assignment format step by step

How to Write a Perfect Assignment: Step-By-Step Guide

Table of contents

• 1 How to Structure an Assignment?
• 2.1 The research part
• 2.2 Planning your text
• 2.3 Writing major parts
• 3 Expert Tips for your Writing Assignment
• 4 Will I succeed with my assignments?
• 5 Conclusion

How to Structure an Assignment?

To cope with assignments, you should familiarize yourself with the tips on formatting and presenting assignments or any written paper, which are given below. It is worth paying attention to the content of the paper, making it structured and understandable so that ideas are not lost and thoughts do not refute each other.

If the topic is free or you can choose from the given list — be sure to choose the one you understand best. Especially if that could affect your semester score or scholarship. It is important to select an  engaging title that is contextualized within your topic. A topic that should captivate you or at least give you a general sense of what is needed there. It’s easier to dwell upon what interests you, so the process goes faster.

To construct an assignment structure, use outlines. These are pieces of text that relate to your topic. It can be ideas, quotes, all your thoughts, or disparate arguments. Type in everything that you think about. Separate thoughts scattered across the sheets of Word will help in the next step.

Then it is time to form the text. At this stage, you have to form a coherent story from separate pieces, where each new thought reinforces the previous one, and one idea smoothly flows into another.

Main Steps of Assignment Writing

These are steps to take to get a worthy paper. If you complete these step-by-step, your text will be among the most exemplary ones.

The research part

If the topic is unique and no one has written about it yet, look at materials close to this topic to gain thoughts about it. You should feel that you are ready to express your thoughts. Also, while reading, get acquainted with the format of the articles, study the details, collect material for your thoughts, and accumulate different points of view for your article. Be careful at this stage, as the process can help you develop your ideas. If you are already struggling here, pay for assignment to be done , and it will be processed in a split second via special services. These services are especially helpful when the deadline is near as they guarantee fast delivery of high-quality papers on any subject.

If you use Google to search for material for your assignment, you will, of course, find a lot of information very quickly. Still, the databases available on your library’s website will give you the clearest and most reliable facts that satisfy your teacher or professor. Be sure you copy the addresses of all the web pages you will use when composing your paper, so you don’t lose them. You can use them later in your bibliography if you add a bit of description! Select resources and extract quotes from them that you can use while working. At this stage, you may also create a  request for late assignment if you realize the paper requires a lot of effort and is time-consuming. This way, you’ll have a backup plan if something goes wrong.

Planning your text

Assemble a layout. It may be appropriate to use the structure of the paper of some outstanding scientists in your field and argue it in one of the parts. As the planning progresses, you can add suggestions that come to mind. If you use citations that require footnotes, and if you use single spacing throughout the paper and double spacing at the end, it will take you a very long time to make sure that all the citations are on the exact pages you specified! Add a reference list or bibliography. If you haven’t already done so, don’t put off writing an essay until the last day. It will be more difficult to do later as you will be stressed out because of time pressure.

Writing major parts

It happens that there is simply no mood or strength to get started and zero thoughts. In that case, postpone this process for 2-3 hours, and, perhaps, soon, you will be able to start with renewed vigor. Writing essays is a great (albeit controversial) way to improve your skills. This experience will not be forgotten. It will certainly come in handy and bring many benefits in the future. Do your best here because asking for an extension is not always possible, so you probably won’t have time to redo it later. And the quality of this part defines the success of the whole paper.

Writing the major part does not mean the matter is finished. To review the text, make sure that the ideas of the introduction and conclusion coincide because such a discrepancy is the first thing that will catch the reader’s eye and can spoil the impression. Add or remove anything from your intro to edit it to fit the entire paper. Also, check your spelling and grammar to ensure there are no typos or draft comments. Check the sources of your quotes so that your it is honest and does not violate any rules. And do not forget the formatting rules.

with the right tips and guidance, it can be easier than it looks. To make the process even more straightforward, students can also use an assignment service to get the job done. This way they can get professional assistance and make sure that their assignments are up to the mark. At PapersOwl, we provide a professional writing service where students can order custom-made assignments that meet their exact requirements.

Expert Tips for your Writing Assignment

Want to write like a pro? Here’s what you should consider:

• Save the document! Send the finished document by email to yourself so you have a backup copy in case your computer crashes.
• Don’t wait until the last minute to complete a list of citations or a bibliography after the paper is finished. It will be much longer and more difficult, so add to them as you go.
• If you find a lot of information on the topic of your search, then arrange it in a separate paragraph.
• If possible, choose a topic that you know and are interested in.
• Believe in yourself! If you set yourself up well and use your limited time wisely, you will be able to deliver the paper on time.
• Do not copy information directly from the Internet without citing them.

Writing assignments is a tedious and time-consuming process. It requires a lot of research and hard work to produce a quality paper. However, if you are feeling overwhelmed or having difficulty understanding the concept, you may want to consider getting accounting homework help online . Professional experts can assist you in understanding how to complete your assignment effectively. PapersOwl.com offers expert help from highly qualified and experienced writers who can provide you with the homework help you need.

Will I succeed with my assignments?

Anyone can learn how to be good at writing: follow simple rules of creating the structure and be creative where it is appropriate. At one moment, you will need some additional study tools, study support, or solid study tips. And you can easily get help in writing assignments or any other work. This is especially useful since the strategy of learning how to write an assignment can take more time than a student has.

Therefore all students are happy that there is an option to  order your paper at a professional service to pass all the courses perfectly and sleep still at night. You can also find the sample of the assignment there to check if you are on the same page and if not — focus on your papers more diligently.

So, in the times of studies online, the desire and skill to research and write may be lost. Planning your assignment carefully and presenting arguments step-by-step is necessary to succeed with your homework. When going through your references, note the questions that appear and answer them, building your text. Create a cover page, proofread the whole text, and take care of formatting. Feel free to use these rules for passing your next assignments.

When it comes to writing an assignment, it can be overwhelming and stressful, but Papersowl is here to make it easier for you. With a range of helpful resources available, Papersowl can assist you in creating high-quality written work, regardless of whether you’re starting from scratch or refining an existing draft. From conducting research to creating an outline, and from proofreading to formatting, the team at Papersowl has the expertise to guide you through the entire writing process and ensure that your assignment meets all the necessary requirements.

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Writing Center

Completing an Academic Writing Project

Step by Step

UNDERSTANDING AN ASSIGNMENT

Before getting started, it's usually a good idea to consider where you want to go and how you want to get there. Consider these questions before you continue to step two.

A. Do you know when your assignment is due, and do you understand the basic guidelines of the assignment?

B. Do you understand the purpose or goals of the assignment?

C. Do you understand who the audience of this assignment is, and do you know how to appropriately address them?

A. Understanding the Basic Guidelines of an Assignment

Read your assignment and class notes carefully and see if you can answer these questions:

• When is my assignment due?
• What is the word or page requirement?
• Do I need to do any research for this assignment? If so, how many sources are required and what type of sources must they be? For example, some instructors will only accept research taken from peer-reviewed journals, while others may have certain restrictions concerning Internet sources. (If this is all sounding very mysterious to you, stay tuned; you'll find more help with research in Step 4: Research. )
• Do I need to use specific style guidelines, such as MLA, APA, or Chicago?

Return to the Step One Questions

B. understanding the purpose or goals of an assignment.

Reading Assignments for Keywords

Once you understand the basic requirements of an assignment, the next step is to carefully and critically reread the assignment sheet and circle key words that will help you understand the instructor's expectations. It's especially helpful to circle key ideas from the course, or verbs like analyze , compare , interpret , evaluate , or explain . The circled ideas should help you understand what concepts from the course are particularly important, and the circled verbs will help clarify what you are supposed to do with those concepts.

Does the assignment call for a discipline-specific form? Does it ask for material to be addressed in a certain order, i.e. a lab report, literature review, position paper, or an essay with an intro, body, and conclusion?

Talking With Instructors About Assignments

If there are any terms or ideas in your assignment that are unfamiliar or confusing to you, don't be afraid to ask your instructor for help. Most instructors are happy to help you out, especially if you come to them well ahead of any deadlines. Professors keep office hours for a reason—use them!

C. Understanding and Addressing Audience

Before you get started on your paper, make sure you understand who your audience is, and consider what type of "voice" and evidence you should use to address that audience. This is not as daunting a process as it may seem. All writers make decisions about what written voice is appropriate for a particular piece of writing; in an email to your BFF (or best friend), you would most likely use different vocabulary, discuss different topics, and maybe even construct your sentences differently than you would in a letter to your granny.

Rather than making an abstract decision about what constitutes a "correct voice," it will often be easier for you to consider what you know about the intended audience, and then write accordingly. What does the audience care about? What are they are familiar with? What kind of language do they use? And what is your purpose in communicating with them? Is it to show you read the text, can apply a concept to a real-life situation, or to convince them of something?

If you were to write an email to a friend about a movie you'd recently seen, called "Night of the Kilbot" for instance, it's appropriate to use a casual tone and your personal opinion to persuade her she ought to see the movie. When you are writing a formal paper in a university setting, the written voice shifts again. Your immediate reader will obviously be your instructor, but references to a specific reader in a personal or casual voice ("I don't know if you know what the KilBots did next, Prof. Smith, but it was so awesome that the scientific community could only say, 'Oh, snap!'") sound odd and aren't appropriate. This is because the assumed audience for college writing isn't a single person, but really a larger body of educated readers—people who know enough about your topic to grasp your thesis and evidence. And this educated audience values evidence over opinion (examples, statistics, logical lines of reasoning). The written voice that results from assuming this audience is what most people call "academic voice."

A university paper about a film, then, might be expected to include discussion of visual composition, use of terms like "mise-en-scene," or thoughtful analysis of artificial intelligence. The voice might sound something like:

The robots' search for acceptance on an unfamiliar planet creates a sense of pathos in the viewer, though the surprising complexity of the film's androids stands in direct contrast to the one-dimensional performances of the human players.

Writing for an academic audience might require some extra attention at first, and small adjustments might need to be made based on what field you're writing about. (Some fields are okay with the use of "I" in a formal paper, for instance, but others aren't.) In time, however, writing in an appropriate academic voice becomes more natural, and an ability to analyze what's appropriate for your audience can often help you figure out how to phrase thoughts clearly and effectively in any piece of writing.

Return to the List of Steps

FINDING A TOPIC

Once you understand your assignment, the next step is finding a strong topic. Make sure these statements about your topic are true before you continue to step three.

A. I know what I want to write about.

B. My idea fits the assignment.

C. My idea interests me.

A. Coming Up With a Topic You Want to Write About

Before you begin writing your first draft, you have to have an idea, right? This work you do before the rough draft is called "pre-writing," and it helps you find ideas you didn't even know you had. Here are a few brainstorming/pre-writing techniques :

Listing is… making a list. It's worth your time to spend 15 minutes making a list of ideas at the very beginning of your writing process. Think about how many brands of cold cereal supermarkets have. Try to get that many ideas out on paper before you even think about narrowing your topic down. After you've printed your list, circle the 3-5 most interesting or important ones. Use those ideas you've circled with the following tactics.

If you're a visual person, try clustering . It's like free association. Write your main idea down in the center of your paper, then draw a circle around it. That's like your solar system's sun. Now, write your topics around it, like planets. Each of these topics can have things related to them—your own opinions, interesting points, whatever—so write those little things around the planets. Those little things are the moons and satellites. Now, stand back and look at your paper's solar system. Whichever planet looks the most interesting to you (it might be the one with the most moons and satellites) could be your topic.

Freewriting

Once you have an idea or two, start freewriting . Don't worry about logic, grammar, or spelling; just get your ideas out on paper. Give yourself a goal, like "fill one page," and stop when you've reached it. Finally: read your work, and decide which of the things you wrote interest you most.

After a ten-minute freewrite, circle the most important or interesting sentence you've written. Copy this sentence at the top of a new sheet of paper, and freewrite again based on that sentence. This is kind of like zooming in on one neighborhood using Google Maps, and it lets you get into depth and detail before you even start working on your rough draft. Repeat as many times as you like.

