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Gen ed writes, writing across the disciplines at harvard college.

• Types of Assignments

Gen Ed courses transcend disciplinary boundaries in a variety of ways, so the types of writing assignments that they include also often venture outside the traditional discipline-specific essays. You may encounter a wide variety of assignment types in Gen Ed, but most can be categorized into four general types: 

• Traditional academic assignments include the short essays or research papers most commonly associated with college-level assignments. Generally speaking, these kinds of assignments are "expository" in nature, i.e., they ask you to engage with ideas through evidence-base argument, written in formal prose. The majority of essays in Expos courses fall into this category of writing assignment types.  
• Less traditional academic assignments include elements of engagement in academia not normally encountered by undergraduates. 
• Traditional non-academic assignments include types of written communication that students are likely to encounter in real world situations. 
• Less traditional non-academic assignments are those that push the boundaries of typical ‘writing’ assignments and are likely to include some kind of creative or artistic component.

Examples and Resources

Traditional academic.

For most of us, these are the most familiar types of college-level writing assignments. While they are perhaps less common in Gen Ed than in departmental courses, there are still numerous examples we could examine.

Two illustrations of common types include: 

Example 1: Short Essay  Professor Michael Sandel asks the students in his Gen Ed course on Tech Ethics to write several short essays over the course of the semester in which they make an argument in response to the course readings. Because many students will never have written a philosophy-style paper, Professor Sandel offers students a number of resources—from a guide on writing in philosophy, to sample graded essays, to a list of logical fallacies—to keep in mind. 

Example 2: Research Paper In Who Lives, Who Dies, Who Cares?, a Gen Ed course co-taught by multiple global health faculty members, students write a 12–15 page research paper on a biosocial analysis of a global health topic of their choosing for the final assignment. The assignment is broken up into two parts: (1) a proposal with annotated bibliography and (2) the final paper itself. The prompt clearly outlines the key qualities and features of a successful paper, which is especially useful for students who have not yet written a research paper in the sciences. 

Less Traditional Academic

In Gen Ed, sometimes assignments ask students to engage in academic work that, while familiar to faculty, is beyond the scope of the typical undergraduate experience. 

Here are a couple of examples from Gen Ed courses: 

Example 1: Design a conference  For the final project in her Gen Ed course, Global Feminisms, Professor Durba Mitra asks her students to imagine a dream conference  in the style of the feminist conferences they studied in class. Students are asked to imagine conference panels and events, potential speakers or exhibitions, and advertising materials. While conferences are a normal occurrence for graduate students and professors, undergraduates are much less likely to be familiar with this part of academic life, and this kind of assignment might require more specific background and instructions as part of the prompt. 

Example 2: Curate a museum exhibit In his Gen Ed class, Pyramid Schemes, Professor Peter Der Manuelian's final project offers students the option of designing a virtual museum exhibit . While exhibit curation can be a part of the academic life of an anthropologist or archaeologist, it's not often found in introductory undergraduate courses. In addition to selecting objects and creating a virtual exhibit layout, students also wrote an annotated bibliography as well as an exhibit introduction for potential visitors. 

Traditional Non-academic

One of the goals of Gen Ed is to encourage students to engage with the world around them. Sometimes writing assignments in Gen Ed directly mirror types of writing that students are likely to encounter in real-world, non-academic settings after they graduate.

The following are several examples of such assignments: 

Example 1: Policy memo In Power and Identity in the Middle East, Professor Melani Cammett assigns students a group policy memo evaluating "a major initiative aimed at promoting democracy in the Middle East and North Africa (MENA)." The assignment prompt is actually structured as a memo, providing context for students who likely lack experience with the format. It also outlines the key characteristics of a good memo, and it provides extensive advice on the process—especially important when students are working in groups. 

Example 2: Letter In Loss, Professor Kathleen Coleman asks students to write a letter of condolence . The letter has an unusual audience: a mother elephant who lost her calf. Since students may not have encountered this type of writing before, Professor Coleman also provides students with advice on process, pointing to some course readings that might be a good place to start. She also suggests a list of outside resources to help students get into the mindframe of addressing an elephant. 

Example 3: Podcast  Podcasts are becoming increasingly popular in Gen Ed classes, as they are in the real world. Though they're ultimately audio file outputs, they usually require writing and preparing a script ahead of time. For example, in Music from Earth, Professor Alex Rehding asks students to create a podcast in which they make an argument about a song studied in class. He usefully breaks up the assignments into two parts: (1) researching the song and preparing a script and (2) recording and making sonic choices about the presentation, offering students the opportunity to get feedback on the first part before moving onto the second. 

Less Traditional Non-academic

These are the types of assignments that perhaps are less obviously "writing" assignments. They usually involve an artistic or otherwise creative component, but they also often include some kind of written introduction or artist statement related to the work.

The following are several examples from recently offered Gen Ed courses: 

Example 1: Movie Professor Peter Der Manuelian offers students in his class, Pyramid Schemes, several options for the final project, one of which entails creating a 5–8 minute  iMovie making an argument about one of the themes of the course. Because relatively few students have prior experience making films, the teaching staff provide students with a written guide to making an iMovie as well as ample opportunities for tech support. In addition to preparing a script as part of the production, students also submit both an annotated bibliography and an artist’s statement. 

Example 2: Calligram In his course, Understanding Islam and Contemporary Muslim Societies, Professor Ali Asani asks students to browse through a provided list of resources about calligrams, which are an important traditional Islamic art form. Then they are required to "choose a concept or symbol associated with God in the Islamic tradition and attempt to represent it through a calligraphic design using the word Allah," in any medium they wish. Students also write a short explanation to accompany the design itself. 

Example 3: Soundscape In Music from Earth, Professor Alex Rehding has students create a soundscape . The soundscape is an audio file which involves layering sounds from different sources to create a single piece responding to an assigned question (e.g. "What sounds are characteristic of your current geographical region?"). Early on, as part of the development of the soundscape, students submit an artist's statement that explains the plan for the soundscape, the significance of the sounds, and the intention of the work. 

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• Designing Essay Assignments

by Gordon Harvey

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

1. Name what you want and imagine students doing it

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

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

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

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

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

3. Build in process

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

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

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Resources for Teachers: Creating Writing Assignments

This page contains four specific areas:

Creating Effective Assignments

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

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

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

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

The following areas should help you create effective writing assignments.

Examining your goals for the assignment

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

Defining the writing task

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

Defining the audience for the paper

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

Defining the writer’s role

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

Defining your evaluative criteria

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

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

Here’s a checklist for writing assignments:

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

There are several benefits of sequencing writing assignments:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Types of Assignments

Cristy Bartlett and Kate Derrington

Introduction

As discussed in the previous chapter, assignments are a common method of assessment at university. You may encounter many assignments over your years of study, yet some will look quite different from others. By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. This chapter draws on the skills from the previous chapter, and extends the discussion, showing you where to aim with different types of assignments.

