpful to include a list of figures immediately after the table of contents. Some referencing guides have specific rules about presenting and referencing tables and figures, so make sure to familiarise yourself with these and carefully read any specific instructions about figures and tables in your assignment brief.
Download this step-by-step illustrated guide to inserting figures and tables and creating lists of figures/tables in Microsoft Word and Google Docs.
Top tips for formatting tables and figures:
This workshop will provide more technical advice on using graphs and tables in your work. See also this Engineering department guidance on formatting graphs and tables in Engineering lab reports.
Appendices commonly appear in dissertations, theses, and lab reports. An appendix provides supporting information that gives the reader a better understanding of the essay, but that might be too long, detailed or awkward to insert into the main body of the essay without breaking up its flow. Interview questions or transcripts, sample questionnaires, raw data, figures, photographs, large/complex datasets, and diagrams are all examples of information that could be included in an appendix, if it is relevant to do so.
The reader should be able to understand the essay without reference to this supporting information, as all the most important and relevant information needed to answer the question should be included in the body (i.e., the appendix should not be used to make room for content that doesn’t fit within your word count). Your appendices must be clearly signposted and explained in the body of your report, highlighting any information that is essential for your reader to understand. Do not include any appendices that are not referenced in the text itself.
The appendices should be placed in numerical or alphabetical order, and signposted according to this specific system (e.g. ‘Appendix B indicates that…’) They should be clearly labelled, using headings that match up to the in-text reference. Appendices usually appear at the very end of the assignment, after your references/bibliography. Make sure to list any appendices used in your table of contents; if you have been instructed to do so by your department or within your referencing system, you could include a list of appendices separate to your contents list.
The specific format of the appendix heading, and the reference made to the appendix in the text, depends on your referencing style , so make sure to carefully review this information before you design your appendices.
Download this step-by-step illustrated guide to inserting appendices and creating lists of appendices in Microsoft Word and Google Docs.
Academic Writing
Proofreading
Essay structure and planning
Scientific writing and lab reports
Creating accessible Word documents
Are you getting ready to start a new academic year? Or preparing for summer resits?
We have a whole host of support ready for you to access whenever you need it. Our online resources allow you to develop your academic skills at your own pace, building on your existing skills ready for whatever you are facing next.
Take advantage of our curated Level Up Your Skills packages and start working through resources for your upcoming level of study, or use study skills online to find specific topics you want to work on.
This week you will start to look at university writing, a very important student activity. You will first consider which aspects of your current writing will be useful when it comes to university-level writing and which might need a bit more work. Then you will move on to look at university assignments, their purposes and structure and the strategies students follow when approaching them.
Watch Anna describing what you will study this week:
Welcome to Week 3.
So far you have looked at reading: reading strategies and ways to use insights from readings in an assignment. Reading and selecting key information are two of the first steps towards writing a good assignment. It is now time to look at what university assignments ask for and how to produce a good assignment.
During Weeks 3, 4 and 5 you will concentrate on assignment writing. In particular, this week you will find out what types of assignments university students normally write, the reasons why they write them and the way they approach them. In Week 4 you will look in more detail at essay writing. In Week 5, you will learn how to clearly link ideas in your writing, so that your readers can easily understand your ideas.
By the end of this week you will be able to understand:
For many of us writing is a daily activity. In a morning, for example, I might write a text message to a friend, make a ‘to do’ list and email a colleague.
Three images: first image is of a to-do list, second image of a CV and third image of three Post-it notes on a fridge door.
Think about the types of text, that is any piece of writing, you have written in the past few days. These can be as short as a few words scribbled on a Post-it note or as long as a letter or a workplace report. Note your thoughts in the box below.
The answer is personal to you. Here are some of the texts I have written lately:
Most people do not consider themselves to be writers, yet they write something every day. There are many types of text. Some texts may appear easy but others seem more complex to write. In the next activity you will compare some texts to understand how they differ and why some are harder to write than others.
When we write, we communicate with other people. Birthday cards, Post-it notes and text messages are all ways to send other people messages containing information. Even a personal diary and a to-do list may be read initially only by the writer, but may be shared or read in the future by other people.
Communication is therefore the main reason why people write. The particular purpose of each piece of writing depends on the situation and the people we communicate with. For example, many of us leave little notes on the fridge to remind ourselves and others to do important chores or to wish them well.
The way our texts are organised varies depending on our reason for writing and our relationship with the person or persons who will read our messages.
In this activity you will look at the purpose and structure of three texts (Figure 2).
Three images: first image is of a to-do list, second image of a thank-you letter and third image of a CV.
Look at the three texts below and match them to their typical purpose.
A to-do list
To briefly remind ourselves and others what needs to be done
A curriculum vitae (CV)
To show an employer our skills and experiences in the hope of being invited to an interview
A thank-you card
To tell somebody how much we appreciate what they have done for us
Using the following two lists, match each numbered item with the correct letter.
a. To show an employer our skills and experiences in the hope of being invited to an interview
b. To briefly remind ourselves and others what needs to be done
c. To tell somebody how much we appreciate what they have done for us
Have you ever written any of these three types of text? How easy or difficult do you or would you find writing them? Note your thoughts in the box below before comparing them with mine.
Here is my answer:
I’m one of those people who often write to-do lists. They are simple and informal, and contain just isolated words describing activities. I normally cross off each activity as soon as it is done.
I find thank-you cards and cards in general less easy to write. This is in part because in Italy, my country, people tend to phone or thank other people in person so cards are rarely written. In the UK, handwritten cards tend to follow a specific structure but I am never sure which one I should use, in which order to different people in different situations. I therefore tend to avoid cards or buy ready-made cards and just add my signature.