Focused Surfing

Unlike regular Web surfing, which is a way to waste time while procrastinating, focused surfing is early research. The trick is to keep a word processing document open while you're surfing. That way, you can write down your reactions to things you read on the Web. Be careful if you do this, because sometimes people copy ideas they've seen online without even realizing that they're doing it, and this can lead to unintentional plagiarism . To avoid this, don't cut-and-paste text from the sites you're visiting. Make yourself summarize, in your own words, what is important or useful about this site. Also: keep a list in your new document of the sites you visit. You'll need the accurate site name and online address later, so you might as well note it now.

Talking About It

When you're at work or hanging out, talk about the things you're studying in class. Don't talk about the other students or the teacher or your grade; talk about the things you're reading and studying. Maybe the person you're talking to will have some strong opinions about them. If you agree or disagree with whomever you're talking with, that might be a good topic to write about. After all, if you get stuck or bored, you can always just call your friend up and start the conversation again.

Return to the Step Two Questions

B. making sure your topic fits the assignment.

If you're not sure your topic fits the assignment, the best way to confirm this is to check the tips in Step One: Understanding an Assignment .

C. Using Class Notes and Readings to Come Up With Topics That Interest You

When surfing the Web for school, remember your general subject. This sounds obvious, but the Internet has a way of getting people off track. Here's a trick: Write your general subject area, like "nurses in the US Civil War" on a sticky note, and attach that note to the frame of your computer screen. Looking at that note occasionally will help keep you on track. In addition, keep a word-processing file open on your computer while you surf, and note interesting sites on a new document. That way, you'll remember where you found everything interesting.

Using a Reading Journal

If you've taken notes during any classes, or written any response papers, or taken any reading quizzes, or written anything in the margins of your class readings… this is a great time to look over those things. If you've kept notes on your class readings in a separate notebook (a reading journal), check that too. If you see anything in there that interests you—anything that doesn't make sense, or that really makes sense, or that touches on something you think you might want to do if you ever get out of college—write that down on a fresh sheet of paper. Now try the brainstorming topics listed above.

Developing Your Argument

If you know what your assignment requires and you know what topic you'd like to write about, your next step is to develop your argument. You might start by writing a "working thesis statement" that you can adjust or change as you research and write. It’s sort of like making a plan for the weekend on Tuesday night: you know the plan will probably be modified, but it’s a good place to start. Make sure you can confidently respond to each of these statements before moving on to step four.

A. My assignment requires an argument or thesis statement.

B. My argument includes a clear topic and an assertion about that topic.

C. My argument or thesis statement is a debatable claim.

D. My argument can be supported with logic and evidence.

A. Figuring Out if Your Assignment Requires an Argument or Thesis Statement

Not all writing assignments require a formal thesis statement, but most do. It is important to read over your assignment carefully to determine if your assignment would benefit from having one. Remember, a thesis statement is just a fancy phrase for the main point of your paper. Nearly all types of academic writing need a central direction or point. Even if you plan on using many different kinds of examples, anecdotes, or pieces of evidence, you will want to make sure to bring them together under a clearly stated thesis statement somewhere in the beginning of your paper. There are some foreseeable projects that might not require a formal thesis statement—such as an informal reflection essay or a piece of fiction writing—but it is very likely that even the most informal of writings would do better in having at least a topic sentence outlining or hinting at the main direction of the paper.

Return to the Step Three Questions

B. what makes for a good working thesis or provisional argument, the idea of a working thesis.

A thesis statement is the main point or assertion of your paper. A working thesis is just a thesis that isn't quite sure of itself yet. You, the author, are still working out where you want your paper to go. You might be perfectly confident about your topic—that is, generally you know what you want to write about—but you still might not be sure how you want to deal with it or what direction you want to take that topic. A working thesis is just a thesis in a sort of rough draft form. It's not final or complete. It may be lacking focus or a debatable claim, or a combination of both.

Should I worry about only having a working thesis?

No, not necessarily. Often, it can be useful to have a general thesis to start out with simply so you can feel free to charge ahead and begin writing on your topic. An unrefined thesis usually occurs when you haven't spent enough time exploring the complexities of your topic. Simply writing about your topic can help determine the main focus of your paper.

How can I tell if my thesis is in good shape or is still in the working stages?

The best way to know if your thesis is still in the working stage is to "grill it," that is, interrogate or question every single word of the thesis and determine if each word is sufficiently specific and meaningful. Assault your thesis with a barrage of questions, asking what , who , where , when , and why . To some degree, your thesis should answer all of these questions. If you find it doesn't, then you know you still have some work to do. Don't worry; many writers do not discover their true, final thesis until after finishing their first full draft.

The importance of a thesis containing both a topic and an assertion

As mentioned, for your working thesis to attain the status of a thesis statement, it must possess both a topic and an assertion about that topic. In other words, you must put forth a debatable argument about your topic.

For example, an incomplete thesis might look something like this:

A wolverine's claws are useful in defending themselves.

That statement might make for a good starting topic but it does not really assert anything that is debatable or interesting. Turning that topic into a thesis could look like this:

A wolverine's claws are quite sharp and consequently help the animal defend itself from predators.

Here, the writer mentions both a topic (a wolverine's claws and self-defense against predators) and an assertion (a wolverine's claws are quite sharp and help defend it from predators). However, as we will see in part three, the above thesis could be stronger with a more debatable assertion or claim.

C. The Importance of a Thesis Making a Debatable Claim

A truly debatable assertion makes for a stronger argument.

A thesis must not only make an assertion about the topic; it must make a debatable or controversial claim about the topic. The example in the previous detail section (What is a working thesis?) about wolverines possesses the two key ingredients of a thesis, but its assertion is boring and rather obvious. A stronger thesis might state:

Not only are a wolverine's claws the sharpest and most deadly of any species classified within the Mustelidae family, they use these claws in self-defense against a dozen various predators found in its home ecosystem.

This thesis statement makes a much more debatable claim—"the wolverine's claws are the sharpest and most deadly of any species classified within the Mustelidea family."

Arousing suspicion or intellectual interest in the reader

If an assertion is debatable enough, a reader might question its accuracy. A strong thesis should arouse at least a little of this skepticism in its reader, which in turn might be proof that the thesis author is claiming something interesting and worth debating. Regarding our example, a reader might wonder: Even if a wolverine's claws are somehow the sharpest, does that make them automatically the deadliest?

D. A Thesis Must be Supportable with Logic and Evidence

The paragraphs that follow your thesis should be full of support, e.g. examples, anecdotes, or evidence. Additionally, each paragraph should link back up to your thesis statement in a logical way. If after examining your working thesis you find that evidence or logic can't be used to support it, then your thesis is probably too opinion based.

Now that you have a topic and an argument or a working thesis, you'll want to do some research to find out what others have said or written about your topic. There are many approaches to research, and a vast number of methods for finding information. You should also keep in mind any requirements or expectations your instructor has for the research part of your assignment. Consider these statements about research before moving to the next step.

A. I have familiarized myself with my topic in general, noting helpful resources.

B. I have found a sufficient number of sources that deal specifically with my topic.

C. My sources fit my instructor's guidelines.

D. My sources do not all hold exactly the same opinion, or repeat the same information.

E. I have explored sources that do not agree with my argument.

  A. Familiarizing Yourself With Your Topic

Familiarizing yourself with doing research and learning the basics of your topic can be a great place to start. Need to review how to begin researching? Check out the PSU Library’s DIY Research Guide .

Backgrounding

Look through more general sources such as encyclopedias or articles giving subject overviews. You can turn to the web for basic information on sites like Wikipedia, but be sure you use those kinds of sites primarily as starting points that lead to more specific sources.

Keeping Track of Sources

Make it easier on yourself later by keeping a running log of materials you have looked through (including websites). If you do this ahead of time, you will not be scrambling backwards to create your Works Cited/References/Bibliography page. Nobody wants to be accused of plagiarism (see item E in Step 9: Checking Your Use of Research ). For help with proper citation, drop by the Writing Center or schedule an appointment with a tutor.

Stay Organized

Some folks prefer a more organized approach to research using notecards while others work best by highlighting texts or dog-earing helpful pages. However you do your research, make sure you know what information you want to use from each source and where to locate it.

Return to the Step Four Questions

B. locating a diverse array of sources.

Locating a good number of sources can be one of the toughest parts of doing research, but also one of the most fun and interesting. Try following the steps outlined below:

Spread Your Reach

Look to source lists from your background materials. These may point to important work in the field. Or, talk to someone in the know. This may be your instructor or classmates, or it may mean contacting a professional in the field. Try to do some brainstorming on your own:

• Ask the Journalist's Questions (who, what, where, when, how, and why) to better orient yourself within your topic; this will help you determine where to look.
• Using basic internet search engines ( Google , Bing , Yahoo , etc.), you may be able to discover additional avenues to go down. In the process, you may come across references to sources to track down in the library.

Research at the Library

Though we live in an increasingly electronic world, in which research is done on Internet databases and the results are kept in electronic form, a good university library is still the primary site for doing effective research:

• The PSU Library offers many services to students looking to survive the world of academia. Plus, utilizing library resources proves an invaluable element of varying sources.
• Communicate with librarians directly over the phone or internet with Ask Us! .
• You can also walk over to the 2nd floor of Millar Library and talk to the helpful folks at the Research Desk.
• Or schedule a one-on-one meeting with a librarian familiar with your subject area.
• Surf to the library's Where to Search page for information on different resources.
• Browse pages tailored for specific classes listed at Course Guides .

C. Paying Attention to Specific Guidelines

Specific guidelines or requirements from your instructor can be used to direct your research, saving you time while helping you fulfill the assignment. In evaluating sources, you must be critical in discerning the credibility, reliability, accuracy of any given source. Ask basic questions of a source:

• What type of source is it (print, database, electronic media, etc.)?
• Who is the author? What credentials do they have? Where have they been published? Are they a scholar or professor associated with a respected, reputable institution?
• How current is the source? When was it published, and where?
• Who is the intended audience?
• Is the source primary or secondary? Is it current in the field or discipline?
• Does it suit your needs? Will it lend support and credence to your own project (essay, thesis, dissertation, freelance article, etc.)?

Use reliable resources by asking these questions when choosing where to turn for information:

• Is it current? Publication dates of quality sources are easily identifiable, and as a general rule, you want to look at the most recent articles available. These are often journal articles.
• Is it relevant? All information should support your thesis and assertions.
• Is it biased? Web sites, journals and writers also have affiliations with certain organizations and philosophies; these affiliations can affect bias. Before you incorporate a source into your written work, you need to know what its affiliations are and how those affiliations may create bias.
• Is it specific? Sweeping generalizations are to be avoided. Secondary sources using vague language and broad generalizations will adversely affect your arguments and your entire essay. Essays and sources should offer specific evidence and a lot of it.
• Is it authoritative? Reliable sources always have an author and clearly identify an author's experience and education. Many offer a way to contact the author. If you use a source without an author (heaven forbid), the web site or journal should make clear its reasons for publishing the work, as well as a way to contact the author or editor. When you use secondary sources in your essays (1) they should have expertise in their field; (2) their area of expertise should be a legitimate field of study; (3) they should only make claims within the area of their expertise; (4) there should be an adequate degree of agreement among experts; (5) the author should be identified.

D. Varying Sources

Varying sources ensures you produce a paper that stands on more than one leg. In general, try not to rely too heavily on any one source; rather, use the means at your disposal to find an array of strong supports in different areas.

Searching for Books and Materials

In the digital age, every library is actually multiple libraries. If a library doesn't have a book or other source immediately on hand, the item can often be easily borrowed, in physical or electronic form, from another library. A wider selection of materials can be found using Interlibrary Loan resources or through the WorldCat database.

• The Summit Regional Catalog
• ILLiad , or Inter-Library Loan
• The WorldCat Worldwide Database

Browsing Databases for Academic Journals

The library provides access to over 200 premier databases and full-text resources . Google Scholar allows users to use a myriad of search functions while displaying links to comparable or related works. However, you may have to return to the library's databases for full access to some articles found through this site.