The chapter begins by exploring the popular essay assignment, with its two common categories, analytical and argumentative essays. It then examines assignments requiring case study responses , as often encountered in fields such as health or business. This is followed by a discussion of assignments seeking a report (such as a scientific report) and reflective writing assignments, common in nursing, education and human services. The chapter concludes with an examination of annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of  your assignment writing skills.

Different Types of Written Assignments

At university, an essay is a common form of assessment. In the previous chapter Writing Assignments we discussed what was meant by showing academic writing in your assignments. It is important that you consider these aspects of structure, tone and language when writing an essay.

Components of an essay

Essays should use formal but reader friendly language and have a clear and logical structure. They must include research from credible academic sources such as peer reviewed journal articles and textbooks. This research should be referenced throughout your essay to support your ideas (See the chapter Working with Information ).

If you have never written an essay before, you may feel unsure about how to start.  Breaking your essay into sections and allocating words accordingly will make this process more manageable and will make planning the overall essay structure much easier.

• An essay requires an introduction, body paragraphs and a conclusion.
• Generally, an introduction and conclusion are approximately 10% each of the total word count.
• The remaining words can then be divided into sections and a paragraph allowed for each area of content you need to cover.
• Use your task and criteria sheet to decide what content needs to be in your plan

An effective essay introduction needs to inform your reader by doing four basic things:

Table 20.1 An effective essay

An effective essay body paragraph needs to:

An effective essay conclusion needs to:

Common types of essays

You may be required to write different types of essays, depending on your study area and topic. Two of the most commonly used essays are analytical and argumentative .  The task analysis process discussed in the previous chapter Writing Assignments will help you determine the type of essay required. For example, if your assignment question uses task words such as analyse, examine, discuss, determine or explore, you would be writing an analytical essay . If your assignment question has task words such as argue, evaluate, justify or assess, you would be writing an argumentative essay . Despite the type of essay, your ability to analyse and think critically is important and common across genres.  

Analytical essays

These essays usually provide some background description of the relevant theory, situation, problem, case, image, etcetera that is your topic. Being analytical requires you to look carefully at various components or sections of your topic in a methodical and logical way to create understanding.

The purpose of the analytical essay is to demonstrate your ability to examine the topic thoroughly. This requires you to go deeper than description by considering different sides of the situation, comparing and contrasting a variety of theories and the positives and negatives of the topic. Although in an analytical essay your position on the topic may be clear, it is not necessarily a requirement that you explicitly identify this with a thesis statement, as is the case with an argumentative essay. If you are unsure whether you are required to take a position, and provide a thesis statement, it is best to check with your tutor.

Argumentative essays

These essays require you to take a position on the assignment topic. This is expressed through your thesis statement in your introduction. You must then present and develop your arguments throughout the body of your assignment using logically structured paragraphs. Each of these paragraphs needs a topic sentence that relates to the thesis statement. In an argumentative essay, you must reach a conclusion based on the evidence you have presented.

Case Study Responses

Case studies are a common form of assignment in many study areas and students can underperform in this genre for a number of key reasons.

Students typically lose marks for not:

• Relating their answer sufficiently to the case details
• Applying critical thinking
• Writing with clear structure
• Using appropriate or sufficient sources
• Using accurate referencing

When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure but include examples and data from the case as additional evidence to support your points (see Figure 20.5 ). The colours in the sample paragraph below show the function of each component.

The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct and Nursing Standards (2018) play a crucial role in determining the scope of practice for nurses and midwives. A key component discussed in the code is the provision of person-centred care and the formation of therapeutic relationships between nurses and patients (NMBA, 2018). This ensures patient safety and promotes health and wellbeing (NMBA, 2018). The standards also discuss the importance of partnership and shared decision-making in the delivery of care (NMBA, 2018, 4). Boyd and Dare (2014) argue that good communication skills are vital for building therapeutic relationships and trust between patients and care givers. This will help ensure the patient is treated with dignity and respect and improve their overall hospital experience. In the case, the therapeutic relationship with the client has been compromised in several ways. Firstly, the nurse did not conform adequately to the guidelines for seeking informed consent before performing the examination as outlined in principle 2.3 (NMBA, 2018). Although she explained the procedure, she failed to give the patient appropriate choices regarding her health care. 

Topic sentence | Explanations using paraphrased evidence including in-text references | Critical thinking (asks the so what? question to demonstrate your student voice). | Relating the theory back to the specifics of the case. The case becomes a source of examples as extra evidence to support the points you are making.

Reports are a common form of assessment at university and are also used widely in many professions. It is a common form of writing in business, government, scientific, and technical occupations.

Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case.  Reports may be written for different audiences including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 20.2 ).

Table 20.2 Explanations of different types of reports

Reflective writing

Reflective writing is a popular method of assessment at university. It is used to help you explore feelings, experiences, opinions, events or new information to gain a clearer and deeper understanding of your learning. A reflective writing task requires more than a description or summary.  It requires you to analyse a situation, problem or experience, consider what you may have learnt and evaluate how this may impact your thinking and actions in the future. This requires critical thinking, analysis, and usually the application of good quality research, to demonstrate your understanding or learning from a situation. Essentially, reflective practice is the process of looking back on past experiences and engaging with them in a thoughtful way and drawing conclusions to inform future experiences. The reflection skills you develop at university will be vital in the workplace to assist you to use feedback for growth and continuous improvement. There are numerous models of reflective writing and you should refer to your subject guidelines for your expected format. If there is no specific framework, a simple model to help frame your thinking is What? So what? Now what?   (Rolfe et al., 2001).

Table 20.3 What? So What? Now What? Explained.

The Gibbs’ Reflective Cycle

The Gibbs’ Cycle of reflection encourages you to consider your feelings as part of the reflective process. There are six specific steps to work through. Following this model carefully and being clear of the requirements of each stage, will help you focus your thinking and reflect more deeply. This model is popular in Health.

The 4 R’s of reflective thinking

This model (Ryan and Ryan, 2013) was designed specifically for university students engaged in experiential learning.  Experiential learning includes any ‘real-world’ activities including practice led activities, placements and internships.  Experiential learning, and the use of reflective practice to heighten this learning, is common in Creative Arts, Health and Education.

Annotated Bibliography

What is it.

An annotated bibliography is an alphabetical list of appropriate sources (books, journals or websites) on a topic, accompanied by a brief summary, evaluation and sometimes an explanation or reflection on their usefulness or relevance to your topic. Its purpose is to teach you to research carefully, evaluate sources and systematically organise your notes. An annotated bibliography may be one part of a larger assessment item or a stand-alone assessment piece. Check your task guidelines for the number of sources you are required to annotate and the word limit for each entry.