A curriculum vitae is generally difficult to write. My first CV was untidy, quite long and contained too much information so I had to ask a more experienced friend to help me.
All texts, even the simplest everyday ones, are written for a purpose. When we write, we have this purpose and our readers in mind and this helps us to structure our texts.
Some texts are easy to write because we understand their purpose, they are part of our culture and we are familiar with their typical structure. However, approaching unfamiliar text types may be challenging unless we know why we are writing them and how they should be organised. In many cases a model of a particular type of text or a more experienced person can help.
The next sections introduce some texts you may not be familiar with. You will look at texts written by university students, the reasons why they are written and the ways in which they are organised.
At British universities, students are asked to carry out written tasks called assignments and submit them to their tutors by a set date. Assignments are part of the assessment process and, while most assignments are completed at home, some will take the form of a formal examination.
Like any other piece of writing you have written so far, assignments are written for a reason and follow a specific structure. The key is to understand these reasons and learn which structure you are expected to follow.
Students are asked to write assignments for a number of reasons:
Depending on the specific purpose of each assignment, university students are asked to write a range of assignment types. For example, they use summaries and definitions to simply describe what they have learned from their readings. They use essays to discuss what they have learned and to show that they can use their learning to make sense of real world situations. Finally, they use reports to describe or analyse a situation and provide recommendations.
The next section looks more closely at assignment types, their purpose and structure.
There is a wide range of assignment types that students may be asked to produce during their university studies. Some assignments might require them to write single-sentence responses, while others might ask them to write an extended response of 600, 800 or even 2000 words.
In this video three Open University tutors talk about the assignments students are required to complete for the courses they teach:
It may be more common to find one kind of assignment type in a particular subject than in others. For example, science assignments may consist of short questions that require short answers, while a social sciences assignment might consist of short answers explaining a definition or essays explaining a theory. Regardless of the subject they are studying, students will probably have to write a variety of assignment types during their studies.
You are now going to gain an overview of some of the assignment types that you are likely to encounter in your university studies. Look at the list below of descriptions of various types of assignment. Match each assignment type with its appropriate description.
An assignment that gives detailed information and analysis about a topic; it will often have different sections, with headings that have different functions; there is an introduction, different sections and a conclusion with recommendations
Short definition and explanation
A word or concept is briefly defined and explained
An assignment that focuses on one topic; it has an introduction, body paragraphs and a conclusion
Short-answer exercise
Brief answers in response to questions; the contents of one answer is not necessarily directly connected with the next
A short account of the content of something you have read, heard or viewed without details
a. An assignment that gives detailed information and analysis about a topic; it will often have different sections, with headings that have different functions; there is an introduction, different sections and a conclusion with recommendations
b. A word or concept is briefly defined and explained
c. Brief answers in response to questions; the contents of one answer is not necessarily directly connected with the next
d. A short account of the content of something you have read, heard or viewed without details
e. An assignment that focuses on one topic; it has an introduction, body paragraphs and a conclusion
During your university studies, you will be asked to complete a variety of assignment tasks to demonstrate what you have learned. Having a good understanding of what is required in the various assignments that you are asked to produce for your university modules will help you fulfil the task and get better marks.
Writing a university assignment can be difficult. The following activity identifies the main challenges.
Below is a list of challenges typically experienced by students who are new to assignment writing. Think of your experience of writing longer and possibly formal texts. For example, you may have had to write a job application or a formal email. If you haven’t had such experiences, you may want to think back to your school experiences. Have you ever experienced any of the challenges listed below?
Type your comments in the box before comparing them with mine.
The main problems students experience are caused by lack of experience and, in particular, difficulty in getting started. These difficulties arise when students have problems understanding the question and the way in which essays and reports should be organised. Some see assignment writing as daunting as it is a completely new experience.
The next section will address these challenges by focusing on the writing process.
Writing a successful assignment is less daunting if it is seen as a process consisting of several manageable steps. You will probably be familiar with some of these steps already: for example writing notes, putting ideas in order, selecting ideas to include, reviewing and rewriting what you have already written in order to improve it.
Another key point is that anyone writing an essay has to give themselves enough time. Generally the best assignments result from doing a little at a time over a period of days, rather than attempting to complete an assignment in one evening.
In this section you will look at this step-by-step process.
In the next activity you will look in more detail at the challenges often faced by students and the strategies they can use to complete an essay.
In the videos below, three students describe their writing process. They also mention the challenges they face and some of the strategies they use. Watch the videos and identify the challenges and strategies each student uses. Note them in the boxes below before comparing your answers with mine.
Coping with university writing is about developing strategies that help to meet a range of challenges. These students seem to have been successful in essay writing despite the various challenges they mention. They have dealt with those challenges by adopting strategies for planning what they are going to write, structuring the content of their essays and reviewing the text over and over again.
The next activity introduces you to a method that exploits all the strategies described by the three students.
In this activity you are introduced to the different stages of the essay-writing process. This process starts with activities that include reading (understanding the ideas of others), brainstorming (thinking of all you know about the topic) and note making, and proceeds through one or more cycles until you feel you have produced a full and correct answer.
The boxes show the eight stages in the process of completing an assignment. Drag each stage into the relevant blank box in the diagram.
Writing a university assignment involves going through a series of stages. It is quite normal for all writers to want to go through the cycle more than once. This may happen for many reasons. For example they may feel that they haven’t quite answered the question or they may want to go back to their readings and notes to find additional relevant material.