Working with the Internet

Beware of online sources. With the onslaught of electronic media, and the Internet in particular, everyone is a pundit, expert, or sudden scholar. Remember that anyone can post online, or put up their own website. Online material is especially mutable and ever-changing. Evaluation of such sources is scant at best. If a source seems suspect or of questionable credibility, confirm the source or information yourself. Using the internet alone in a paper can signal a lack of effort to some instructors. If you are unsure about expectations for your assignment, check with your instructor via a question after class, a quick e-mail, or a phone call. Consider your use of popular sources versus scholarly or academic sources. You may be able to find information comparable to a site of questionable authorship through the library's resources.

Supporting Your Assertions with Data

From time to time it will be necessary to use quantitative data in your papers. After you have collected your data you will need to communicate it to your readers. Below are some tips for making that communication effective:

• Be selective —choose carefully how to display quantitative data and where in your paper it is appropriate to include the information.
• Be clear —provide enough information in a chart, graph, or table that it can be read and understood on its own. When including multiple pieces of data in visual form be consistent in your presentation.
• Discuss —refer to your data in the text of your paper, but don’t just repeat the facts and figures. In the text, your job is to expand on the information, put it in context, and support the claims you are making in your paper.
• Look again —review the work you have done with quantitative data.

Using Non-Print Sources

Interacting with non-print sources can be as daunting as it may be intriguing. Interviews may be useful and appropriate for some assignments. If so, ask pertinent, probing questions. Keep good notes or use a recorder to ensure you present your contact’s sentiments honestly. Audio/Visual sources open a whole new can of worms for good…or evil. Be careful when working with films, podcasts, recordings, and the like that may be interesting, but may not be appropriate for your piece. If you end up using an A/V source, refresh yourself on the ways to incorporate such quotes in your paper.

E. Exploring Contrary or Differing Ideas

Exploring contrary or differing ideas generally makes your paper stronger. Showing you have considered alternatives to your own point of view, just like varying sources , indicates a higher level of critical thinking to your reader(s). Speculating about how others may view your ideas or issues will improve your ability to prepare for any questions or objections that may enter the reader's mind.

When dealing with texts and sources, never forget to ask critical questions of your resources. A few moments analyzing an issue can lead you to that next brilliant point in your research and writing. While managing differing viewpoints may seem overwhelming, do not be afraid to dig into your topic and find a niche, a home for your idea. Addressing the ideas of readers who disagree with your approach builds another line of defense for your convincing argument. Also, consider other approaches to your specific supports. You may find stronger sources or simply more diverse ideas that improve the soundness of your work.

Organizational Planning

After generating ideas, developing a working thesis, and doing some research, most writers come up with some kind of organizational plan before they write a draft. The plan can be modified, but without at least some sense of organization, starting can be difficult. Have you organized your ideas and research into an organizational plan? Check to see if these statements are true for you.

A. I have finished my research, but can’t decide where to begin.

B. I have created an effective organizational plan for my first draft.

C. I have double-checked my organizational plan, and it is comprehensive.

D. My organizational plan is complete. I'm ready to create a draft.

A. Using an Organizational Plan or Outline to Get Started

Making an organizational plan or outline can help you organize your ideas before you start writing.

What is an outline?

An outline is a tool writers use to organize and examine their thoughts prior to writing them in draft form. Think of it as a map or blueprint for your paper.

How do outlines work?

Outlines work for writers the same way budgets do for entrepreneurs. When looking at a budget an entrepreneur is able to take a step back and see how much money is being spent on each section of their business. A close look at a budget often reveals where a business is losing or making money. Writers design outlines to have the same perspective.

By taking a step back and viewing their ideas in outline form, writers are able to save time by seeing (prior to writing the draft) whether or not their thoughts flow in a clear, logical order and draw the reader to a logical conclusion. A close look at an outline can also help writers catch mistakes such as deviation from the thesis, the addition of unnecessary topics and lack of support.

Outlines are easier to manipulate than drafts and allow writers the ability to shuffle their ideas around until they find the perfect structure for their project or assignment.

Return to the Step Five Questions

B. tips for using outlines effectively.

Outlines come in all shapes and sizes. Choose the structure that works best for you or feel free to make one up on your own. The only rule to remember when writing an outline is to write your thesis at the top so that you can be sure you don't deviate from it.

The nesting method of outlining, which is probably the most traditional, involves putting main ideas, or "headings," in a I, II, III… order with supporting ideas, or "subheads," beneath in an indented i, ii, iii…list. Two popular ways to organize a nest-style outline are by topic and sentence.

Topic Outlines

In a topic outline, the headings are given in single words or brief phrases. Consider the following example:

Thesis: The tradition of bride-kidnapping in Kyrgyzstan has created a culture of fear for the young village women there .

• New York Times story of Jyldyz' escape.
• Statistics of women kidnapped during the day vs. at night.
• Statistics of women polled about being scared of traveling after dark.

Sentence Outlines

In a sentence outline, all the headings are expressed in complete sentences. For example…

• The New York Times ran a story about a sixteen year-old girl named Jyldyz who, after a violent confrontation, narrowly escaped being bride kidnapped while walking home from a neighbor's house at night
• In Kyrgyzstan women are seventy-five percent more likely to be bride kidnapped at night than during the day.
• In a 2003 pew research poll teenage Kyrgyz women said that they were one hundred percent more scared about traveling out at night than during the day because of the potential of being bride kidnapped.

Get Creative with Your Outline

There are as many ways to outline as there are writers. Feel free to be creative. For example you might put all of your topics and pieces of supporting evidence onto notecards, then spread them on the floor and arrange them. Or you might try the clustering method, where you jot down ideas as they come to you and watch for ways to draw them together.

Some writers like the idea tree, where you place a topic at the head of your page and begin "branching" off with supporting ideas and materials then expanding these "limbs" by branching off again and again with more details.

The point of making an outline is to help you organize and structure your thoughts, not hold you to a rigid standard.

C. Double-checking Your Outline for Comprehensiveness

Before you go on to write your draft, recheck your outline one last time:

• Do all of your headings (primary topics/ideas) directly support your thesis?
• Do all of your subheads (topic/idea supports) directly support your heads?
• Try to visualize your outline as a finished paper. Is your information and research presented in the most logical, natural way for your reader to approach? Remember, it is easier to rearrange things now than when you are at the draft stage.
• Did you include any extraneous information that doesn't seem to fit the scope of the project or assignment? If so, lose it now before it derails your paper.

D. Finishing Your Outline: Next Steps

Congratulations on finishing your outline!

When you are writing your draft remember that your outline is malleable—you are not married to it. If something happens during the writing of your paper that makes you break the structure of the outline don't be afraid to go with it. An outline should only be used as a guide, not a law.

Writing a First Draft

In this step we explore how to get words on paper and feel good about them. Though the process of actually composing sentences and paragraphs into a full draft is often shrouded in mystery (or at least not discussed in much detail), most writers keep guidelines like these in mind as they compose a first draft.

A. I have started composing paragraphs with confidence, and I am not hesitating or feeling uncertain about my plan.

B. I am still confident that my topic is a strong one and fits the assignment.

C. I have considered my audience while composing my first draft.

A. Avoiding the Permanent Pause: Thoughts on "Writer's Block"

Many writers suffer at the mercy of the great myth of "getting it right the first time." This myth tells us that the best way to write is "all at once," and ideally (according to this myth), a writer opens a new computer document, composes an introduction, and begins to type one paragraph after the next in an orderly fashion until, upon approaching the length requirement, the writer composes a nice conclusion that ties everything together, hits print, and is done.

This rarely happens. Our thoughts do not often spontaneously spool out in well-stated grammatical sentences arranged in a logical and effective order. The mind associates freely: a thought about computers leads to a thought about a music playlist on your computer, which leads to a thought about a band, which leads to a thought about a concert, which leads to a thought about money, which leads to a thought about things you don’t have, which leads to a thought, strangely, about moon rocks. Or something like that.

Thought may proceed this way, but an essay cannot. So writers often find themselves in a deadlock with that heartless little cursor, struggling to type the next line and feeling that they are lacking direction. If you feel every written word is permanent, it makes sense to pause before writing the next word. And before the next sentence. And, again, before the next paragraph. It becomes dangerously easy, in that frame of mind, to become permanently paused.

But fear not. There is hope.

The next time you begin a new writing project, try thinking about the project as a series of steps that you can start and stop several times, as opposed to completing all of them at once. Knowing that you’re going to let yourself go back and fix things later will keep you from having that "every word I write is set in stone" feeling. Most people write much faster and produce better material when they give themselves the freedom to write a first draft with a few rough edges. A writing project that includes some pre-writing brainstorming, the composition of a draft, some reorganization and fixing, and strategies for straightening things up when you’re done will usually help you write faster, make your writing time feel more productive, and strengthen the quality of your final product.

"Re-visioning" your essay: how writing a rough draft often changes your ideas and focus

The mind associates freely, but an essay cannot. It is true that a final product should not feel like a string of loosely connected combinations of words. But during the writing process itself, this kind of loose connectivity of ideas is perfectly permissible because writing is more than just writing, it is also thinking . Some people even claim that they must write in order to truly understand what they think.

You may start a rough draft with the feeling that you know exactly what you will say in the essay. You may even have a handy outline in which you've detailed all the pertinent points you want to make. An outline is an excellent tool for preparing to draft, and you should use it if it suits your process. But as you start to write, you may find new ideas popping into your mind asking to be heard, ideas that may differ from your original, neatly mapped-out ideas. Since you now know that every word you write is not set in stone, you can be kind to your new ideas, giving them space in your draft and revisiting them with curiosity as you start to revise. Being open to new thoughts that emerge as you write is particularly important because they will often be even better, more precise, analytical or fresh—than any ideas you could have come up with before you started drafting. This is because writing begets deeper thinking, which begets deeper writing, which begets yet deeper thinking…and on and on while serious smartness accumulates.

Practice letting new ideas into your draft, no matter how random or weird they may seem to you at first and no matter how they may deviate from your outline. When it's time to start looking over what you've written, highlight ideas that emerged during the drafting process itself, overlooking (for the moment) ideas that you mapped-out before hand. Can one of your new ideas provide a more fruitful and interesting focus for your essay? Let yourself "re-vision" the possibilities. In your next draft, if you wish, explore them. This step is part of the process we call "Global Revision" because it involves totally re-seeing your essay from the inside out.

Thoughts about why you became disenchanted with your topic

Boredom sets in when we don't give attention to our new ideas. Think about it: new ideas give us a sense of exhilaration, a feeling that our brains are changing and growing. The mind takes pleasure in real learning when surprising connections are made, but it will fall into torpor when it is forced to simply plug data into pre-crafted formulas or to regurgitate existing information. Even when it is difficult, the writing process can be a pleasurable experience because it is a great way to engage in real learning, to alight on new ideas and to stimulate the mind. If you are disenchanted, give yourself the opportunity to create new ideas by revisiting generative invention strategies (do we still have this one?) , or by paying attention to how writing a rough draft often changes your ideas and focus (resource for this?) . Most importantly, keep your mind open to sparks of imagination and creative connections that may help inject excitement into your writing process.

Return to the Step Six Questions

B. thoughts about why your topic might not fit the assignment.

Essays whose topics fail to fit the assignment are usually the victims of misunderstanding. For instance, an instructor may want you to analyze a film, but you take analyze to mean "summarize," and give a detailed plot summary rather than an in-depth interpretation of the film's meanings and messages. Or, you might believe that a research paper should simply report on a topic, rather than also take a position and develop that position through the use of different kinds of evidence. On the other hand, instructors have been known to write confusing or cryptic assignments that simply cannot be understood, not even by other instructors.

The best thing you can do is talk to your instructor, ask questions, and make sure you both have the same ideas about what the assignment should accomplish. If you've already chosen a topic, but aren't sure if it's appropriate, talk to your instructor as soon as possible.

Keep in mind that different disciplines adhere to different writing styles and rules. Misunderstandings might arise if, for instance, you are asked to write a 12-page paper on David Copperfield but only have experience writing plans, memos, and analyses for your business and economics classes. Think of this as an opportunity to practice gaining flexibility in your writing. For example, in this instance you could take the time to look at sample literature essays or to seek out other resources for writing about literature. Also remember to talk to your instructor and visit the Writing Center for guidance.