How do I know what to include?

When choosing sources for your annotated bibliography it is important to determine:

• The topic you are investigating and if there is a specific question to answer
• The type of sources on which you need to focus
• Whether they are reputable and of high quality

What do I say?

Important considerations include:

• Is the work current?
• Is the work relevant to your topic?
• Is the author credible/reliable?
• Is there any author bias?
• The strength and limitations (this may include an evaluation of research methodology).

Literature Reviews

It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 20.4 ). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.

Table 20.4 Comparison of Literature Reviews

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.

• Not all assignments at university are the same. Understanding the requirements of different types of assignments will assist in meeting the criteria more effectively.
• There are many different types of assignments. Most will require an introduction, body paragraphs and a conclusion.
• An essay should have a clear and logical structure and use formal but reader friendly language.
• Breaking your assignment into manageable chunks makes it easier to approach.
• Effective body paragraphs contain a topic sentence.
• A case study structure is similar to an essay, but you must remember to provide examples from the case or scenario to demonstrate your points.
• The type of report you may be required to write will depend on its purpose and audience. A report requires structured writing and uses headings.
• Reflective writing is popular in many disciplines and is used to explore feelings, experiences, opinions or events to discover what learning or understanding has occurred. Reflective writing requires more than description. You need to be analytical, consider what has been learnt and evaluate the impact of this on future actions.
• Annotated bibliographies teach you to research and evaluate sources and systematically organise your notes. They may be part of a larger assignment.
• Literature reviews require you to look across the literature and analyse and synthesise the information you find into themes.

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.

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Meaning of assignment in English

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• It was a plum assignment - more of a vacation really.
• He took this award-winning photograph while on assignment in the Middle East .
• His two-year assignment to the Mexico office starts in September .
• She first visited Norway on assignment for the winter Olympics ten years ago.
• He fell in love with the area after being there on assignment for National Geographic in the 1950s.
• act as something
• all work and no play (makes Jack a dull boy) idiom
• be at work idiom
• be in work idiom
• housekeeping
• in the line of duty idiom
• join duty idiom
• undertaking

You can also find related words, phrases, and synonyms in the topics:

assignment | Intermediate English

Assignment | business english, examples of assignment, collocations with assignment.

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microbusiness

a very small company, especially a family-owned company employing only a few people

Fakes and forgeries (Things that are not what they seem to be)

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The Beginner's Guide to Writing an Essay | Steps & Examples

An academic essay is a focused piece of writing that develops an idea or argument using evidence, analysis, and interpretation.

There are many types of essays you might write as a student. The content and length of an essay depends on your level, subject of study, and course requirements. However, most essays at university level are argumentative — they aim to persuade the reader of a particular position or perspective on a topic.

The essay writing process consists of three main stages:

• Preparation: Decide on your topic, do your research, and create an essay outline.
• Writing : Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion.
• Revision:  Check your essay on the content, organization, grammar, spelling, and formatting of your essay.

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Table of contents

Essay writing process, preparation for writing an essay, writing the introduction, writing the main body, writing the conclusion, essay checklist, lecture slides, frequently asked questions about writing an essay.

The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay .

For example, if you’ve been assigned a five-paragraph expository essay for a high school class, you’ll probably spend the most time on the writing stage; for a college-level argumentative essay , on the other hand, you’ll need to spend more time researching your topic and developing an original argument before you start writing.

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Before you start writing, you should make sure you have a clear idea of what you want to say and how you’re going to say it. There are a few key steps you can follow to make sure you’re prepared:

• Understand your assignment: What is the goal of this essay? What is the length and deadline of the assignment? Is there anything you need to clarify with your teacher or professor?
• Define a topic: If you’re allowed to choose your own topic , try to pick something that you already know a bit about and that will hold your interest.
• Do your research: Read  primary and secondary sources and take notes to help you work out your position and angle on the topic. You’ll use these as evidence for your points.
• Come up with a thesis:  The thesis is the central point or argument that you want to make. A clear thesis is essential for a focused essay—you should keep referring back to it as you write.
• Create an outline: Map out the rough structure of your essay in an outline . This makes it easier to start writing and keeps you on track as you go.

Once you’ve got a clear idea of what you want to discuss, in what order, and what evidence you’ll use, you’re ready to start writing.

The introduction sets the tone for your essay. It should grab the reader’s interest and inform them of what to expect. The introduction generally comprises 10–20% of the text.

1. Hook your reader

The first sentence of the introduction should pique your reader’s interest and curiosity. This sentence is sometimes called the hook. It might be an intriguing question, a surprising fact, or a bold statement emphasizing the relevance of the topic.

Let’s say we’re writing an essay about the development of Braille (the raised-dot reading and writing system used by visually impaired people). Our hook can make a strong statement about the topic:

The invention of Braille was a major turning point in the history of disability.

2. Provide background on your topic

Next, it’s important to give context that will help your reader understand your argument. This might involve providing background information, giving an overview of important academic work or debates on the topic, and explaining difficult terms. Don’t provide too much detail in the introduction—you can elaborate in the body of your essay.

3. Present the thesis statement

Next, you should formulate your thesis statement— the central argument you’re going to make. The thesis statement provides focus and signals your position on the topic. It is usually one or two sentences long. The thesis statement for our essay on Braille could look like this:

As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness.

4. Map the structure

In longer essays, you can end the introduction by briefly describing what will be covered in each part of the essay. This guides the reader through your structure and gives a preview of how your argument will develop.

The invention of Braille marked a major turning point in the history of disability. The writing system of raised dots used by blind and visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Write your essay introduction

The body of your essay is where you make arguments supporting your thesis, provide evidence, and develop your ideas. Its purpose is to present, interpret, and analyze the information and sources you have gathered to support your argument.

Length of the body text

The length of the body depends on the type of essay. On average, the body comprises 60–80% of your essay. For a high school essay, this could be just three paragraphs, but for a graduate school essay of 6,000 words, the body could take up 8–10 pages.

Paragraph structure

To give your essay a clear structure , it is important to organize it into paragraphs . Each paragraph should be centered around one main point or idea.

That idea is introduced in a  topic sentence . The topic sentence should generally lead on from the previous paragraph and introduce the point to be made in this paragraph. Transition words can be used to create clear connections between sentences.

After the topic sentence, present evidence such as data, examples, or quotes from relevant sources. Be sure to interpret and explain the evidence, and show how it helps develop your overall argument.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

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The conclusion is the final paragraph of an essay. It should generally take up no more than 10–15% of the text . A strong essay conclusion :

• Returns to your thesis
• Ties together your main points
• Shows why your argument matters

A great conclusion should finish with a memorable or impactful sentence that leaves the reader with a strong final impression.