Many students find that the habit of breaking their writing process into manageable steps helps them not only to write university assignments but also other pieces of writing such as workplace documents.
In the next two sections you will learn how to plan an essay and a report.
Before writing an essay, it is important to take the time to understand its structure as this provides a useful starting point. A typical essay includes an introduction, the main body of the text, a conclusion and a list of references (Figure 3).
The structure of an essay consists of the introduction, the main body, the conclusion and the references.
While this is a simple structure, students often wonder what should be included in the main body of the essay. In this section you will learn how carefully reading the assignment question and carrying out some simple tasks can help you to plan the content of the main body of the essay.
Answering an essay question is only possible if a student knows and understands it. Reading the essay question is therefore a very important step that must be completed before starting the writing process.
Now answer the following question:
What is the first thing students should do after reading the assignment question?
Write a plan of their essay using tables or diagrams
Find the words that explain what they are required to do
Start looking for the information they can use in the essay
The correct answer is b.
It is important to carefully study the key words contained in the assignment question to find out what it is asking the student to do. These key words as known as instruction words and content words.
Having a good understanding of instruction words will help you to identify what type of task you are being asked to do, which, in turn, makes it more likely that an assignment answer will be relevant. These words may seem complex but they are very often used in assignment questions. Understanding instruction words makes it easier to understand the requirements of most assignments.
In the next activity you will learn some of the key words used in assignment questions.
Listed below are eight of the most common instruction words. Match each one with its definition.
Compare and contrast
Look for differences and similarities between two or more concepts or things in an organised way
Discuss/to what extent
Give reasons for and against an idea
Make an idea clear by giving an example
Give a shortened version of a written or spoken item, stating only the key points
Give a detailed account of something such as characteristics, a reading or an experience
Examine something to judge its value, importance, quality, or effectiveness
Take apart an idea and examine it in great detail in order to understand it
Give details, clarify meaning or give reasons
a. Give details, clarify meaning or give reasons
b. Take apart an idea and examine it in great detail in order to understand it
c. Give a detailed account of something such as characteristics, a reading or an experience
d. Examine something to judge its value, importance, quality, or effectiveness
e. Make an idea clear by giving an example
f. Give a shortened version of a written or spoken item, stating only the key points
g. Look for differences and similarities between two or more concepts or things in an organised way
h. Give reasons for and against an idea
Having understood what type of task is required, you need to find out what content you have to focus on. This is done by identifying the content words.
The content words are words that express key ideas that you are expected to write about. In the following example of an essay title, the content words are highlighted:
Using examples from Chapter 3, describe some biological factors that influence the health of the individual (approximately 600 words).
Once the content words and the instruction words (in this case, using examples and describe ) are clear, you should be able to rephrase the title to clarify it:
What are the biological factors that influence people’s health? I need to identify and give details about a few biological factors, and explain how each can affect health. I need to give some examples from Chapter 3 of my module materials to illustrate my explanation s .
In the next activity you will practise identifying instruction and content words, and rephrasing questions into a simpler format.
Below are four essay questions. For each one complete the following tasks:
At this stage, you are not expected to know the content or the authors mentioned in these questions. Your purpose for reading them is to understand what each question asks you to do. Type your notes in the boxes before comparing your answers with mine.
Find similarities and differences between your education and either your mother’s or your father’s education. Decide which of these similarities and differences are the most important and explain why this is the case.
Decide which primate species you would prioritise for conservation action and explain how you came to this conclusion.
Which primate species is it essential to protect from extinction as soon as possible? Why should each of these species be prioritised?
The content word is:.
Codeswitching describes the habit bi-lingual people have of using more than one language when they talk to each other.
Give many reasons why people codeswitch
What are the causes of deforestation? Write about the negative effects of deforestation. Write down your ideas about how good the solutions to the problems are.
The next stage is to write a draft outline. This can only be written on the basis of a full understanding of the question. The first draft outline helps to decide what to look for in any readings. However, after reading, it is normal to update the draft outline to reflect your improved understanding of the subject.
Look at this task:
Describe government interventions which may help people to tackle obesity . To what extent do you think these interventions can be effective ? (800 words)
As this task asks the student to describe government interventions, each section of the essay will need to provide details about one type of intervention. It is also important to consider situations and reasons why an intervention is likely to be effective as well as situations and reasons why it may fail. Each point should be illustrated with examples.
This is a possible outline:
Intervention type 1 – description – examples – why it can be effective?/not effective? + examples
Intervention type 2 – description – examples – why it can be effective?/not effective? + examples
Intervention type 3 – description – examples – why it can be effective?/not effective? + examples
Having written this plan it will be necessary to read the course materials to find:
You will now look again at the essay questions you analysed in Activity 9 and evaluate different outlines that can be used to answer them.
Below is a list of assignment tasks. For each assignment look at the outlines provided and make notes in response to these two questions:
Outline 1 | Outline 2 |
---|---|
Introduction | Introduction |
1st codeswitching technique + example | 1st reason for codeswitching + typical techniques + examples |
2nd codeswitching technique + example | 2nd reason for codeswitching + typical techniques + examples |
3rd codeswitching technique + example | 3rd reason for codeswitching + typical techniques + examples |
Conclusion | Conclusion |
Outline 1 | Outline 2 |
---|---|
Introduction | Introduction |
Why conservation is important | Primate species that should be prioritised – brief description |
Types of primate species | Reason to prioritise 1 + evidence + acknowledge reasons against |
Primate species becoming extinct | Reason to prioritise 2 + evidence + acknowledge reasons against |
The most important primate species | Reason to prioritise 3 + evidence + acknowledge reasons against |
Conclusion | Conclusion |
Outline 2 is the most appropriate because it directly answers the question by selecting one species and using each paragraph or section to clearly give reasons for this selection. For each reason, the writer also shows that they have considered and dismissed a contrasting viewpoint (e.g. a reason for not selecting this species). This adds strength to the points they make.