In each case, understanding the assignment as your instructor intended it to be understood is essential for choosing an appropriate topic. Make sure you have a firm grasp on this part of the writing process before you invest too heavily in any topic.

C. Thinking About Audience While Composing a Rough Draft

Many writers run into problems in their rough drafting process when they try to force their writing to sound "academic" right off the bat. If you worry excessively about sounding academic you might find yourself too intimidated to write, and/or too beholden to "academese," a kind of stilted, overly-formal writing that is neither clear nor easy to read. In a rough draft of an academic essay it's not necessary to write in an academic voice, even if the final draft will strive for it. Instead, in a rough draft, try writing in whatever voice makes it easiest for you to get your ideas onto paper. Then, as you revise, you can adjust your voice.

For instance, if you are writing a film analysis and you are having trouble conveying your ideas in a sophisticated way, you might first try writing it as if you were addressing a friend in an email:

So like a million people, I went and saw "Night of the KilBot" last weekend. The alien robots were awesome!!! But the acting was ridiculous, and there's no way Scarlett Johansson could conquer a Bone-Krushing KilBot using only a re-wired curling iron. Whatever!

The voice there is perfectly appropriate for a casual email to a friend, and the opinions are clear. When you begin the global revision process, highlight and then transform these kinds of phrases to address your intended audience.

For a formal paper in a university setting, your immediate reader will obviously be your instructor, but the assumed audience for college writing is really a larger body of educated readers—people who know enough about your topic to grasp your thesis and evidence. The written voice that results from assuming this audience is what most people call "academic voice."

For revision, you might transform your previously informal phrase about Night of the KilBot into something that sounds more academic, like this:

Expanding and Improving Ideas

There are few things in the world that can be done perfectly on the first try. It's normal, and probably good, for the first draft of a piece of writing to have elements that can be worked on, and successful writers craft strong pieces of writing by revising many, if not all, aspects of their first drafts. Looking at your own draft, check for these elements.

A. My rough draft includes a strong introduction.

B. My paragraphs have a clear focus, adequate development, and specific purpose.

C. The ideas in my draft are fully developed and don’t need to be expanded or refined.

D. My rough draft includes a strong conclusion.

A. Writing a Strong Introduction

Introductions are a lot like first impressions: terribly important and fairly irrevocable. A good introduction will set the tone of your piece and help the readers know what to expect in the coming pages.

A strong introduction should:

• Grab and engage the reader
• Act as a map for the reader by letting them know the direction the paper will take
• Establish the tone of the paper

If you have already written a draft introduction but find that you are bored, frustrated, or confused by it, try taking one of the following approaches:

Direct Statement of Fact

Often, writers spend too much time in their introductions "warming up." Beginning your paper with a direct statement of fact is helpful because it requires you to be short and to the point, which is often what readers are looking for.

The Surprising Statement

Sometimes simply using the direct statement of fact method can be boring. If you really want to grab a reader's attention you can try hooking them with a surprising statement.

The Anecdote

An anecdote is a short, interesting story. Beginning your paper with an anecdote that is relevant to your topic is another interesting way to lead your reader in.

A humorous quote or statement can liven up an introduction and get the reader excited about reading your piece. Remember, always be aware of your audience and subject matter when choosing what tone to use in your paper. Some readers expect serious writing and some subjects aren't laughing matters.

Reflection/Questions

Writing, particularly the type you will see in college, generally seeks to answer a question of some kind. Many writers find it effective to simply pose the question in their introduction.

Return to the Step Seven Questions

B. sharpening paragraphs.

In refining your essay, it is important to pay attention to what work each paragraph is doing for your paper and how you've broken up your paragraphs. Take a closer look at each of your paragraphs and make sure they all have a clear focus or main idea, as well as a specific purpose in your paper.

How to organize a paragraph

First of all, a paragraph should usually be about one thing. The easiest way to make sure your paragraph has a clear, single focus is to include a topic sentence at the beginning of the paragraph that states the main idea. The rest of the sentences in the paragraph should develop, support, or elaborate upon the main idea stated in the topic sentence. This might involve:

• Discussing examples, details, facts, or statistics
• Using quotes and paraphrased material from sources
• Examining and evaluating causes and effects
• Defining or describing terms

When to start a new paragraph

Just as a speaker who rambles for a long time without pausing soon becomes difficult to follow, if your whole paper is one long paragraph, your reader might get confused or give up. Some reasons to begin a new paragraph include:

• To show you're switching to a new idea
• To signal a change in time or place
• To move to the next step in the process
• To introduce a new source or alternate opinion

When each paragraph focuses on one thing, the content becomes easier for the audience to read, follow, and understand.

The purpose of a paragraph

The basic purpose of each paragraph in your paper is to support your thesis. No matter how beautifully written and logically constructed, a paragraph that does not in some way help you defend the main assertion of your paper probably does not belong. If it doesn't fit, you must omit.

Look closely at each paragraph in your essay and ask yourself, "What does this paragraph do for my paper?" You should be able to sum up the purpose of each paragraph in a single sentence, such as "Gives a specific example of the problem," "Addresses an opposing viewpoint," or "Presents statistics that support my thesis." If you can't describe what a paragraph does, or if a paragraph does something that may not be relevant to your thesis, you need to consider whether or not that paragraph truly belongs in your paper.

C. Getting More From Existing Ideas: Expanding and Refining

At this point, you have a complete or nearly complete rough draft. Congratulations! The temptation now may be to print out your draft, set it aside, and get back to that America's Nex t Top Model marathon. First, though, it's important to read through your paper carefully and ask yourself how you can get more from what's already there. The challenge is to find and develop new material that will strengthen your paper.

Using Complexity to Refine and Expand

One way to refine and expand your ideas is by checking your paper for instances of binary thinking: the belief that something is either black or white, good or bad. If you're writing about Gandhi, for instance, and you engage in binary thinking, then it's hard to write, because you think, "Well, Gandhi was good. Everyone knows that. What else is there to say?" A more complex consideration might describe Gandhi's beliefs and actions, interpret how he came to those beliefs, discuss why he took those actions, describe the effects of various events, explain how and why he changed over the years, and so forth. You can write a much longer paper on Gandhi that way than you can if you interpret your topic as "Gandhi: Good or Bad?"

Using Questions to Refine and Expand

A second strategy is to pretend you're a devil's advocate. Read each of your paragraphs as a skeptic, finding every opportunity you can to ask who , what , when , why , or how . See if you can find a paradox, a contradiction, or a controversy related to your topic. For example:

How much electricity—a major contributor to global warming—had to be used to put on the "Live Earth" concerts?

Write your questions in the margins or on a separate piece of paper, and then go back and answer them. Ask yourself where and how you can use examples to show the reader your points. Anticipate and address as many of the reader's questions as possible.

Using Research to Refine and Expand

Another thing to check is that wherever you've quoted or paraphrased a source, you've also written something about that source. Think of your paper as a call-in radio show where you're the host: each time someone new is speaking, the host has to introduce who is talking and what makes him an expert, clarify what's just been said, and remind the person just tuning in what they've been talking about. A strong paper introduces sources, interprets what they've said, and explains how those ideas relate to what the paper just said and is going to say next.

D. Writing a Strong Conclusion

Many writers believe that "conclusion" is synonymous with "summary". This, however, is not always true.

A strong conclusion should:

• Lend your paper a sense of closure
• Suggest possibilities beyond the scope of what you just presented and drive home to the reader why they should care
• Leave the reader with a convincing and memorable final word

As with introductions, there's more than one way to approach your conclusion. Here are a few suggestions:

Simple Summary

The main points of the essay are restated. This is effective for longer essays with complex concepts. This approach is pointless for shorter essays because there’s no need to remind people of what they read one minute ago.

Pan To A Larger Landscape

The significance of the topic is revealed and its broader implications are clearly shown. If analogy is used or a larger topic introduced, the connection to the paper's thesis must be apparent.

Suggest further action or study.

Analogy/Comparison

These can be useful in setting up a parallel that illustrates to the reader the import and mechanics of your main topic.

Speculation

Indicate to the reader the future implications of your discussion.

Play around with some of the ideas above and see which one leaves the strongest impression while fulfilling all the necessary functions of a conclusion. Remember, it's important to find the approach best suited to your paper topic and writing style.

Refining Organization

If you've improved your introduction and conclusion by making some changes, or if you've expanded and refined sections in the body of your paper, it's a good idea to consider whether the changes you've made might require some slight reorganization of the paper. Re-organization as a result of revision is almost always a good sign--it means you've created a superior draft of your paper, in which you are expressing your ideas with greater depth and clarity. Looking through your paper, considering these statements.

A. Throughout my essay, similar ideas are grouped together.

B. My paragraphs transition well from one to the next.

C. My paragraphs are in the best possible order, one that logically develops the exploration of my topic (sometimes referred to as "having good flow").

A. Using a Reverse Outline to Bring Similar Ideas Together

Once you have a rough or first draft, use the reverse outline to find and bring similar ideas together that are separated from one another.

What is a reverse outline and how do I use it to bring similar ideas together?

First, go through your essay and number each paragraph. On a separate sheet of paper, write "1" in the margin for the first paragraph of your essay. Then, list that paragraph's main purposes, each in one phrase or sentence. It is important to understand that "purpose" here doesn't mean what the paragraph literally "says." It means what it "does," or why you are including it at all. One purpose sentence per paragraph is completely acceptable, but there shouldn't be more than two or three. Take a look at paragraph 1 and its reverse outline for the following student essay:

Essay (Paragraph 1):

The problem with regulating cell-phone use while driving is that no evidence exists that says that it actually causes accidents. As Phillip Fresh of the Queensburg Chronicle assures us, "There has been no legitimate study conducted on the scene of accidents that suggests that cell phones are causing them. Clearly, there is no reason to believe that they are the cause of accidents at all" (A2). While Fresh's point about the lack of empirical evidence is well taken, doesn't his comment ignore common experience? How many times have you been driving and seen a near accident caused by someone driving one-handed with a cell phone pressed against his head with the other hand? Though it is true that there have not been significant studies conducted at the scenes of accidents to determine if the driver-at-fault was on a cell phone, this doesn't mean that cell phones aren't causing multiple hundreds of accidents every day. Moreover, if an on-scene study was conducted, how many people would freely admit that they were blabbing on the phone anyway? Most would undoubtedly feel compelled to hide it. Fresh is wrong; the study wouldn't even work if it were conducted, and therefore, we shouldn't base our theories of cell phone-caused accidents on these study's existence or non-existence.

So far, this student's reverse outline looks like this:

Paragraph #1

• Establish the case against cell-phone regulation: there is no proof
• Emphasize common experience, I see people talk on the cell and drive all the time
• Bring up problems with studies (if conducted)

And here is the second paragraph of the essay:

Whether Phillip Fresh's concerns should be taken seriously or not is not at all crucial to the debate over whether or not cell-phone use while driving should be regulated. Mohammad Breeze, a respected reporter for the Clarktown Gazette, reports that 39 of 50 people surveyed in the greater Clarktown area report having seen an accident or near-accident caused by someone talking on a cell-phone (4). Unlike the problematic "on-scene" study that Phillip Fresh proposes, Breeze’s survey appeals to common sense. People are far more likely to report someone who nearly caused an accident than to admit that they themselves had nearly caused one.

Now this student’s reverse outline looks like this:

• Bring Up Problems with studies, (if conducted)

Paragraph #2

• Argue for Fresh’s irrelevance in context of debate
• Use Breeze to emphasize common experience
• Suggest that Breeze’s survey is relevant

Now that we have a reverse outline of these two paragraphs, how might we revise this piece in order to bring similar ideas together? Looking over the reverse outline, one purpose common to both paragraphs jumps out: each paragraph emphasizes the common experience of seeing people talking on cell phones who nearly cause car accidents. This purpose is shared by both paragraphs and can therefore be consolidated into the same paragraph. Have a look at the two paragraphs after the student combined these ideas:

The problem with regulating cell-phone use while driving is that no evidence exists that says that it actually causes accidents. Phillip Fresh of the Queensburg Chronicle assures us of this: "There has been no legitimate study conducted on the scene of actual accidents that suggests that cell-phones are causing them. Clearly, there is no reason to believe that they are the cause of accidents at all" (A2). While Fresh's point about the lack of empirical evidence is well taken, doesn't his comment ignore common experience?