What not to include in a conclusion

To make your essay’s conclusion as strong as possible, there are a few things you should avoid. The most common mistakes are:

• Including new arguments or evidence
• Undermining your arguments (e.g. “This is just one approach of many”)
• Using concluding phrases like “To sum up…” or “In conclusion…”

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Write your essay conclusion

Checklist: Essay

My essay follows the requirements of the assignment (topic and length ).

My introduction sparks the reader’s interest and provides any necessary background information on the topic.

My introduction contains a thesis statement that states the focus and position of the essay.

I use paragraphs to structure the essay.

I use topic sentences to introduce each paragraph.

Each paragraph has a single focus and a clear connection to the thesis statement.

I make clear transitions between paragraphs and ideas.

My conclusion doesn’t just repeat my points, but draws connections between arguments.

I don’t introduce new arguments or evidence in the conclusion.

I have given an in-text citation for every quote or piece of information I got from another source.

I have included a reference page at the end of my essay, listing full details of all my sources.

My citations and references are correctly formatted according to the required citation style .

My essay has an interesting and informative title.

I have followed all formatting guidelines (e.g. font, page numbers, line spacing).

Your essay meets all the most important requirements. Our editors can give it a final check to help you submit with confidence.

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

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• Steps for writing assignments
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• Assignment writing

Follow this step-by-step guide to assignment writing to help you to manage your time and produce a better assignment.

This is a general guide. It's primarily for research essays, but can be used for all assignments. The specific requirements for your course may be different. 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 analyse the assignment topic to make sure you know what you need to do.

Understand what you need to do

Read through the topic a few times to make sure you understand it. Think about the:

• learning objectives listed in the course profile – understand what you should be able to do after completing the course and its assessment tasks
• criteria you'll be marked on – find out what you need to do to achieve the grade you want
• questions you need to answer – try to explain the topic in your own words.

Identify keywords

Identify keywords in the topic that will help guide your research, including any:

• task words – what you have to do (usually verbs)
• topic words – ideas, concepts or issues you need to discuss (often nouns)
• limiting words – restrict the focus of the topic (e.g. to a place, population or time period).

If you're writing your own topic, include task words, topic words and limiting words to help you to focus on exactly what you have to do.

Example keyword identification - text version

Topic: Evaluate the usefulness of a task analysis approach to assignment writing, especially with regard to the writing skill development of second language learners in the early stages of university study in the Australian university context.   Task words: Evaluate Topic words: task analysis approach, assignment writing, writing skill development Limiting words : second language learners (population), early stages of university (time period), Australian university (place)  

Brainstorm your ideas

Brainstorm information about the topic that you:

• already know
• will need to research to write the assignment.

When you brainstorm:

• use 'Who? What? When? Where? Why? and How?' questions to get you thinking
• write down all your ideas – don't censor yourself or worry about the order
• try making a concept map to capture your ideas – start with the topic in the centre and record your ideas branching out from it.
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Assignment (including Essay)

An assignment is typically written/typed task that has a deadline attached but which is not carried out under time constraints.

A well-known example is the essay, where students are required to write about a particular topic or answer a question in depth. Other examples include literature review, written briefings on particular topics, defined contribution to an online discussion.

What can it assess ?

Assignments, as they usually have an extended timeframe, can be useful in assessing higher order outcomes, such as complex learning, critical thinking and problem-solving. It is a broad term that can be adapted for individual discipline requirements, for example, assignments can be in the form of case studies, essays, creative writing tasks, etc.

Advantages and Disadvantages

Disadvantages.

• Can be authentic (meaningful for students) 
• Allow students time to investigate topics more deeply 
• Often allows student some choice of approaches to use in order to carry out the task
• Likely to be familiar to students
• Can be less stressful for students than examinations or other time limited assessments.
• Can be time-consuming for students
• Can be time-consuming for staff to correct
• The term ‘assignment’ can have different meaning in different contexts/discipline.

Design and Online Assessment Considerations

Assignments can be time consuming so ensure you give sufficient time to the students to complete the task. Provide specific task instructions to students, for example, if using an essay, what type of essay are you expecting, e.g.  Expository Argumentative, Persuasive, Descriptive, Narrative .  Use a rubric, or similar, to help clarify your expectations and to  support student feedback and/or opportunity for self/ peer review before submission. Exemplars from previous years may also be useful to share and discuss with students. Where the assignment takes significant student time, ensure this is reflected in its weighting toward the module grade. Where possible, try to make the assignment  authentic (meaningful)  to the student; this can enhance the academic integrity of the assignment as students are less likely to plagiarise.

Online Assessment 

Ensure students have advice on how to submit their assignment online. If using a multimedia assignment, ensure students have access to the technology they require to complete it. Consider the length required, for example, shorter videos may work better. Provide guidance on the maximum file size for submission. Tools and technologies to support assessment include:   

• Assignment submission tool Brightspace
• Urkund originality checker  (available via Brightspace)
• Discussion forum Brightspace
• Rubrics in Brightspace
• Video assignment  (supported by Bongo available via Brightspace)

Preparing Students

Remind students of the outcomes of the assignment and where possible get them to discuss previous examples. Consider the diversity of students in your module; all students should have an equal chance of succeeding in the assignment. Could you provide some choice in the assignment method , as a means of enabling students to play to their strengths? If there is a technology component to the assignment, students may need technical upskilling and or time in class to practice the relevant technology. 

Educate students on academic integrity, including what is meant by plagiarism. Make them aware of the UCD resources on these, such as UCD Plagiarism Policy-Student Guide , FAQ for Students on Plagiarism ,  UCD Library guide on Academic Integrity .

Learn More  

The following are some key resources that are currently available if you would like to learn more about this key assessment type.

• Assignments in Brightspace
• Paper Tower Challenge Assignment , a UCD video showcase
• Designing Grading and Feedback Rubrics 
• How do I support my students' academic integrity?

How to Use assignment in a Sentence

• The reporter is here on assignment .
• The reporter is here on an assignment .
• She asked if she could change her seating assignment .
• The students were given a homework assignment .
• The reporter's assignment is to interview the candidate.
• The article discusses the recent assignment of senators to some of the more powerful committees.

Some of 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.

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Sample written assignments

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

How to use this page

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.

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11 Types of Assignments You’ll Write In College This Year

by  Antony W

June 9, 2024

This is the complete list of the types of assignments that you will come across in high school, college, and university this year and beyond.

Types of Assignments: The Complete List for High School and College Students

The following is the complete list of the types of assignments that you will do in school. Whether you’re in high school, college, or university, this list is worth checking.

1. Essay Assignments

Essay assignments give students a chance to express and back up their thought with explanations, statements, facts, and analysis.