The themes covered by Outline 1 provide background information but fail to directly address the question. As the requirement is to write only 800 words there is no space to provide much background information. Some of this (e.g. reasons why conservation is necessary) could be included very concisely in the introduction.
Outline 1 | Outline 2 | Outline 3 |
---|---|---|
Introduction | Introduction | Introduction |
Point of comparison 1 (e.g. subjects studied) – similarities and differences – examples | ||
Point of comparison 2 (e.g. teaching quality) – similarities and differences – examples | ||
Point of comparison 3 – similarities and differences – examples | Conclusion | |
The most important points of comparison + reason | ||
Conclusion | ||
Conclusion |
Outline 1 answers the question because it identifies and develops several points of comparison and clearly compares and contrasts the two experiences. It also uses the last paragraph to indicate which one is the most important and why.
Outline 2 provides information about the two educational experiences but does not compare them. Therefore, this outline does not help to answer the question.
Outline 3 is also appropriate because it compares and contrasts the two experiences. However, the points of contrast need to be clearly mentioned when looking at similarities and differences. The last paragraph clearly indicates which points of contrast are the most important and why.
Outline 1 | Outline 2 |
---|---|
Introduction | Introduction |
Deforestation technique 1 | Cause 1 – description + example |
Deforestation technique 2 | Cause 2 – description + example |
Effect 1 – examples | Effect 1 – description + example |
Effect 2 – examples | Effect 2 – description + example |
Solution 1 – examples | Solution 1 – description + example + pros/cons |
Solution 2 – examples | Solution 2 – description + example + pros/cons |
Conclusion | Conclusion |
Outline 1 is inappropriate because it develops two paragraphs about deforestation techniques, which are not required. It does provide examples of possible effects and solutions but does not describe them. The solutions are neither described nor evaluated.
Outline 2 is appropriate because it clearly focuses on the three key content words included in the question: causes, effects and solutions. For each of these, it provides a description and some examples. When looking at solutions, it looks at reasons in favour of and against choosing them.
This section has highlighted the importance of fully understanding the essay question as this helps to produce an appropriate outline. In the next section you will look at ways to represent outlines visually through a diagram.
Many students find that diagrams can be useful when planning their essays. This is because diagrams help them to think in a visual way about their essays and the ideas they need to include in them.
Look again at this assignment question:
Describe the causes of deforestation, explain its negative effects and evaluate the solutions that have been implemented to date.
This assignment can be outlined using a mind map as shown in Figure 4.
At the centre of this mind map is a cloud labelled ‘deforestation’. From this cloud stem three branches. From one branch, labelled ‘causes’, stem three branches. From another branch labelled ‘effects’ also stem three branches. From the third branch, which is labelled ‘solutions’, stem two further branches labelled ‘solutions 1’ and ‘solutions 2’. From each of these branches stem two branches labelled ‘pros’ and ‘cons’. From each of these stem two branches.
The mind map can be used while reading about deforestation to add information that could be included in the essay.
Draw a mind map that can be used to plan the following essay and to record the most relevant information from readings.
Before designing your mind map, look again at the suggested outline for this question. When you have finished, compare your mind map with mine and read the comments.
While reading about this topic and using this mind map (Figure 5), it is possible to enter each of the three reasons, details about explanations, evidence and alternative views and more branches.
At the centre of this mind map is the word ‘conservation’. From this stem three branches labelled: Reason 1, Reason 2, Reason 3. From each of these branches stem three further branches labelled explanations, evidence and alternative view.
Sometimes just reading an assignment question is not sufficient to write a draft plan. You will now look at a science assignment that requires students to describe and explain but provides no information that could help them to write a plan.
The assignment title is:
Describe and explain the greenhouse effect.
Just reading this title is insufficient to outline a text easily because the title does not contain helpful key words such as cause, effect or similarities. Before planning it is therefore necessary to read about this effect. Having done this, information needs to be arranged into steps as this will help to plan the text.
The following activity provides a useful visual technique for planning the essay.
Watch the following video in which Open University science tutor Phil explains to Zorica how to plan the assignment by using a diagram to visualise the information she needs to include.
Now put the following steps into order described by Phil and Zorica.
Infrared radiation emitted from the Sun.
Absorption of infrared by the Earth.
Re-emission of infrared to the atmosphere.
Infrared absorbed by CO 2 and H 2 O.
This activity shows the how diagrams can be used to both identify and present the steps of a process at the pre-writing stage. Depending on the number of words the student is required to write, they can then write either a paragraph or a longer text outlining each of the stages of the process.
Reports differ from essays because they normally follow a more detailed standard structure. Knowing this standard structure makes planning easier as it is only necessary to decide what specific content to place in each of its parts and for what reason.
This structure depends on the subject. The next two sections illustrate the structure of a science or technology report, and of a business report.
Table 5 highlights the elements of a science or technology report, though the same general principles apply in other disciplines too.