Though it is true that there have not been any significant studies conducted on the scene of accidents to determine if the driver-at-fault was on a cell phone, this doesn't mean that cell phones aren't causing multiple hundreds of accidents every day. Mohammad Breeze, a respected reporter for the Clarktown Gazette, reports that 39 of 50 people surveyed in the greater Clarktown area report having seen an accident or near-accident caused by someone talking on a cell-phone (4). Unlike the problematic "on-scene" study that Phillip Fresh proposes, Breeze's survey appeals to common sense. People are far more likely to report someone who nearly caused an accident then to admit that they themselves have nearly caused one. Fresh is wrong; his study probably wouldn't work if it were conducted; therefore, we shouldn't base our theories of cell phone caused accidents on these study's existence or non-existence.

Now, the purpose of "emphasizing common experience" is discussed only in the second paragraph, rather than being separated into two paragraphs as it was before. But that's not all. Bringing together similar purposes in this way calls attention to the wordiness of the previous version because the same purpose was unnecessarily spread across two paragraphs. Therefore, by consolidating shared purposes you not only strengthen the organization of your essay, you also make your language more succinct and direct.

Return to the Step Eight Questions

B. transitioning between paragraphs.

Paragraphs are temperamental creatures. As writers, we want them all to communicate well, but paragraphs frequently ignore neighboring paragraphs. It is important to coax each one into communicating with its neighboring paragraphs; otherwise, your essay will be a collection of isolated paragraphs that refuse to "speak" to one another. This will cause your readers to have a hard time relating one paragraph to the next. One way to encourage communication between paragraphs is to concentrate on transitions.

This sentence is an example of a good transition; it makes the relationship between this new paragraph and the one before it clear by picking up where the previous paragraph left off; it even uses a key word, "transition," in the last sentence of the previous paragraph, and the first sentence of this one. The paragraph above concentrated on the importance of communication between paragraphs, and then built up to the idea that transitions are a good way to encourage this communication. This leaves a reader waiting to hear more about transitions, and this paragraph is now discussing them. These two paragraphs are clearly speaking to one another; the first one sets something up, and this (second) one explains that something.

Picking up directly from the previous paragraphs' last sentence is an effective way of transitioning, but it is not the only one. Unlike the last paragraph, this newest one doesn't speak to the ones before it by taking its lead directly from the last sentence of the preceding paragraph. Instead, it acknowledges the previous paragraph's main idea then looks forward by indicating, in its first sentence, that there are more ways to build effective transitions than by picking up exactly where the previous paragraph left off. In this way, this paragraph speaks to the one before it by saying it will add a new type of transition to our repertoire. The conversation between this paragraph and the one before it is therefore something like:

Paragraph Two:

Hey paragraph three, I bet you don't know how to create a really good transition by picking up directly from my last sentence, do you?

Paragraph Three:

I don't need to. I'll ingeniously indicate that I am going to add something completely new to the main idea of the essay.

We have discussed two valuable methods of transitioning in this entry, yet the key to smooth, interesting transitions is ultimately to ask yourself as you write:

• How do I want this first (or last) sentence to relate to its neighboring paragraph?
• How can I make it relevant to my main ideas?

Both of the transition methods discussed thus far are a result of asking both of these questions. To illustrate, let's ask these two questions to the final paragraph (beginning with "We have discussed") in this entry.

Say, final paragraph, how does your first sentence relate to your neighboring paragraph, and how is it relevant to the main idea of this entry?

Final Paragraph:

Well now, my first sentence clearly summarizes the main points addressed in previous paragraphs, and usefully complicates them by suggesting that there is something that they have in common. Moreover, my first sentence is relevant to this entry's main idea because it provides specific questions that writers can ask in order to better understand the purpose of this entry.

Well said. You see, even though paragraphs can be testy and reclusive at times, a little critical thought and patience on the writer's part can help them get along with one another. Not only will your paragraphs thank you, so will your readers.

On a final note, never underestimate the power of a well-placed transition word or phrase. Words such as however, as a result, in addition, in fact, conversely, similarly, finally, and many more, will help your readers see the relationship between your ideas.

C. Reverse Outlining for Paragraph Order: Feeling and Figuring Out "Flow"

Once you have a rough or first draft, use the reverse outline to improve your essay's flow.

What is a reverse outline and how do I use it to improve flow?

First, go through your essay and number each paragraph. On a separate sheet of paper, write "1" in the margin for the first paragraph of your essay. Then, list that paragraph's main purposes, each in one phrase or sentence. It is important to understand that "purpose" here doesn't mean what the paragraph literally "says." It means what it "does," or why you are including it at all. One purpose sentence per paragraph is completely acceptable, but there shouldn't be more than two or three.

Look over your reverse outline, and get enough distance from it so that you can picture your entire essay. Observe the outline in its entirety; let your eyes jump around from one paragraph's purpose(s) to the next—skim the surface and see if you get any initial feelings that something is misplaced: follow your guts. Go ahead and revise the outline, strike things out, add things. When adding things, don't write full paragraphs; write only condensed versions of the main ideas you wish to add. After you have given the outline this type of examination, you can return to your actual draft to delete portions, add portions, and re-arrange the order of paragraphs.

Following your guts is one way to know how to reorder things, and it's a very good way, but it won't do everything for you. So, when you feel like your essay is in need of organizational help and don't have any gut feelings to follow, use your head instead.

When you can't feel what order things should be in, perhaps you can figure it out . To do this, take out a piece of paper and cover up your completed reverse outline. Then, reveal one paragraph's main idea at a time, asking yourself each time you do so "does it make sense that this part follows the last part? Why or why not?" By moving gradually through each paragraph's main idea(s) in this way, you are emulating, in simplified form, the mental process that your readers will go through as they read your paper. However, by constructing a reverse outline, you have an intellectual edge; a writer that takes the time to move through the logical development of her paper's main ideas can gain clear insight into its underlying framework and principles of organization. We use these frameworks and organizational principles all the time without knowing it; the reverse outline is a practice that will reveal them to you.

If you go through your outline carefully and slowly in this way, you can easily detect paragraphs and main ideas that are out of place and move them to a better spot. This might require you to split up a paragraph and move only part of it, and sometimes you'll see an opportunity to move an entire paragraph and its main ideas to a new spot.

Once you've both felt and figured out your paper’s organization, as well as moved, added, and taken away what you need to, it only remains to fill in the gaps that are left by these changes. When you move stuff around, sometimes connections between thoughts are lost, and the new order of ideas may need to be tied together again in a new way. To do this final step, read through your revised essay with an eye for disruptions in flow, and insert sentences, or even short paragraphs that help your ideas relate to each other. The truly ambitious have been known to reverse outline their revision, and go through the steps above a second, or even third time in order to be sure that they have really achieved good organizational flow.

Checking Your Research

If you've done a good job of finding a variety of strong sources and you've incorporated them into your paper through an effective organization, you've done well! Now is a good time, though, to double-check the individual instances in which you've used thoughts from outside sources within your own argument.

A. My paper uses quotes, paraphrases, and summaries effectively and is no more than 1/3 quotes.

B. My quotes, paraphrases, and summaries of outside sources are introduced and/or followed by my own sentences that explain my use of the sources.

C. My in-text citations are clear and correct.

D. I have correctly written my "Works Cited" or "Bibliography" page(s).

E. I have not used anyone else’s words or ideas without giving them credit. (I have not plagiarized.)

A. Quotes, Paraphrases, and Summaries: What They Are and How to Use Them

What is "quoting".

Quoting a source brings the exact words of the source into your paper and encloses them in quotation marks.

When should I use a quote?

Though there are many reasons you might want to use direct quotes in your essay, in most instances you should use them to:

• Argue with and/or extend an argument – use a direct quote when you have already laid out an argument but need an outside voice to push against or to help you take the argument to a new place.
• Lend authoritative support to your own argument – use a direct quote when you want to bolster your claim with the aid of an authoritative voice. Bringing in the voices of experts to corroborate your claims shows that your claim is sound and can be trusted.
• Add eloquence or power – use an eloquent or powerful direct quote when you need to paint a vivid picture, make a lucid point, or provide stunning punctuation to an idea.

Whatever the reason you choose to use a direct quote, it should be distinctive enough that it would lose something essential if it was paraphrased or summarized.

What should I keep in mind when I use quotes in my essay?

Because quotes highlight outside voices, they should be used sparingly to prevent your voice from getting lost. Ideally, your essay should never consist of more than 1/3 quotes. Beware, too, of exceedingly long quotations. In general, try to keep your direct quotes to 3 or fewer lines of text at a time. If your quote exceeds three lines, you will need to block it – that is, you will need to set it off from the flow of the main text by indenting the entire quote 1 inch (or ten spaces). Use blocked quotes only when you must.

PARAPHRASES

What is “paraphrasing”?

Paraphrasing is restating a source's ideas in your own words. Paraphrased material tends to be roughly the same length as the passage being paraphrased and does not use quotation marks.

When should I use a paraphrase?

Paraphrase a source when a good chunk of information is needed, but you want to limit your quotes and maintain your own voice in the essay. 

What does a paraphrase look like?

Compare the original and paraphrased passages below:

Original Passage:

Once the food industry saw there was a profit to be made, 'organic' stopped being a guarantee of attention to flavor or individual care.   —Corby Kummer’s “Back to Grass"

Paraphrased Passage:

Unfortunately, when big business realized how much interest was developing in "organic" beef, the emphasis turned away from health and reverted back to making a profit (123).

The paraphrased passage contains none of the exact language of the original passage, yet manages to convey the same information in roughly the same space and maintains the writer’s own voice.

How do I make sure I’m not plagiarizing when I paraphrase a source?

Even though the language in a paraphrase may be your own, you should take special care to ensure that the style of the paraphrase is also your own.  In other words, do not attempt to simply reproduce the original passage by plugging different words into an existing framework.  For example, notice how the passage below bears too similar a resemblance to the original passage:

Whatever the current troubles of McDonald's and other burger purveyors, beef remains America's most popular meat.

Faulty Paraphrase:

Despite the recent problems of McDonald’s and other fast-food sellers, beef is still America's favorite meat.

To avoid a faulty paraphrase which veers too close to plagiarism, try reading through the passage twice, setting it aside so it is completely out of your line of vision, and writing it in your own words as if you were explaining it to a friend. You might also try this same strategy by first explaining the information to yourself verbally before you write it down. In either case, do not look at the original passage when you are trying to paraphrase it, no matter how tempting it might be to do so.

What is "summarizing"?

Summarizing is condensing a source's main ideas into your own words. Summarized material is shorter than the passage being summarized and does not use quotation marks. 

When should I use summary?

Summarize a source when readers need to know the essential details, but not all the details. 

What does a summary look like?

Compare the original with the summarized passage below:

Whatever the current troubles of McDonald's and other burger purveyors, beef remains America's most popular meat. Many meat lovers…have decided to go organic—a choice always to be applauded, for the benefits that chemical-free farming brings to the environment and the health of farm workers, and a choice made easier by the adoption last October of a national organic standard. But organic, vexingly, will not necessarily satisfy people who care about flavor and freshness. Once the food industry saw there was a profit to be made, "organic" stopped being a guarantee of attention to flavor or individual care.  --Corby Kummer's "Back to Grass."

Summarized Passage:

In his essay, "Back to Grass," Corby Kummer comments on the demise of the organic beef ranching industry, painting a picture of how organic farming has been corrupted by the never-ending search for profit (123).

Return to the Step Nine Questions

B. introducing and following up on quotes, paraphrases, and summaries: the "quote sandwich", what does it mean, this “quote sandwich” of which you speak.

In your essay, your words directly preceding and following your source’s serve to show the source’s purpose . Here at the Writing Center we call this the Quote Sandwich , because each quote (and often paraphrases and summaries, too) should be sandwiched between your introduction and interpretation of the quote.  Sources don’t speak for themselves; it is up to you, the writer, to clarify for your audience why you have included a source and how it strengthens your thesis.

What does it look like to “introduce, interpret and contextualize” a source?