Although an essay can have as many paragraphs to express various ideas, the basic format is the 5-paragraph structure, which already includes the introduction, body, and conclusion. 

Other than the structure, it’s also important to know about the types of essays . These include argumentative, persuasive, analytic, and expository essays.

An analytic essay will disintegrate issues into solutions. An expository essay provides explanations to things. Then an argumentative essay attests topics to give proof.

2. Memo Assignments

Memos are assignments that require students to provide short reports such as a monthly sales report. Memorandum assignments are good because they help cultivate conciseness in students.

That’s so because a memo should be short and precise providing only what is important to the reader.

In addition, memos can either request or share important information, and is therefore important to keep it clear.

3. Presentation Skills Assignments

Your instructor may ask you, as an individual or in a group, to go in front of the class and present certain ideas. They do this to see how well students can be at representing ideas to a crowd.

Adequate preparation is the key when it comes to creating presentations. At the end of the day, the last thing you ever want to do is to get nervous in front of other students.

More importantly, presenting ideas as a group is good because it helps you to cultivate collaborative skills.

4. Flowchart Assignments

Flowcharts represent processes or workflow of events using boxes connected together with arrow. Students will use flowcharts to show step-by-step procedures to solve given tasks.

For example, they can use flowcharts to represent service or administrative processes, manufacturing processes, or project plans.

5. Project Report Assignments

Project report assignments are to be written in future tense if the goals intended are yet to be met and in past tense where the intended goal has been achieved.

This assignment provides stakeholders with a brief preview of the projects at hand and clues whether a given project will be a success or will need improvement to meet the set goal. Students should also draft their reports with factual details.

A report should have the following arrangement:

• Acknowledgements
• Table of content
• Introduction

The body should not feature any subtitles. The conclusion, on the other hand, should feature recommendations, references, and appendices.

The aim of having project reports is to ensure students are capable of organizing both their works and goals.

6. Reflective Journal Assignments

A reflective journal is one of the types of assignments that require students to write what they understand according to what they think.

Most students who find reflective assignments hard to do can always request academic writing help from the experts in their areas of study.

7. Research Paper Assignments

With research paper assignments, students are supposed to choose topics they can explore as they come up with explanations to support their investigation.

In this assignment, students are to survey their research to understand the study that they carry out. A good research paper will feature findings that check and marge with the hypothesis .

A good example of a research paper assignment that your teacher may ask you to write is a theology paper .

8. Case study Assignments

The goal of the case study assignment is to find out whether or not students can investigate situations.

The assignment will suggest scenarios to students for a given study and provide secondary or subordinate questions. It is the work of the student to treat the scenario as real. That way, they can get the right answers for the given case study within the shortest time possible.

A case study response should be authentic, reasonable, and based on facts. In a case study assignment, students are at liberty of having politicians, the public, and professionals as their audiences.

When it comes to writing, you have to avoid the use of a massive block of words instead but make the findings should be precise and direct to the point.

8. Wiki Assignments

Wiki assignments involve putting together information modified to about any imaginary audience. Wikis let students share their ideas and provide supportive pieces of evidence to illustrate amalgamation of understanding.

Wiki is another way of telling students the importance of collaborating with fellow students, as it allows them to come up with their own posts on given studies.

Students are at liberty of creating a list, writing research questions, or starting discussions. They are also able to comment and edit any document shared. Or they can collaborate and come up with a single well-researched and detailed post.

This is one of the simplest assignments you will ever come across in school. You can get wiki free and inexpensive wikis on websites like Wikispaces, PBwiki and Wetpaint.

Lastly, a wiki is among the tools used in colleges to help students get to an immense diversification of instructional targets.

9. Literature Review Assignments

A literature review assignment is an important pedagogical tool for students in college. Depending on the given scenario or topic, students have to validate answers by studying given literatures.

Students are supposed to use the official language and maintain high levels of literature as they prepare literature reviews.

While writing this assignment, you are encouraged to have an introduction, body, and conclusion. The introduction grabs the attention of the reader, the body explains the main idea and the conclusion tells the reader the overall summary of your study. 

Apart from providing similarities and differences after evaluating more than one source, you are still supposed to give their conclusive judgments.

10. Personal Narrative Assignments

Most lecturers allocate 5% to 10% of their overall grade to personal narrative assignments.

Personal narrative essays are two pages long, which means students should always provide brief answers to the topic.

Most lecturers use this assignment to get to know their students as the semester kicks off.

11. Annotated Bibliography Assignments

Annotated Bibliography is a type of college assignment that requires students to gather related findings relevant to the topic under investigation arranged alphabetically.

Annotated bibliography assignment also requires students to use the official language and be as objective as possible.

A good annotated bibliography should have a summary of the assignment in the first section. The assignment checks whether students are collect and recognize literature relating to given topics.

About the author 

Antony W is a professional writer and coach at Help for Assessment. He spends countless hours every day researching and writing great content filled with expert advice on how to write engaging essays, research papers, and assignments.

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

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

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

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

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

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

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

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

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

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A Complete Guide to Write an Analytical Essay in 6 Simple Steps

Table of Contents

What Is an Analytical Essay?

Purpose of an analytical essay, how to structure an analytical essay, how to write an analytical essay, example of an analytical essay.

• Get Our Expert’s Assistance for Your Write-up

Do you know how to write an analytical essay? Or what does it mean? Knowing about this write-up is crucial for you as a student. Analytical essays require meticulous research and analysis of the topic. It can be a challenging experience for a student. However, worry not, as you are on the right platform here you will find a comprehensive guide to writing an analytical essay. So, let us start understanding its meaning by reading the following section.

There is no specific analytical essay definition, it is one of the seven types of essays in which you must write about a topic and conduct a deep analysis. In these write-ups, you have to explore a topic that can be challenging. So, you can also narrow down your subject into tiny bits to make your research convenient. Such essays often deal with creative writing like, arts, literature, film, global trends and more. To make your research process easy, you can take help of newspapers or internet sites. It can also help you to collect evidence for the essay.

Now, you must have understood the meaning of analytical essays. However, for deep understanding, you should also know what is the purpose of an analytical essay. So, read the next section to gain knowledge about it.

Analytical essays are based on in-depth research and analysis. This write-up aims at presenting a clear argument about the subject through evidence. Their purpose is to promote critical thinking and self-belief in a student. You learn about different viewpoints, when you begin your research for this analysis essay.Therefore, they induce critical thinking and compel the student to consider diverse perspectives to conclude.They can be challenging sometimes, but they genuinely improve your skills. It also encourages healthy discussion in the classroom by promoting effective learning.

So, now you must understand the purpose that analytical essays serve. Now, read the next section to know how you can structure your essay. Also, read our other blog on how to write a comparative essay .