Element | Purpose | Description |
---|---|---|
title | attracts the reader’s attention | concise phrase or sentence introducing the content |
abstract | gives a brief summary | short paragraph clarifying the scope of the report and the main findings |
introduction | gives the purpose of the investigation being reported | explains why the investigation was undertaken and gives essential background information |
main text | describes how the study was conducted describes how the study was conducted interprets results | the ‘meat’ of the report containing, for example (depending on the discipline): |
conclusions | describes what the study has shown | includes the meaning of the results of the investigation, what has been demonstrated and any recommendations for action |
When writing a report, it is necessary to assemble and order the material, perhaps under a set of headings (which can be added to or subdivided). The plan will help to include material that is relevant and to the point.
Business studies reports follow a structure that is very similar to those normally written to help management to make decisions. The main purpose of these reports is to describe a real life business situation and to provide a list of recommendations.
While the overall structure is similar to that of a science or a technology report, the main text is usually structured using a ‘business model’, i.e. a framework that helps the writer to analyse a situation by looking at its specific features.
The following assignment task is structured using a SWOT model. SWOT stands for:
Strengths
Weaknesses
Opportunities
In other words, it is a framework that analyses a business by looking at its strengths and weaknesses as well as at any opportunities it can exploit and the threats it faces.
Below is a business studies assignment question:
Use a SWOT model to analyse the multinational company Coca-Cola.
Table 6 shows how this report should be structured.
Element | Purpose | Description |
---|---|---|
Title | Attracts the reader's attention | Concise phrase or sentence introducing the content |
Executive summary | Gives a brief summary | Section or paragraph explaining the purpose of the report, the main findings and the recommendations |
Introduction | Gives the purpose of the investigation being reported | Paragraph providing background information and explaining why the investigation was required |
Method | Explains how the investigation was conducted | Explains why a particular model has been used and how the data was collected |
Analysis | Examines the situation in great detail using the SWOT categories | Four sections or paragraphs under the following headings: |
Conclusion | Describes what the study has shown | Paragraph briefly summarising the findings, i.e. the content of the analysis and highlighting the key factors |
Recommendations | Suggests future action | Paragraph or bullet point list of recommendations based on the findings |
Well done, you’ve just completed the last of the activities for this week's study before the weekly quiz.
Remember the quizzes will let you check your understanding of what you have learned while also helping to prepare you for the badge quiz at the end of Week 4. By completing the weekly quiz you’ll also know how the quizzes work before you complete the badge quiz. So, it is a good idea to make time for them if you can.
Week 3 practice quiz .
Open the quiz in a new tab or window (by holding ctrl [or cmd on a Mac] when you click the link).
This week you looked at everyday writing, at different types of university assignments and at useful ways to break the writing process into manageable steps.
These are this week’s key learning points:
You can now go to Week 4 .
This course was written by Anna Calvi.
Except for third party materials and otherwise stated (see FAQs ), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence .
The material acknowledged below is Proprietary and used under licence (not subject to Creative Commons Licence). Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:
Figure 1: (left) © Stacy Spensley in Flickr made available under https://creativecommons.org/ licenses/ by/ 2.0/ ; (middle) The CV Inn in Flickr made available under: https://creativecommons.org/ licenses/ by/ 2.0/ deed.en ; (right) From: http://www.stickypadblog.com/ wp-content/ uploads/ 2012/ 10/ fridgesickypad.jpg ; Figure 2: (left) © Stacy Spensley in Flickr made available under https://creativecommons.org/ licenses/ by/ 2.0/ ; (middle) © Scott Feldstein in Flickr; (right) The CV Inn in Flickr made available under: https://creativecommons.org/ licenses/ by/ 2.0/ deed.en .
Every effort has been made to contact copyright owners. If any have been inadvertently overlooked, the publishers will be pleased to make the necessary arrangements at the first opportunity.
Don't miss out:
1. Join over 200,000 students, currently studying with The Open University – http://www.open.ac.uk/ choose/ ou/ open-content
2. Enjoyed this? Find out more about this topic or browse all our free course materials on OpenLearn – http://www.open.edu/ openlearn/
3. Outside the UK? We have students in over a hundred countries studying online qualifications – http://www.openuniversity.edu/ – including an MBA at our triple accredited Business School.
Copyright © 2014 The Open University
Include customizable templates in your college toolbox. stay focused on your studies and leave the assignment structuring to tried and true layout templates for all kinds of papers, reports, and more..
Work smarter with higher-ed helpers from our college tools collection. Presentations are on point from start to finish when you start your project using a designer-created template; you'll be sure to catch and keep your professor's attention. Staying on track semester after semester takes work, but that work gets a little easier when you take control of your scheduling, list making, and planning by using trackers and planners that bring you joy. Learning good habits in college will serve you well into your professional life after graduation, so don't reinvent the wheel—use what is known to work!
How to write an assignment for university is a common question asked by young graduates today. University assignments are different and more complex as compared to the assignment work that the students are involved in during high school and college. The students have to focus on various kinds of criteria to secure good marks in the competitive academic scenario. While writing a University assignment, the appropriate structure and guidelines need to be followed strictly so that it is unique from the other assignments that have been done before.
A common question that might bother University students is How to write an assignment for the University to score top grades?”It is necessary to maintain a formal tone throughout the assignment so that the seriousness of the writer can be passed on to the readers. Some of the most crucial points have been highlighted to answer the question of how to write an assignment for University. These simple assignments writing tips can guide the students to keep in mind the important elements before writing a University assignment.
Categories of University Assignments
In Universities, the students are asked to work on different kinds of assignments and projects that vary in nature. Some of the most common kinds of University assignments that students have to work on during the phase of the post graduation degree have been highlighted below.