Consider how this student writer introduces, contextualizes and interprets ideas from a source to strengthen his essay:

However, Psychologist Thomas Brown, who avidly supports Ritalin use, puts it this way:

“…there is research evidence supporting the idea that a structured program of consistent behavior modification can be affective in getting most young children, including many with ADHD, to refrain from being disruptive in classrooms and at home. But it is difficult to see how even the best behavioral treatment program can modify an individual’s impairment of ADD syndrome […].” (248-249).

This student tells us first who is talking  (Thomas Brown) who Brown is and why we should listen to him (because he’s a psychologist) and his position/context in the discussion (he’s an avid supporter of Ritalin use).

But the student doesn’t just let the quote speak for itself.  He goes on to tell us what we’re supposed to understand from Brown’s quote, and then he argues with it, points out the flaws in the Brown’s point of view, and uses Brown’s ideas to extend his own argument:

Here’s the student again:

Simply put, Brown is suggesting that the outward behavior is improved, but the actual inward cognitive ability to retain information still lacks with such treatment programs. He goes on to describe how Ritalin (and other ADHD drugs) is a tool that allows children to be put in a more teachable mode. With medication, children can sustain focus, which in turn, gives teachers and parents the opportunity to teach. Children can then “…use their learning in ways that were never possible for them while their ADD symptoms were untreated [with medication]” (248).

Brown suggests that it is best to use a combination of both drugs and alternative treatment. In fact, his claims tend to point out that a strictly non-medication approach, actually allows parents and doctors to shape children into a forced social mold. On the contrary, it is for this very reason that I oppose seemingly hasty diagnoses and over-use of psychotropic drugs.

Material that has been introduced, interpreted, and contextualized has greater clarity for readers, and serves as stronger support for a writer's argument.

C. Giving Credit Within Paragraphs (In-Text Citations)

What is an in-text citation.

An in-text citation gives the reader enough information within the essay to find the full source citation in the list of works cited at the end of the essay.  Use in-text citations for all quotes, paraphrases, and summaries. The two most common systems used for making in-text citations in college papers are the systems developed by the Modern Language Association (MLA) or the American Psychological Association (APA), though some disciplines use other systems.

What information do I need for an in-text citation?

In-text citations always require a parenthetical citation – that is, information contained in parentheses at the end of a sentence or passage obtained from a source. In-text citations often need a signal phrase as well.  On the most basic level, if the author is named in a signal phrase, the parenthetical citation does not need to include their name. In contrast, if the author is not named in the signal phrase, their name should be included in the parenthetical citation.  Compare the following passages that use MLA format:

In-text citation with signal phrase:

In his essay, “Back to Grass,” Corby Kummer comments on the demise of the organic beef ranching industry, painting a picture of how organic farming has been corrupted by the never-ending search for profit (123).

In-text citation without signal phrase:

As experts make clear, the organic beef ranching industry, as well as other organic farming ventures, have been corrupted by the never-ending search for profit (Kummer 123).

Why are there differences between APA and MLA styles for in-text citations?

APA, or the American Psychological Association, has different citation rules than does the MLA, or Modern Language Association. These rules may seem random, but they are actually meant to help readers and researchers quickly find the most important information about a source that they will need in their field of study. 

What does an APA in-text citation look like and why does it look this way?

Because APA is used in the sciences, which rely on scientific studies as source material, the most important information a reader will need to know is who authored study and the date it was conducted.  These are important issues in the sciences because subsequent studies and theories – including yours – change often and rely on the accumulated information from previous studies.  As a result, in-text citations for APA format favor the author and date.  Below is an example of an in-text citation in APA format:

Schuller (2005) found that children who watched more than five hours of television a day before the age of three were twice as likely to show signs of ADD and ADHD in their adolescent and teen years, a finding that “places serious health burdens on the television industry” (26).

Notice that the passage gives precedence to the author and date of the study by locating them at the beginning of the passage in the signal phrase.  The page number is not as important, but because the passage includes a direct quote, the page number is included parenthetically.

What does an MLA in-text citation look like and why does it look this way?

As you might imagine, publishing dates matter less to folks working in fields such as Literature, Art, or Philosophy.  What matters more to readers, writers and researchers in these fields are ideas and arguments about pieces of art, works of literature, or patterns of thought. As a result, MLA in-text citations highlight author’s names and page numbers.  Below is an example of an in-text citation in MLA format:

Though Pauline Kael found Julie Andrews to be “annoyingly fresh-faced” in her exuberant performance as Maria in The Sound of Music , it is, in fact, this cherubic, scrubbed-clean quality that gives the film its contagious power (36).

Aren’t there more rules about how to cite sources in the text than you’ve shown me here?

Yes. Problems always arise in the citation process (i.e. what to do if there are multiple authors, how to cite web sources with no author, what to do if there are no page numbers, etc.), but solutions to those problems do exist. Make sure you consult a writing handbook or style manual when you cite sources.

D. Giving Credit at the End (The List of Works Cited)

What is a list of works cited.

At the end of an essay that includes sources, you should always have a separate sheet (or sheets) of paper with a list of the sources you cited within the essay. 

What should I include in my list of works cited?

You should consult many more sources than you end up quoting, paraphrasing or summarizing, but on your works cited pages, list only those sources you actually ended up using in the essay. Both APA and MLA require the same information in an entry, but it will be in a different order according to which style you use. Make sure to include the following relevant information in your entries, but please consult a style manual or writing handbook in order to put the information in the correct order:

• The last name of the author of the essay, book, or web document should appear first in the entry
• date of publication
• titles (i.e. of essay, journal, web site, and/or book)
• publication location
• page numbers for articles and essays
• For web documents you will also need to include the date you accessed the information and the URL. 

How should I format my list of works cited?

As with in-text citations, in the list of works cited it matters which citation style you use.  However, both APA and MLA styles adhere to a few of the same basic rules:

• Center the title of the page at the top – for MLA it is called Works Cited; for APA, it is called References
• Entries should be alphabetized according to the last name of the author.  If there is no author, alphabetize according to the first word of the title of the essay, book or web site.
• For entries that exceed one line, indent all subsequent lines so that only the last name of the author hangs out at the left margin.
• Keep your list of works cited double spaced with no extra spaces between entries
• Do not number your entries

What does a list of works cited look like when it’s all put together?

See a short example below, in MLA format:

Works Cited

Abbot, James D. “Pinning Down a Cloud: Solving the Problem of Maria.” Film Talk 11.4 (2002): 245-267.

DeVane, Jessica. American Musicals of the Sixties . New York: Harcourt, 1995.

Kael, Pauline. Kiss Kiss Bang Bang . London: Little, Brown. 1968.

Patterson, Jeremy. “Art That Puts a Shine on War.” Looking Lives 42.5 (1999): 92-102. 7 Feb. 2008 <http://lookinglivesonline.org/art_war.html>.

E. Plagiarism

What is plagiarism.

Plagiarism is the use of someone else’s words or ideas without properly attributing them to their original source. Acknowledging the original source when borrowing ideas or words from others is called “citing sources.” Whether you work with sources or not, you should be aware of the following forms of plagiarism, all of which carry serious consequences in academic and professional settings:

• Quoting, paraphrasing or summarizing without giving the author credit.
• Copying word for word whole pieces of writing and passing them off as your own.
• Mixing your own writing with segments of word for word copying that is unquoted and uncited.  This is known as Mosaic Plagiarism.
• Having another person, such as a friend or family member, write a paper for which you claim credit.
• Turning in a paper for an assignment in one class that was originally written for a different class.  It is possible to do this, but you must first obtain the consent of both instructors; otherwise it is considered plagiarism.

What is considered “common knowledge” and should it be cited?

When a piece of information is considered common knowledge it does not need to be cited. However, it’s not always easy to determine what common knowledge actually is. Especially in the areas of history and science, there is a wide range of facts that could be considered common knowledge. “George Washington was the first president of the United States of America” is common knowledge. If, however, you read somewhere that Washington’s favorite writer was William Shakespeare, this idea would need to be cited. Similarly, in science, a statement such as, “Hydrogen is an element which, combined with two molecules of oxygen, produces water,” is common knowledge, but if you were discussing postulations about hydrogen that you found in someone else’s research, you would need to cite the information. When in doubt, use citation.

What if I don’t know I’m plagiarizing?

Not all plagiarism is an intentional act of direct copying.  Quite often, it is an unintentional mistake. Differing cultural norms for composition can sometimes account for unintentional plagiarism. Different cultures have different ideas about the proper documentation of sources. In any culture, people sometimes assume that ideas concerning intellectual property are world-wide, when, in fact, attitudes about using source material vary widely. Rigidly upheld notions of plagiarism are actually new even in Western culture and only began to blossom with the invention of the printing press a few hundred years ago. Western ideas about intellectual property are already changing as a result of information disseminated via the Internet. Even in light of these varied norms, plagiarism is still considered a serious offense.

What do instructors know?

Plagiarism is generally extremely easy for instructors to spot. Instructors develop a sense of their student’s written voices, and when plagiarism is attempted – whether intentionally or not – it is easy to see the difference between the writer’s own voice and the voice of copied material. If instructors suspect a case of plagiarism, they can turn to the Internet, which has equipped instructors with highly effective tools for discovering plagiarism. Do not assume that your instructor will not notice your plagiarized material.

What are the consequences of plagiarism?

The Western perspective is that plagiarism is no different than stealing. Each institution has its own protocol for dealing with cases of plagiarism, so it is in your best interest to familiarize yourself with the plagiarism rules at your university. PSU dictates its policy on plagiarism and academic dishonesty in the student code of conduct. Generally, cases of plagiarism can be expected to result in anything from a failing grade to academic suspension. A scholar accused of plagiarism may lose his or her job and will certainly lose the respect of other scholars in the community. In short, it is not acceptable to remain ignorant of the possibility of plagiarism in your own writing or to attempt to consciously deceive your reader about the source of your material – it is simply not worth it.

Checking Final Details

The process of crafting a strong piece of writing is often extended and complex. You may have written many drafts of individual paragraphs or of the whole paper—drafts in which you adjusted overall organization, the development of specific ideas, or the composition of individual sentences. It's easy, amid all of this good work, to overlook some last mismatches or errors. Consider these final details.

A. My introduction and conclusion still match.

B. My works cited page or bibliography is correct.

C. My paper is formatted correctly.

D. I have proofread my draft.

  A. Maintaining Consistency in Your Introduction and Conclusion

Remember that introduction you wrote two weeks ago, when you were still fuzzy about exactly what your topic was and hadn’t yet come up with a thesis statement?  It’s common for the focus, ideas, or even the main assertion of your paper to change during the writing process. Now that you have a completed draft, it’s important to return to the beginning of your paper and make sure it reflects the main body of the essay and matches your conclusion.

An introduction should generally introduce the topic of your essay, give some background information about the topic, and include a thesis statement. Reread your introduction carefully, and ask yourself these questions:

• Does the topic you introduce in your intro still accurately reflect what you talk about in the rest of your paper?
• Do you provide your readers with enough background information, and is there any background information that is no longer relevant to what you discuss in the rest of the paper?
• Is the assertion you make in your thesis statement the same point that you argue in the main body of the essay?

Providing a sense of continuity between your intro and your conclusion doesn’t just mean that you should restate your thesis statement at the end of your paper, although it is important to remind your readers of your main assertion. A strong conclusion might also pick up on some element from your introduction and add some final reflection to it, or perhaps even put a slightly new twist on it. For example, if the intro asks a provocative question, the conclusion might provide an answer to that question. Or if your introduction begins with an anecdote, you might reflect on that anecdote in your conclusion. Making sure that your introduction and conclusion match will give your paper a nice feeling of wholeness or coming full circle.

Return to the Step Ten Questions

B. correctly formatting your works cited page or bibliography.

Formatting your works cited page or bibliography is usually one of the last steps you must take to produce a polished final draft. Clearly citing sources will lend you credibility by showing that you consulted other experts, and gave credit to those who first developed specific ideas or published certain information.

Two major systems for citing sources are used in undergraduate courses: MLA (Modern Language Association) and APA (American Psychological Association). Every field uses the citation style that best suits its interests and values, so it’s a good idea to check with your professor to make sure you know which citation style he or she expects you to use.