Do you know how to structure an analytical essay? No? Then, read the following pointers and clear your doubts about the steps to writing an analytical essay.

Introduction

It is very crucial to know how to write an analytical essay introduction. In this initial part, you should introduce the reader to the subject of your write-up. You can frame some catchy sentences, or you can also put up a question to hook the attention of the reader. In this step, you can also mention some background information to make it more informative. However, remember that the introduction part is always the most significant section that makes the first impression of your essay, so write it accordingly.

The next major part of this analytical paper is the main body of the essay, where you showcase your analysis and research. In this step, you can divide the entire part into small paragraphs and separate the data accordingly. You can create an outline to understand how you will divide information into different paragraphs. In addition, you also have to remember that you relate your content with the thesis statement, and it does not contradict it.

Do you know how to write a conclusion in an analytical essay? It is the final part, where you have to summarize everything you have written in your essay. In this, you restate the main topic and give a brief about it. You can write it in a way that your readers are satisfied enough and do not have any doubts. However, remember that you do not introduce anything new in it, as it will only lead to confusion and vagueness for readers.

So, that was it with the structure part you must have understood all about analytical essay structure. Now, for the next section, you will find six tips for writing an effective analytical essay.

Do you want to know the secret of how you can write an effective essay? If yes, Read the following pointers to know how to start an analytical essay and write it in a way that shine.

Frame Catchy Title

First and foremost, frame a catchy title to make the first impression on your professors. For that purpose, you can choose something attractive that hooks the attention. You can start with a question for that remember that your purpose is to compel the readers to read the whole write-up. In addition, you should know how to write a thesis for an analytical essay, as it is also a part of the introduction only.

Do Proper Research

The next step is to carry out proper research about the subject. As you know, research is the foremost thing in an analytical essay. You should gather every detail about the topic, try to find the material from your college library, or ask your teachers and professors for materials. Use all such resources and do your research. Remember that it can also help you with analytical essay topics.

Create an Outline

The next step after gathering the information is to make an analytical essay outline. It is a significant step where you plan your whole document. In this part, you have to plan how you will divide your information in the main body of your essay. It is a crucial step that many students miss, and it leads their documents to look unstructured and baseless. Therefore, never miss this step if you want to get an A+ in your essay.

Create First Draft

Now, when you have everything planned, you can create your first draft. You can now actually start your writing part. In this part, you have to frame the introduction as well, and for that, you can take the help of an analytical essay introduction example. Begin with writing a rough draft so you do not make any mistakes in the final one. However, remember to use formal language in your write-up for better results.

Review First Draft

After you have completed writing the first draft, it is now time for you to review it. It is a crucial step as you can point out the mistakes that you might have made. Due to this step, writing the final draft becomes easy. You can take the help of your teachers to gather feedback, or you can also do it yourself. However, never miss this step because it can lead to blunders in your final draft.

Proofread the Essay

After you have completed your write-up, proofreading comes into play. Many of the students miss this step, and thus, they face rejection in their document submission. Proofreading saves you from any lingering errors you might have made while writing. In addition, it also helps you to point out any spelling or grammatical errors. Therefore, do not miss this step if you do not want your document rejected.

That was it, with this part, you might have got some insight into how the experts write their essays. Follow these steps and see the difference for yourself. Also, read our other blog on how to write a narrative essay . Now, for the next part, you will find some of the examples that could help you in proper understanding.

Struggling with writing an analytical essay? Go through the following analytical essay example to see how the experts draft their perfect document and frame the analytical essay format.

Topic: Is Artificial Intelligence a Blessing or Curse?

• Briefly describe artificial intelligence for better understanding.
• Thesis Statement: Artificial intelligence is a blessing in disguise for youth.

Body Paragraph 1

• AI has made life convenient for people by saving much of their time.
• It has improved access to education, healthcare, entertainment and more.

Body Paragraph 2

• AI is a blessing for the youth that can help them in their education.
• It has made it convenient for teachers and students to access the resources.

Remind the reader about the advantages of artificial intelligence.

Artificial intelligence is the main target of the people, but little do they know about its advantages and benefits like...

So, from the above example, you must have understood how you can write an analytical essay. Hence, go through the above example and frame your essay accordingly. However, you can also use essay typer tools or seek an expert's assistance for an effortless experience. Read the following section to know how you can make your task convenient.

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You must have solved many of your queries from this comprehensive guide about how to write an analytical essay. However, if you still have any issues, you can take the help of our experts, who will help you draft your perfect analytical essay. Global Assignment Help can provide you with an efficient write-up that stands out. Our expert writers are highly experienced and educated individuals who have never failed to deliver a single document on time. So, stop wasting your time and get an essay writing service now.

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Accurate multi-view clustering to seek the cross-viewed yet uniform sample assignment via tensor feature matching

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Bibliometrics & citations, view options, recommendations, multi-view clustering via spectral partitioning and local refinement.

A new multi-view clustering algorithm is proposed.The proposed MVNC algorithm uses spectral partitioning and local refinement.MVNC is compared to state-of-the-art algorithms using three real-world datasets.MVNC significantly outperforms the other ...

Multi-view Clustering with Graph Embedding for Connectome Analysis

Multi-view clustering has become a widely studied problem in the area of unsupervised learning. It aims to integrate multiple views by taking advantages of the consensus and complimentary information from multiple views. Most of the existing works in ...

Multi-view clustering with dual tensors

Multi-view clustering methods based on tensor have achieved favorable performance thanks to the powerful capacity of capturing the high-order correlation hidden in multi-view data. However, many existing works only pay attention to exploring the ...

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What happens when I select the Run Custom Logic checkbox during assignment setup?

An assignment configuration is predefined with setup tasks for each sales application providing assignment processing. You can change the details of your selected work object from the Assignment Manager Details UI. For example, select the Run Custom Logic checkbox to indicate that Assignment Manager passes the result of the assignment matching to the callback function of the work object.

For example, some work objects such as Opportunity uses custom logic that updates the sales team with the territory members. The Territory-Based Assignment (TBA) process stamps the territories onto the revenue line records and adds the territory team members (resources) to the opportunity sales team.

Use these setup tasks to suit your assignment requirements. You can add or remove assignment attributes, define the relationship between each work object and candidate object, and define mapping sets and mappings that drive territory-based assignment and rule categories that drive rule-based assignment.

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Your Citrix product uses one of the license types described in this document. Some products allow you to select more than one type of license. Ensure that you are aware of the licenses that are purchased and how they are consumed. Some license types offer license overdraft and supplemental grace period as a feature.

The Citrix License Server supports any Citrix products that require Citrix licenses. For more information, see Products and license models .

• User/device license

In user/device type licensing the License Server dynamically assigns a license to a user or a device based on the usage and monitors license consumption. The default assignment is a user license. The license server considers each connection and its optimization engine. It ensures that the smallest number of licenses are used based on the userID and deviceID.