The simple assignment writing tips that have been presented here would help the students to focus on core assignment writing criterion such as plagiarism, formatting, the significance of error-free grammar, referencing, and the relevancy of the content.
Key factors to be considered before writing an assignment
Purpose and preparation It is necessary to understand the fundamental elements of the topic that would be constructed into the assignment. The core ideas must be highlighted along with the primary objective so that the assignment can be prepared for the intended readers and audience. The purpose of the assignment influences the mode of preparation of the university assignments. To prepare the assignment, thorough research is a must.
Intended readers Assignments are prepared for a certain section of readers. Before starting an assignment, it is necessary to determine the readers so that the assignment can be designed to establish a connection with the audience.
Time factor Before answering the question how to write an assignment for university, it is crucial to consider the time factor. Generally, students have to finish an assignment within a specified time frame. Thus, all the components of the assignments must be carefully planned and scheduled so that the core requirements of the assignment can be met and nothing would be left out.
Structure Students need to provide the appropriate structure on the University assignment so that a professional touch can be established. The provided assignment format must be strictly followed so that the flow of the content is maintained from start to finish.
Fluency in Language While writing an assignment a simple and intelligible language must be used by the student so that the readers can understand it. The formal tone of writing must be maintained throughout the piece. Fancy and bombastic terms must be avoided as these do not add value to the University assignments.
Techniques to write University assignments proficiently The main question that arises in the minds of new university students relates to how to write assignments for Universities and secure top marks. They need to understand the simple fact that an assignment can become successful and mark fetching if students understand what is expected of them while working on it. To produce an appealing and gripping assignment, students need to start working on it in advance so that they can carefully carry out the planning and pre-writing processes. Ten crucial assignment writing tips have been presented that can help students to write high-quality university assignments.
These guidelines must be followed to effectively answer the simple question relating to how to write an assignment for the University and secure high grades.
These tips really help me write my assignment far better than before, glad I found this article.
Thank you so much
That’s an awesome piece of assignment writing tips, Now I can easily write my assignment for my papers
Thank you David
Your email address will not be published. Required fields are marked *
Save my name, email, and website in this browser for the next time I comment.
This course equips students with a developmentally and culturally informed approach to social work practice with children and adolescents in family, school, and community. Emphasis is placed on practical application through case analyses to develop assessment and intervention strategies to address challenges related to grief and loss, bullying and school issues, trauma, poverty, substance use, mental health, family issues, and immigration.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog .
View this course’s outcomes, policies, schedule, and more.*
Requires a student login to access.
*The information contained in our Course Guides is provided as a sample. Specific course curriculum and requirements for each course are provided by individual instructors each semester. Students should not use Course Guides to find and complete assignments, class prerequisites, or order books.
Over 50% of BSSW graduates entering the field of social work have their first job in the area of child welfare. In addition, when polled, BSSW students, well over half of students polled often indicate that their career goals relate to working with children and families. This cognate will equip the student for the marketplace and also is expected to attract new students to LU who are interested in this field. This specific course will provide necessary knowledge and skills for working with children in entry-level positions in child welfare, school, residential, and community settings.
Textbook readings and lecture presentations/notes.
No details available.
After reading the Course Syllabus and Student Expectations , the student will complete the related checklist found in the Course Overview.
For this assignment the student will be reflecting on the reading of the Tripp text regarding parenting teens.
For this assignment the student will be reflecting on their childhood experiences and how these could impact their professional life. The student will utilize the ACEs quiz and additional prompts.
For this course, the student will be exploring a specific case in depth to demonstrate skills of engagement, assessment and intervention. This case study will take place in THREE parts.
In Case Study: Engage and Assess, the student will be demonstrating his/her understanding of the important skills of engagement and assessment. It will give him/her an opportunity to observe a client interaction in a video format and to complete a bio-psycho-social-spiritual assessment summary. The student will also demonstrate his/her critical thinking skills as he/she reflects on and evaluates the social worker’s skills.
In Case Study: Skills of Contracting and Assessment, the student will be demonstrating the important skills of contracting with and assessing clients. The assignment will include submitting three separate videos that the student will record on Teams and a paragraph reflection to accompany each.
In Case Study: Intervention and Treatment Planning, the student will be further developing the skills of intervention. This assignment will include a written portion identifying and describing three potential interventions and a video demonstration presenting one intervention.
For this assignment the student will be reflecting on their reading of the Tripp text regarding goals and strategies for working with teens.
Each quiz will cover the Learn material for the Module: Week in which it is assigned. They will be open-book/open-notes.
This quiz will cover the Learn material for the assigned modules. This quiz will contain 5 multiple-choice questions and have a 30-minute time limit.
Speak to one of our admissions specialists.
Inner Navigation
Have questions?
Apply FREE This Week*
*Some restrictions may occur for this promotion to apply. This promotion also excludes active faculty and staff, military, non-degree-seeking, DGIA, Continuing Education, WSB, and certificate students.
Request info about liberty university online, what program are you interested in, choose a program level.
Choose a program level
Bachelor’s
Master’s
Certificate
Select a field of study
Select a program
Legal first name.
Enter legal first name
Enter legal last name
Enter an email address
Enter a phone number
Enter an address
Apt., P.O. Box, or can’t find your address? Enter it manually instead .
Select a Country
Enter Street Address
Enter State
Enter Zip Code
Back to automated address search
Start my application now for FREE
“Where can I eat now?” “What events are happening on campus now?” “What assignment should I work on now?” “What class do I have now?”