Once you know which style your instructor wants you to use, it’s easy to find places to look to make sure you are citing your sources clearly. Three resources are:

• A writing handbook or style manual. Good writing handbooks have basic information on MLA, APA, and other formats. For more extensive information, the organizations themselves put out their own highly detailed books about their citation systems.
• Online resources: There is a wealth of citation help online. Typing the name of the citation format you are using into a good search engine should turn up various guides.
• The staff at the Writing Center is happy to help you find resources on any citation style.

C. Making Sure Your Paper is Formatted Correctly

There are few quicker ways to annoy a professor than using funky formatting. Likewise, making sure your paper is properly formatted is a simple way to help show your instructor that you put a serious amount of time and effort into your paper.

Your instructors may give you a style guide telling you exactly what your paper should look like, or they may direct you to a style manual such as MLA, APA, or Chicago. In that case you should follow the instructions precisely. If you don’t get direction from your instructor, follow the general guidelines below.

• Top of the page: At the top of the first page include the following information, in order: Your name, your instructor’s title and last name (“Prof. Smith”), the course title and number, and the date.
• Title: The title belongs below the things listed above, and above the main body of your paper. Unless your style guide suggests differently, center your title, but don’t underline or bold it.
• Font: use a standard font. Times New Roman is the most universal. Use 12pt type. Italicizing and underlining text should only be used in places where a style guide or manual instructs you to do so.
• Margins: Set all margins (top, bottom, left, and right) to 1”. Don’t play around with this. Instructors have read hundreds of papers, and they will immediately notice if you’ve messed with your margins to increase your page count.
• Spacing: Double-space everything. This includes the information at the top of the page, the title, the body of the text, the bibliography, and the transitions between paragraphs.
• Indenting: Indent the first line of new paragraphs. On the Internet and in handbooks, unindented paragraphs are used for readability. In college papers, the first line of a new paragraph is always indented.

One last thing: papers should always be typed. Any hand-written work (like in-class essays or exercises) should be written as neatly as you are able, in blue or black ink.

D. Proofreading Strategies

Proofreading—finding and fixing errors in spelling, grammar, and punctuation—is really the last step in writing something. It’s like that last look in the mirror to check for scary hair or stuff in your teeth: you wouldn’t want to check before you showered and brushed, but you wouldn’t want to skip it, either. It’s the small details that make your appearance and your writing seem polished.

When you read your own work your eye often runs ahead, causing you to miss some mistakes. This is especially true if you’re reading on a computer screen. The key to catching errors is to  s l o w  d o w n. Read your draft sentence by sentence, backwards, or read line-by-line using a ruler or piece of paper to cover the rest of the text as you go.

Another way to catch errors is to listen. Read your piece out loud. Better yet, have someone else read it out loud to you exactly as you’ve written it, typos and all. You’ll be able to hear awkward sentence constructions, redundancies, and odd transitions.

Maybe you have some old papers lying around with marks your professor made. Look at your misspelled words or any comments about your sentences, and make a list of errors you might search for in your current paper.

Use your computer’s spell check, but don’t rely on it completely:

Their are dimes when they won’t catch errors because the wrong word is spilt write.

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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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Mla format papers: step-by-step tips for formatting research essays in mla style.

Jerz >  Writing > Academic     [ Argument | Title  |  Thesis  |  Blueprint  | Pro/Con | Quoting | MLA Format ]

(View a Google Doc template for an MLA Style paper .)

0.1) If you’ve been asked to submit a paper in MLA style, your instructor is asking you to format the page and present the content in a specific way. Just as football referees dress a certain way, and Japanese chefs cook a certain way, writers in certain disciplines follow a certain set of conventions. This document will show you how to format an essay in MLA style.

0.2) If, instead of questions about putting the final formatting touches on your essay, you have questions about what to write, see instead my handouts on writing a short research paper , coming up with a good thesis statement , and using quotations in the body of your paper .

• Document Settings (1 inch margins; double spaced; 12-point)
• Page Header (name and page number, upper right of every page)
• Title Block (assignment info and an informative title)
• Citations (no comma between the author and page number; commas and periods go outside of inline quotes)
• Works Cited List (lots of tricky details! sort alphabetically by author, not by the order the quotes appear in your paper)

For the most complete information, check your campus library or writing center for the  MLA Handbook for Writers of Research Papers , 8th ed.

MLA Style Format (First Page)

How to format the Works Cited page of an MLA style paper.

1. Document Settings

Your word processor comes with default settings (margin, line height, paragraph spacing, and typeface) that will likely need adjustment. For MLA style, you need:

1.1 Adjusting Document Settings in MS-Word (Windows)

My copy of Microsoft Word for Windows defaults to

• 1-inch margins all around
• 1.15 line height
• 10pt spacing between paragraphs
• Calibri 11-point  typeface.

Changing to MLA Style (Windows)

• The default margins in my test run were fine, but if you need to change them: Page Layout -> Margins -> Normal (1-inch all around)
• The default line height is too low. Change it to 2.0. Home -> Line Spacing -> 2.0. (You could try fudging it to 1.9 or 2.1 to meet a page count, but any more than that and your instructor may notice.)
• The MS-Word default adds extra space after paragraphs.(MLA Style instead requires you to  signal paragraph breaks by indenting the first line.) CTRL-A (select all your text) Home -> Line Spacing -> Remove Space After Paragraph
• Change the typeface to Times New Roman 12-point. Home -> Font Face Selector (change to Times New Roman) Home -> Font Size Selector (change to 12)

1.2 Adjusting Document Settings in MS-Word (Mac)

My copy of  microsoft word for mac defaults to.

• 1.25 inch left and right margins, 1 inch top and bottom
• 1.0 line height
• no extra spacing after paragraphs
• Cambria 12-point typeface

Changing to MLA style (Mac)

• In my test run, the left and right margins are too big. To change them: Layout -> Margins -> Normal (1-inch all around)
• The default line height is too low. Change it to 2.0. Home -> Line Spacing  -> 2.0
• My Mac copy of MS-Word does not add extra spaces after paragraphs. If yours does: Home -> Line Spacing  -> Line Spacing Options… (a new window will pop up) Don’t add space between paragraphs of the same style (check this box) -> OK
• The 12-point Cambria will probably be fine, but to change the typeface: Home -> Font Face Selector (change to Times New Roman) Home -> Font Size Selector (change to 12)

2. Page Header

In the top right of every page, use your word processor’s “Page Header” function add an automatic page number and your surname.

2.1 Adding the Page Header in MS-Word (Windows)

• Insert -> Page Number -> Top of Page -> (choose the right-justified “Plain Number” option)
• The cursor will jump automatically to the right place for you to t ype your surname .
• Click anywhere in the body of the paper to exit the header area.

2.2 Adding the Page Header in MS-Word (Mac)

• Insert (in the top menu) -> Page Numbers…  -> (Set “Position” to “Top of Page (header)” and “Alignment” to “Right”)
• Click just to the left of the new page number, and type your surname .
• On my test document, my name was too far over to the left; grab the triangular tab adjuster just above your name, and drag it a notch to the right .

3. Title Block

In the upper left corner, type your name, your instructor’s name, the course number and section, and today’s date. Centered on the next line, type an informative title that actually informs the reader of your main point (not just “English Paper” or “A Comparison between Hamlet and Macbeth”).

• Like all the other text in an MLA style paper, the title block is double-spaced .
• The title is in the same font as the rest of the paper — it is not boldface, or enlarged.
• There is  no extra space above or below the title.
• A truly informative title will include the general topic, and your precise opinion on that topic.  (So, if you pan to compare Hamlet and Macbeth, your title should state the unique point you want to make about Hamlet and Macbeth. Reuse part of your thesis statement.)

4. Citations

This handout presumes you already know why you should cite your sources (to establish your authority, to introduce persuasive evidence, to avoid plagiarism , etc.). 

To fully cite a source requires two stages.  The first happens in the body of your paper (the “in-text citation”) and the second happens on a separate page at the end of your paper (see “Works Cited List,” below.)

4.1 Citing a Block Quote (more than three lines)

• Long quotes can start to look like filler. Only use a block quote if you have a very good reason to include the whole passage. (You can usually make your point with a shorter quote.)

• Place the parenthetical citation (the author’s name and the page number) after the period . (This is different from inline quotes, below.)
• There is no comma between the author’s name and the page number.
• If the quotation runs across more than one page: (Wordsworth-Fuller 20-21) or (Wordsworth-Fuller 420-21).
• Skip wordy introductions such as, “In his informative guide The Amazing Writing Book , published by Elizabeth Mount College in 2010, the noted composition expert Maxwell Wordsworth-Fuller describes the importance of citations in MLA style papers.” Cutting the filler leaves more room to develop your own original ideas. (See “ Integrating Quotations .”)

4.2 Citing an Inline Quotation

When the passage you want to quote is less than three lines long, use inline style.  Here we have two brief passages, taken from the same page of the same source, so we can handle both with a single parenthetical citation.

• The parenthetical citation appears outside the quoted material.
• The period that ends the sentence comes after the close parenthesis . (This is different from block quotes, above.)
• In this example, we have changed the first word a little, lowercasing it in order to fit it into our own sentence. To let the reader know what we changed, we put [] around it.
• Again, note the absence of a full sentence that explains who Wordsworth-Fuller is and where the quote comes from. All that info will be in the Works Cited list, so we leave it out of the body of the paper.

4.3 Citing a Paraphrase

Let’s imagine we want to reference Wordsworth-Fuller’s general idea about citation as a way to establish credibility, but we don’t need to include any of the technical details. We can save space, and make it much easier on our reader, if we paraphrase:

• Use paraphrasing for variety, or to make a passing reference without taking up much space.
• If we use an author’s idea, rephrased in our own words, we must still cite the idea.

Tips for avoiding common errors in MLA citations.

5. Works Cited List

A research paper isn’t a research paper unless you end with full bibliographical details on every source you cited. This part can be tedious and tricky; leave yourself plenty of time to do it.

How to format the “Works Cited” list of an MLA style paper.

• MS-Word Wind: Insert -> Page Break -> New Page.
• MS-Word Mac: Document Elements -> Break -> Page.
• Title your new page: Works Cited MLA style calls for no extra spaces above or below the page title; no special formatting.

5.1.  How to Create an Individual Works Cited Entry

Exactly what goes into each item in your bibliography depends on what kind of item it is. The general format is as follows:

Author. Title of Source. Container, contributors, version, volume and issue, publisher, date, location.

Exactly how that basic format gets turned into a Works Cited entry depends on the source.

Here’s the basic format for any book:

• Gibaldi, Joseph, and George Spelvin.
• Gibaldi, Joseph, Alan Smithee, and George Spelvin.
• GIbaldi, Joseph et al.
• The italicized phrase “ et al. ” is an abbreviation for the Latin “et alia,” meaning “and others.”
• The “ al. ” is short for a longer word, so we mark the abbreviation with a period.
• The “ et” is not an abbreviation, so it doesn’t get a period.
• Place periods after the author’s name, after the title of the book, and at the end of the entry.
• The title of the book is italicized .
• The publisher is the name of the organization responsible for publishing the book. In this example it’s the Modern Language Association. It might instead be Project Gutenberg, the US Department of Agriculture, or the World Health Organization,

Basic Format for Any Academic Article

Author. “Title of Article in Quotation Marks.” Title of Journal in Italics, volume #, issue #, YEAR, pp. [pages of article]. Italicized Name of Database.

Let’s break that example down.

The author Margaret Kantz wrote the article “Helping Students Use Textual Sources Persuasively.” That article doesn’t exist on its own floating in space; it was published by a journal called College English,  in the 52nd year of publication, in the first issue of its 52nd volume, in the year 1990, the article started on page 74 and ran through page 91. The student found this article while searching the database Academic Search Elite .

Every academic article has a specific title, and is published in a journal with a different title. (Online citation generators often get this wrong, and will often repeat the same title twice.)

What is this “volume 52, number 1”?

If  College English were a TV series, then “volume” would be which season, and “number” would be the episode number. The title of the article would be the equivalent of a scene within that episode.