The license server truncates domains by default so that [email protected] and [email protected] are treated as a same user. For more information, see Disable the domain name truncation .

Note: Domain membership doesn’t play a role in how licenses are served. A license server can host licenses for any product that can connect to it across the network. Workgroup or Domain membership primarily controls who can be configured as License Server Administrators to access the Citrix Licensing Manager.

• When a license is assigned to a user. A user license allows the user to access from an unlimited number of devices. A licensed user requires a unique user ID, such as an Active Directory entry.

For example, the user can connect to their desktops and applications using multiple devices such as desktop, laptop, smartphone, or thin client. A licensed user can connect to multiple instances of Citrix Virtual Desktops concurrently.

• When a license is assigned to a device. A device license is assigned to a device when two or more users connect to an exclusively shared endpoint device.

For example, single shared devices such as a kiosk or a workstation in a call center environment used by multiple users.

The following table illustrates how user/device licenses are assigned to non-shared devices and exclusively shared devices. Blue color cells display user licenses, where the devices are not shared. Green color cells display device licenses, where the devices are exclusively shared.

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Release licenses for users or devices

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For more information, see Display or release licenses for users or devices .

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Optimization occurs every five seconds for 1-4999 users and every five minutes for 5000 or more users.

Optimization is not consumption. The following table is the example of connections and optimization time when optimization occurs.

Note: If you have a large deployment, optimization can be CPU intensive depending on the number of unique connections. We recommend using machines with multiple cores. Customers hosting many license servers or shared disk systems see high read and write operations. Even if all the license servers have less than 5000 users, each can optimize every 5 seconds and write cache data to disk. You cannot disable the optimization or change its frequency.

• Concurrent license

Concurrent license is not tied to a specific userID, Active Directory account, or a domain. Concurrent licensing is based on the originating endpoint deviceID. A user or endpoint device could connect to multiple sessions and use a single license.

You start a product that requests a license and it is checked out to a unique endpoint deviceID. If you log off or disconnect from the session, the license is checked in and made available for a new user. Note, we don’t license per session.

Multiple sessions at different computers use multiple licenses. Each time you start a Citrix session from various devices, a license is checked out until you close that session. At that point, the license is checked back in.

For example, a user starts a session from one computer and then starts another from a different computer before closing the first session. Two licenses are checked out.

License Servers do not communicate with each other. If you run multiple License Servers, you might consume more than one license (for example, with load balancing). If you are using load balancing, we recommend that the product servers point to the same License Server.

Different editions consume different licenses. Two licenses are consumed, if you use the same client to connect to applications running on an Advanced edition and Premium edition each.

Same product, edition, and license model consume single license. If you make multiple connections from a single device to different product servers configured with the same edition and license model and pointing to the same License Server. Only one license is consumed.

For license sharing, pass-through connections on Citrix Virtual Apps and Desktops pass the endpoint client device ID to the product server. If you connect to a single product, edition, and license model with a shared License Server, all connections share a single license.

A user connects from a single device to two product servers that are the same edition but different versions. One or two licenses might be consumed based on the order in which the user makes the connections.

For example, the two servers are Citrix Virtual Apps and Desktops 7 1811 and Citrix Virtual Apps and Desktops 7 1903:

• The user connects to Citrix Virtual Apps and Desktops 7 1811 first. Two licenses might be consumed. An older license first, for the older product, and then a newer license because version 1903 requires a newer Customer Success Services date. For more information, see Customer Success Services .
• The user connects to Citrix Virtual Apps and Desktops 7 1903 first. Only one license is consumed because the Customer Success Services date required by version 1903 is compatible with all older product versions.
• If the Customer Success Service date of all the installed licenses are compatible with all the product versions then a single license is required for each connecting device.

RDP connections consume a license but RDP connections to a console do not consume a license.

If the number of connections exceed the purchased and available standalone concurrent licenses, users are denied access unless the supplemental grace period is enabled. For more information, see Supplemental grace period .

• Per user license

A licensed user requires a unique user ID, such as an Active Directory entry. When a license is assigned to a user, the license allows the user to connect to their desktops and applications using multiple devices. A User license is assigned to the User and not to the User’s devices.

Note: These licenses are only user licenses and are not the same as user/device licenses.

• A user can connect to multiple devices such as a desktop computer, laptop, netbook, smartphone, or thin client. A licensed user can connect to multiple instances of Citrix Virtual Desktops concurrently.

When a user connects to multiple devices, a user license is consumed for the 90 day assignment period. The license assignment period begins when a connection is made. The period is renewed to the full 90 days during the life of the connection. The device lease for the license assignment will expire in 90 days after the last connected user or device disconnects.

• Per device license

A licensed device requires a unique device ID and any individual can access instances of a product. It allows an unlimited number of users per device. A single Device license can support multiple users from the same device.

Note: These licenses are only device licenses and are not the same as user/device licenses.

• A classroom workstation, used by many students.
• A clinical workstation in a hospital, used by hospital staff.

When a single device is used by multiple users, a device license is consumed for the 90 day assignment period. The license assignment period begins when a connection is made. The device lease for the license assignment will expire in 90 days after the last connected user or device disconnects.

• Per socket license

Per socket licenses are consumed based on the number of CPU sockets. Cores are not counted. For example:

• If a computer with two CPU sockets has only one CPU then only one license is consumed.
• If a computer with two sockets has two CPUs, each with a quad core, then two licenses are used.

Citrix Hypervisor uses per socket licenses.

• Named user license (legacy)

In a product when you request a license, a named user license is checked out until a preconfigured period expires. This type of license check-out is not tied to a computer or a device. After the license is checked out, the user can run multiple sessions on different computers without checking out more licenses.

• Evaluation licenses

Citrix aims to provide the best customer experience possible, many of Citrix’s products offer a demo experience. You can set up this demo experience directly through citrix.com or by contacting Citrix sales team. These demos allow for a customized experience to fit your needs, use cases and active projects; get real-time answers and advice from a Citrix expert.

IMPORTANT: The allotment is one evaluation license per product, per account, per year.

See How to obtain a Citrix Evaluation license using My Account for more information.

• License overdraft

On-premises products that support user/device , user , or device license models include a license overdraft feature. This feature enables you to use an additional 10% of extra licenses beyond the purchased quantity to prevent access denial. The license overdraft count is displayed in a separate column within the License Administration Console. The installed column displays both the purchased license total plus the associated overdraft total. Overdraft usage is also visible in Studio.

The license overdraft feature is offered as a convenience, not as a license entitlement. Any overdraft licenses used must be purchased within 30 days of first use.

Concurrent licenses and server licenses do not contain the overdraft feature. Citrix reserves the right to remove any overdraft features in new product releases.