To help students answer all these questions and more with just a few finger taps, Syracuse University recently launched a new flagship mobile app experience. The OrangeNow app , available on the App Store and Google Play , was developed directly in response to student feedback and brings together many of the essential tools, resources and platforms that contribute to a thriving student experience on campus.
The launch of OrangeNow represents a significant step in the University’s ongoing digital transformation efforts, which aim to deliver a best-in-class digital and technological experience to the University community.
Jeff Rubin ’95, G’98, the University’s first chief digital officer , longtime faculty member in the School of Information Studies and the founder of SIDEARM Sports, the nation’s leading digital provider for college athletics, oversaw development and implementation of OrangeNow in partnership with Jeff Stoecker, senior vice president and chief communications officer.
Rubin says he is excited for the campus community to begin using the app and for the iterative process to continue with the addition of future enhancements on an ongoing basis. While the primary audience is currently students, the app’s features will be expanded to serve a broader audience, including faculty and staff.
“As with most digital platforms, OrangeNow was designed to adapt and evolve dynamically, ensuring we meet the needs of our users,” Rubin says. “While this is just the beginning, we are extremely proud of the user experience for our students. We are committed to continuing to add new features, integrate with existing tools and technology, and evaluate student needs and feedback to ensure this remains an integral part of the Syracuse University technological landscape.”
“We’ve heard from students that they want the functionality and portability of a mobile app dedicated to the many facets of life at Syracuse University,” says Stoecker. “OrangeNow is a vibrant, fully customizable, comprehensive response to this need that synthesizes many of the tools and platforms students already use in one centralized digital location. We truly hope users find it valuable and that it helps students navigate a thriving life on campus with ease.”
Campus community members are encouraged to download the app on the App Store or Google Play today! To share your thoughts, look for the “Feedback & Support” button on the app’s home screen. Loving it so far? Be sure to leave a five-star review wherever you downloaded it!
Berlin sport analytics academy gives high school students an immersive college preview.
Over the summer, dozens of high school students from across the country had the opportunity to participate in the Berlin Sport Analytics Academy at Syracuse University and experience what life is like on a college campus and as a Falk…
Syracuse University Libraries has selected four students as the 2024-25 Orange Innovation Scholars. This prestigious recognition highlights their dedication to innovation and entrepreneurship. These four students exemplify the spirit of innovation and leadership that the Orange Innovation Scholars program seeks…
Graduate students in the School of Education turned to primary source documents and artifacts at Syracuse University Libraries’ Special Collections Research Center (SCRC) to discover enlightening—and sometimes startling—information and examples of the ways that people with intellectual disability have been…
A news conference at the JMA Wireless Dome Tuesday had the feel of a family reunion. There was plenty of ribbing between participants about growing older and their skills fading, but make no mistake, their competitive nature still exists. After…
More than 500 people attended the inaugural Sports, Entertainment and Innovation Conference (SEICon) in Las Vegas this summer. The David B. Falk College of Sport and Human Dynamics, in collaboration with the University of Nevada Las Vegas (UNLV) Sports Innovation…
If you need help with your subscription, contact [email protected] .
For the media.
Advertisement
Mr. Walz, the governor of Minnesota, worked as a high school social studies teacher and football coach, served in the Army National Guard and chooses Diet Mountain Dew over alcohol.
By Simon J. Levien and Maggie Astor
Until recently, Gov. Tim Walz of Minnesota was a virtual unknown outside of the Midwest, even among Democrats. But his stock rose fast in the days after President Biden withdrew from the race, clearing a path for Ms. Harris to replace him and pick Mr. Walz as her No. 2.
Here’s a closer look at the Democrats’ new choice for vice president.
1. He is a (very recent) social media darling . Mr. Walz has enjoyed a groundswell of support online from users commenting on his Midwestern “dad vibes” and appealing ordinariness.
2. He started the whole “weird” thing. It was Mr. Walz who labeled former President Donald J. Trump and his running mate, Senator JD Vance of Ohio, “weird” on cable television just a couple of weeks ago. The description soon became a Democratic talking point.
3. He named a highway after Prince and signed the bill in purple ink. “I think we can lay to rest that this is the coolest bill signing we’ll ever do,” he said as he put his name on legislation declaring a stretch of Highway 5 the “Prince Rogers Nelson Memorial Highway” after the musician who had lived in Minnesota.
4. He reminds you of your high school history teacher for a reason. Mr. Walz taught high school social studies and geography — first in Alliance, Neb., and then in Mankato, Minn. — before entering politics.
5. He taught in China in 1989 and speaks some Mandarin. He went to China for a year after graduating from college and taught English there through a program affiliated with Harvard University.
We are having trouble retrieving the article content.
Please enable JavaScript in your browser settings.
Thank you for your patience while we verify access. If you are in Reader mode please exit and log into your Times account, or subscribe for all of The Times.
Thank you for your patience while we verify access.
Already a subscriber? Log in .
Want all of The Times? Subscribe .
IMAGES
COMMENTS
What this handout is about. The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms ...
Dividing the work in different paragraphs is very important for this purpose. - Usage of 'you' and 'I' - According to the academic writing standards, the assignments should be written in an impersonal language, which means that the usage of 'you' and 'I' should be avoided. The only acceptable way of building your arguments ...
Here are five tips to help you get ahead. 1. Use available sources of information. Beyond instructions and deadlines, lecturers make available an increasing number of resources. But students often ...
How to Write an Effective Assignment. At their base, all assignment prompts function a bit like a magnifying glass—they allow a student to isolate, focus on, inspect, and interact with some portion of your course material through a fixed lens of your choosing. The diagram above represents an assignment prompt which is functioning well.
hardest thinking, and feel the greatest sense of mastery and. growth, in their writing. Cour. es. and assignments should be planned with this in mi. d. Three principles are paramount:1. Name what you want and imagine students doing itHowever free students are to range and explore in a paper, the general kind of paper you're inviting has com.
Academic writing is a formal style of writing used in universities and scholarly publications. You'll encounter it in journal articles and books on academic topics, and you'll be expected to write your essays, research papers, and dissertation in academic style. Academic writing follows the same writing process as other types of texts, but ...
Courses and assignments should be planned with this in mind. Three principles are paramount: 1. Name what you want and imagine students doing it. However free students are to range and explore in a paper, the general kind of paper you're inviting has common components, operations, and criteria of success, and you should make these explicit ...
Writing Assignments Kate Derrington; Cristy Bartlett; and Sarah Irvine. Figure 19.1 Assignments are a common method of assessment at university and require careful planning and good quality research. Image by Kampus Production used under CC0 licence. Introduction. Assignments are a common method of assessment at university and require careful planning and good quality research.
Tip 3: Plan Your Work. Effective planning is a cornerstone of assignment writing. Develop a structured plan that includes creating a timeline for your assignment. Break down the work into smaller tasks, allocate sufficient time for research, outlining, drafting, and proofreading. A well-organized plan will keep you on track and reduce stress.
7. Structure your argument. As you write the body of your assignment, make sure that each point you make has some supporting evidence. Use statistics or quotes you gathered during your reading to support your argument, or even as something to argue against. Expert tip: If you're using a lot of different sources, it's easy to forget to add ...
Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing. Read the prompt the entire way through once. This gives you an overall view of what is going on.
Introduction to 'Planning and preparing to write assignments'. This handbook on preparing to write assignments is designed to help you develop your strategies for planning. Hopefully, it will help you to get the most out of your experience of writing at University and provide encouragement for managing this type of assessment.
Make sure you read through any assignment requirements carefully and ask your lecturer or tutor if you're unsure how to meet them. Analysing the topic. Researching and note-taking. Planning your assignment. Writing your assignment. Editing your assignment. 1. Analysing the topic. Before you start researching or writing, take some time to ...
This guide includes tips on writing common course assignments. Both in traditional and online classrooms, journal entries are used as tools for student reflection. By consciously thinking about and comparing issues, life experiences, and course readings, students are better able to understand links between theory and practice and to generate ...
Types of Assignments Cristy Bartlett and Kate Derrington. Figure 20.1 By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. Image by Armin Rimoldi used under CC0 licence. Introduction. As discussed in the previous chapter, assignments are a common method of assessment at university.
Literature Creative Writing "The Veldt" by Ray Bradbury Using the module literature on the 'division of labour', analyse and assess the relationship between the demise, or growth, of individual knowledge and the overall expansion of knowledge within society and its implication for social hierarchy. 4 Pages. $16-46 Rate.
Start assignments early to ensure you have ample time to pace your work. Break projects into smaller, manageable tasks; set reasonable and achievable goals. Organize your work by using consistent note-taking techniques, such as highlighting, color-coding, or annotating. Experiment with different ways to accomplish your writing assignments, and ...
Like most of the texts you write at university, all essays have the same basic three-part structure: introduction, main body and conclusion. However, the main body can be structured in many different ways. To write a good essay: know if you're expected to write an analytical, persuasive or critical essay.
Essay: Business - "Culture is a Tool Used by Management". Essay: Business - "Integrating Business Perspectives - Wicked Problem". Essay: Business - "Overconsumption and Sustainability". Essay: Business - "Post bureaucracy vs Bureaucracy". Essay: Design, Architecture & Building - "Ideas in History - Postmodernism".
Assignment titles. Place your assignment title at the top of your first page, either centre or left aligned, in bold font. At university, you may be assigned a pre-designed essay title/question, or asked to select from several possible titles. You may also be asked to design your own essay title.
During Weeks 3, 4 and 5 you will concentrate on assignment writing. In particular, this week you will find out what types of assignments university students normally write, the reasons why they write them and the way they approach them. In Week 4 you will look in more detail at essay writing. In Week 5, you will learn how to clearly link ideas ...
Work smarter with higher-ed helpers from our college tools collection. Presentations are on point from start to finish when you start your project using a designer-created template; you'll be sure to catch and keep your professor's attention. Staying on track semester after semester takes work, but that work gets a little easier when you take control of your scheduling, list making, and ...
Fluency in Language. While writing an assignment a simple and intelligible language must be used by the student so that the readers can understand it. The formal tone of writing must be maintained throughout the piece. Fancy and bombastic terms must be avoided as these do not add value to the University assignments.
For this assignment the student will be reflecting on their reading of the Tripp text regarding goals and strategies for working with teens. Quizzes (8) Each quiz will cover the Learn material for ...
Graduate students in the School of Education turned to primary source documents and artifacts at Syracuse University Libraries' Special Collections Research Center (SCRC) to discover enlightening—and sometimes startling—information and examples of the ways that people with intellectual disability have been…
1. Walz was born in West Point, a Nebraska town of just 3,500 people. But he was raised in an even smaller town called Butte. 2. Walz graduated from Butte High School in 1982. "I come from a ...
4. He reminds you of your high school history teacher for a reason. Mr. Walz taught high school social studies and geography — first in Alliance, Neb., and then in Mankato, Minn. — before ...