• Supplemental grace period

The supplemental grace period enables unlimited connections to a product for 15 consecutive days. This feature is available to Citrix Virtual Apps and Desktops licenses. You can use this feature with a XenApp 7.6 or XenDesktop 7.6 version and above.

If all licenses are in use, including the license overdraft where applicable, the supplemental grace period gives you time to determine why you exceeded the maximum license count and to purchase more licenses without disrupting your users.

After the supplemental grace period expires, normal connection limits are enforced. Users are not disconnected during active sessions. As they disconnect, however, no new connections can occur until the license levels return to normal.

The supplemental grace period is not automatically re-enabled once it completes. To re-enable the supplemental grace period, you must install another retail license. This retail license grants a new 15-day supplemental grace period if and when you exceed the subsequent maximum installed license limit.

We recommend that you allow the supplemental grace period to run out after it starts. To clear the warning condition do not add licenses immediately. Doing so gives you time to fully assess the situation and correctly address any issues.

Note: If you install licenses while the supplemental grace period is in force, the License Server exits the supplemental grace period. Reenabling the supplemental grace period before fully determining the reason for the supplemental grace period, and how many licenses you require, might cause you to reenter the period after installing new licenses.

Supplemental grace periods are granted per product version and edition and only for retail licenses . The supplemental grace period is enabled by default when you first install the license. To disable the supplemental grace period feature, use the Citrix Licensing Manager .

There is no way to track the total number of licenses consumed while in the supplemental grace period. You can use lmstat udadmin and connection information from the product to determine how many more licenses are required.

Note: The grace period and supplemental grace period are two different features. The grace period and supplemental grace period features do not apply when licenses expire. For more information about grace periods, see Grace period .

Citrix Virtual Apps and Desktops Director displays the grace period states. For more information, see Panels on the Director Dashboard .

The supplemental grace period feature is offered as a convenience, not as a license entitlement. Citrix reserves the right to remove any such feature in new product releases.

Overdraft and Supplemental grace period examples

Example 1: Citrix Virtual Apps and Desktops user/device, user, or device licenses using the overdraft and supplemental grace period features

You initially purchase and install 1000 licenses from Citrix (I) which includes a 10% license overdraft allowance (OD). When licenses are allocated, you have 1100 licenses in total. At the time it is sufficient for the number of users connecting.

d0 At a later date (day 0) you are using 1050 licenses. When the 1001st license was used, the overdraft feature was activated. Your users can continue to connect without any disruption of service. You start evaluating your licensing needs now. Do not wait until you exceed the OD. Think about buying more licenses in addition to the 1000 you bought initially.

d10 10 days later (day 10) more users connect and 1150 licenses are being used, which exceeds the 1100 total licenses you have available (!). When the 1101st license was used, the 15 day supplemental grace period (SPG) started, to allow you time to evaluate your license needs. Your users can continue to connect without any disruption of service.

d25 15 days later after d10 (day 25) the supplemental grace period runs out because you chose not to purchase and install more licenses. Users cannot make new connections if doing so requires more than 1100 licenses to be checked out. You cannot re-enable the supplemental grace period until you purchase and install more licenses.

Example 2: Citrix Virtual Apps and Desktops concurrent licenses using supplemental grace period feature

You initially purchase and install 1000 concurrent licenses (I). There is no overdraft allowance with concurrent licenses. At the time these licenses are sufficient for the number of users connecting.

d0 At a later date (day 0) you are using 1050 licenses. When the 1001st license was used, the 15 day supplemental grace period (SPG) started, to allow you time to evaluate your license needs. Your users can continue to connect without any disruption of service. You start evaluating your licensing needs now. Do not wait until the supplemental grace period runs out. Think about buying more licenses in addition to the 1000 you bought initially.

d15 15 days later (day 15) the supplemental grace period runs out because you chose not to purchase and install more licenses. Users cannot make new connections if doing so requires more than 1000 licenses to be checked out. You cannot re-enable the supplemental grace period until you purchase and install more licenses.

• Overdraft and supplemental grace period availability

The following table lists the support for license overdraft and supplemental grace period for each product. For more information, see Products and license models .

• Citrix on-premises subscription for annual and term-based retail licenses

On-premises subscription licensing allows customers to host a Citrix environment within their infrastructure for a set period. The on-premises subscription license is time-bound for 1-5 years and expires on a specific date. The license ceases to operate following the expiration date. The products offer everything that is available today with perpetual licenses.

Your purchase includes both an on-premises subscription license and Customer Success Services Select service. Customer Success Select service is included for the entire term of the subscription.

Note: Mixing permanent (perpetual) and subscription licenses is supported. They can be used to expand existing environments provided customers use the same product, edition, and license model. There are no performance impacts to using perpetual vs. subscription licenses. The only difference between them is one expires.

Before license expiration

Citrix notifies you at certain intervals when your existing subscription approaches expiration. These notifications alert you to extend the subscription and avoid service interruption.

When your on-premises subscription expires, as per the date listed in the Citrix Licensing Manager, no new connections are allowed. Existing users are not impacted, however, if users log off or disconnect they are not allowed to reconnect.

Extend on-premises subscription licenses

To extend your on-premises license subscription, visit https://www.citrix.com/buy/ .

Note: Licenses with a future start date are not displayed in the License Server inventory until the actual start date mentioned in the license file.

Will on-premises subscription licenses work with existing perpetual licenses on the same server?

Yes, within the guidelines of existing license server operation. Customers must add a new term license file to the license server.

Term or subscription licensing does not have a negative impact on delivering the on-premises subscription licenses to a customer’s existing environment, provided the product version (Virtual Apps / Virtual Apps and Desktops), edition (Standard, Advanced, Premium), and type (User/Device, Concurrent) are the same. For example:

Virtual Apps and Desktops Premium Concurrent perpetual + Virtual Apps and Desktops Premium Concurrent term have no issues.

Virtual Apps and Desktops Premium Concurrent perpetual + Virtual Apps and Desktops Premium User/Device term. This license combination is non-standard and requires consideration and more configuration . This combination might not be optimal for license utilization.

Virtual Apps and Desktops Premium Concurrent perpetual + Virtual Apps and Desktops Advanced User/Device term. This license combination is non-standard and not advisable. Requires customer to have multiple sites or farms to use all purchased licenses.

Will the XenApp farm, Citrix Virtual Apps, Citrix Virtual Apps & Desktops stop accepting connections?

Yes. No new connections are allowed after the license expires. Existing connections are not impacted until users disconnect, logoff, or reset.

Will there be a supplemental grace period (SGP) of 15 days or does that only apply to perpetual licenses?

No. There is no grace period for license expiration. An extra month is added into the expiration date for customers to install repurchased licenses.

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