The title of the database, Academic Search Elite , is like the title of the streaming service you’d need to sign into. If you were talking about your favorite TV show and you told me it was on Netflix, or Disney+, I could find it. But if you told me “It’s on my MacBook” or “It’s on my Samsung phone,” that wouldn’t help me to find it.

Basic Format for Any Web Page

In the above example, reporter Camila Domonoske filed a news story called “Students Have ‘Dismaying’ Inability To Tell Fake News From Real, Study Finds,” that aired on a news program called The Two-Way , which is published by National Public Radio, and the story aired Nov 23, 2016.

In MLS Style, the full URL is optional. Really long URLs with long strings of numbers in them are often generated for specific users, so someone else who visits that same URL will often get an error message.

You might shorten the URL to “npr.org,” because it would be a simple matter to use a search engine to find the actual story.

Other Citation Examples

What if your source doesn’t fit any of my examples?

You might be trying to cite something that doesn’t fit the above pattern, like a social media post, a video game, a work of art, an email from a relative, a billboard, or something else. It’s just not practical for me to try to include an example of every single thing it’s possible to cite.

The MLA citation format is designed to be flexible, so that it works for forms of media that haven’t been invented yet.

See Purdue OWL’s handouts for how to create a bibliography entry for a book , an article in a  periodical (such as a journal or newspaper), or an  electronic source (such as an email, web page or a YouTube clip). See also this list of  other common sources  (such as a personal interview or a movie).

5.2.  How to Organize Your Works Cited list

Sort the entries alphabetically by the author ‘s last name.

• If the author is an organization (such as a government agency or non-profit foundation), alphabetize according to the name of the organization .
• If you are citing a painting, or a composer, then obviously “author” has to be interpreted a little loosely.
• Unless your instructor ask you to organize your Works Cited list differently,  everything should be alphabetized together, in a single list. MLA does not require that you separate works of different kinds, or that you cite works in the order that they appeared in your paper, or that you write annotations to go along with each item.
• Use double-spaced line height. (in my copy of Word, I select the text and choose Format -> Paragraph ->  Line spacing -> Double -> OK.)
• Use hanging indent paragraph format. (In my copy of word, I select the text then choose Format -> Paragraph -> Indentation -> Special -> Hanging Indent.)

29 May 2011 — new document posted, replacing outdated handout written in 1999. 06 Jun 2011 — expanded section on organizing the Works Cited list, since several readers asked for clarification. 07 Jun 2011 — reorganized for emphasis 19 Apr 2012 — added numbers to more subheads 24 Mar 2014 — added details on Works Cited paragraph formatting. 02 Oct 2016 — updated with MLA 8th Edition details. 30 Nov 2016 — added annotated Works Cited sample image. 07 Sep 2020 — updated section 5.1

570 thoughts on “ MLA Format Papers: Step-by-step Tips for Formatting Research Essays in MLA Style ”

The information was very helpful

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Thanks for sharing such an informative post with us.

fantastic information

Thanks for info!

hello i am nate sedmack i am here to kill all the furries for what they did to gavin born

I’m learning more writing a paper

it was very informational and helped me a lot

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Curious how you would Cite this webpage? haha…

awesome reminders

what about if when your using a quote and there is no name just anonomus

Honestly, I’d say find another way to make your point. An anonymous saying like “A stitch in time saves nine” won’t help you demonstrate your ability to write the kind of scholarly paper that MLA is designed for. Certainly investigate the quote to find out whether it maybe comes from Shakespeare or some other source that you can quote. I might identify the example I used as “English proverb,” but since I won’t be marking your paper, you really should check with your instructor.

This article..thing is the only reason I am passing my online college class. Especially the citation builder. Thank you!

I would Like You To Give Simple Instructions Not Complicated Ones , and Include also how much Papers Should be worked on.

Khalid, if there is any particular detail you are confused about, please let me know what question you have and perhaps I can help. There is no specific answer to how much a paper should be worked on. It depends on what grade you want to earn, how much time you have, whether your instructor is willing to meet with you before the due date, whether your instructor will give you the chance to revise your work, and many other factors.

hahahah xD me too same

How do I cite a photo that I found online?

Is it a historical photograph or a photograph published in a book that someone scanned and posted on line, is it a photograph of something like a sculpture? Is your paper focused on the work of the photographer, the makeup artist who prepared the model, the digital image enhancer who altered the image, the model? There is no single correct way to cite a photograph, because there are many different reasons to cite a photograph. Your instructor would be able to give you more specific advice. In general, though, the 8th edition of the MLA guide would say something like this:

Olsen, Jimmy. “Superman Rescues Boy Scouts from Lava Pit.” Photograph. The Daily Planet . July 22, 1956.

If you found the picture on a blog or a Flickr gallery, adjust the citation accordingly. If you found the image as the result of a Google search for something, you might very well end up finding a page that re-uses someone else’s picture without appropriately giving credit. There are many variables. Talk to your instructor, who will be the one grading your work, and will therefore be the right person to advise you on what to do.

is the text or what you wrote supposed to be centered in the page or to the left margin

Left margin.

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cool it was helpful

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I think you should include online resource citation instructions

Click on “Citing” at the top of the page. One of the options on the other end of that link is how to cite a web page.

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which writing style (MLA, APA) have more importance for students of social sciences, media sciences and business?

It depends on the instructor or editor who’s calling the shots. http://subjectguides.library.american.edu/c.php?g=175008&p=1154150

Very informative. It helped introduce my tired old mind to the MLA format. So, I can better help coach and prepare my wife for her English course. Thank you very much.

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I’m using a book title and author as my paper heading. How is that formatted?

I would tell my own students that a book title and the name of an author is not a good paper title, and I would ask them to write a title that catches the reader’s attention, identifies the topic, and identifies what position the paper is going to take on the topic. But if you are not my student, then I’m not the person who will be evaluating your paper. MLA style puts the book title in italics. Other than that, I really don’t have any advice for you.

Thank you very much for this useful information. As a freshman in highschool, my biology teacher asked for me to write an essay in mLA format about evolution. I had no clue what mLA format was,so I searched it up and it brought me here. In middle school I never wrote an essay in this format before,but I feel very confident to type my first mLA essay and I’m excited to do so! (Right after I finish my draft >.<) thank you very much! （⌒▽⌒)✌

This wasn’t helpful at all

Shavez, what were you looking for? This page is about formatting a paper you have already written. The first section includes links to pages about how to write essays.

u a real nigga dennis

really dude my collies and I would prefer that you didn’t use any profane language due to younger children that may be reading this

thank u i got an A 97 percent

this was very helpful i got an A 95 percent

hi my name is Jessie i have to writ a 2 pages Essay about MLA can someone help me

Dennis, what lends itself to science in the APA system? And what lends itself to the Humanities with the MLA? TIA.

As compared to MLA papers, APA papers tend to be shorter, and divided up into sections. Authors who use APA style tend to publish more frequently, because their knowledge goes out of date more quickly; so the date is prominent in APA citations, and page numbers are rare.

By contrast, people who use MLA style tend to write longer essays that aren’t divided up into standard sections like “procedure” and “conclusions.” Humanities scholarship generally doesn’t go out of date quickly. Instead of conducting experiments, humanists read and write a lot of longer essays and books, re-interpreting and quoting passages from them. MLA style makes the page numbers prominent, so that other scholars can easily find and re-read those same passages for themselves, and further the work of scholarship as it is conducted in the humanities.

Thanks for the reply. What do you mean by ” MLA style tend to write longer essays that aren’t divided up into standard sections like “procedure” and “conclusions.”? Are we not suppose to use conclusions in MLA format? In my English class, we use MLA with conclusions, but what do you mean by “procedure” and “conclusions”? I understand each instructor is different but is it right to use conclusions in an MLA paper…or am I getting confused?

Typically papers written in MLA style DO have a conclusion, but it would not be set off in a separate section under the subheading “Conclusion.” MLA papers tend NOT to follow a standard, particular structure. Papers written in the sciences DO have a fairly rigid set of sections, with separate subheadings. But it’s best for you to talk to your teacher about the specifics of any asisgnment.

Ok, thanks. I just wanted to ask and clarify it. Also, doesn’t the word “humanist” means something else entirely? The Humanist term today implies ‘human’ and is often used for atheists, for example… or am I wrong?

I used the term “humanist” to mean “a person who studies the culture of humans,” without intending the more specific meaning you mention. At my school, the humanities division includes theologians.

seems easy enough

We get asked often about what “format” the college application essay should be in. Although not generally… http://t.co/v1TTNxtE4e

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When using MLA format, do you list the book title, the title of the article or both?

For guidance on citing individual sources, see the link in item 4, above. This page is about formatting the paper once you’ve already written it.

I wrote a paper and it looks just like your example. I followed everything to the “t” and my professor says that my header is indented and my paragraphs are double indented and the page numbers are in wrong format. What can I do?

Winston, I suggest you talk to your professor. I have been teaching from thiis handout for years, and when a student makes a formatting error on a rough draft, I just ask them to fix it for the revision. But your instructor is the one who designed the assignment and who evaluates your submissions, so he or she is the person to approach with questions.

I agree. .let me ask you this. Are your headers indented?

The screenshot was taken from a page that I created following the instructions for using MS-Word with a MacBook Pro. I followed the instructions that are on the page. But surely your instructor gave you guidelines, in a handout or an assigned textbook, which is why I encourage you to have this conversation with your instructor. Whether your instructor does or does not agree with the information on this page really doesn’t matter, since your instructor created the assignment and evaluates it according to his or her own criteria. I suggest you let your your teacher know you are confused about what you did wrong, and ask for an opportunity to make minor formatting changes to a paper that, we hope, met all the major criteria.

How do you add footnotes to an MLA style paper?

Most word processors will have an Insert -> Footnote or Insert -> Note (footnote or endnote) option. Most short college papers don’t need footnotes. (They aren’t for documenting sources — use an in-text citation and a Works Cited list instead.) I suggest you talk to your instructor about whether you really do need to use a footnote.

RT @DennisJerz: MLA Format Papers: Step-by-step Instructions for Writing Research Essays #mlastyle http://t.co/B6pGb3Pkeh

Thank you so much!! I love the Bib builder!!

I’m glad to hear you found it helpful!

Dear Dr. Jerz,

I am writing to request permission to link your webpage, “MLA Format Papers: Step-by-step Instructions for Writing Research Essays” to our website.

Marie Walcroft Librarian Lansdale School of Business

I am glad you found this page helpful. Yes, you are welcome to include a link and a brief extract.

Can you put what information is supposed to be in each paragraph???

Emma, I’m afraid I don’t understand the question. I feel like you’ve asked me what emotions are supposed to be in each verse of a song, or what colors are supposed to be in a painting. The many different kinds of songs or paintings are all created for different reasons; likewise, paragraphs are assigned, written, and read for a whole range of different reasons, so there’s no answer that covers all possible cases.

that was beautiful

I really find this useful (especially fudging the line spacing to 2.1). Good job!

Im in middle school and I have to do this. I have never heard of MLA Format and this helped ALOT. Thanks so much! Hopefully I get a good grade on this paper!

“@pretti_slimm: @Thyler_Jonzy http://t.co/QIf00vlgws try this site looks helpful”I just found a sample paper on Google

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Is the Table of Contents double spaced – MLA?

i think you should add an explanation about page header. that was what i was looking for

See item 2 from the table of contents: http://jerz.setonhill.edu/writing/academic1/mla-style-papers/#page-header

when you say page numbers (Wordworth-Fuller 20), are you referring to the page number within the MLA document or the page number the text appears on within the authors works?

In this case, your paper would be referring to something you found on page 20 of the text by Wordsworth-Fuller.

With your delicate information about to write MLA format essay in right way will lead me to successful college year.

Thank you for useful information about how to write MLA format essay. Before my college year I didn’t know there were many different forms of essay. When my professor asked me to write MLA format I had no idea how to write it, but with your delicate information I think I will survive my college year. Thank you again.

I’m glad to know you found this page helpful. Most instructors will be happy to help if you stop by during their office hours, and if your prof is too busy for that most universities will have a writing center where you can get help at any stage of any assignment involving writing.

Thank you for valuable information. Before my college year in America I didn’t know what MLA Format was, but with this delicate information I will survive my college year.

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That means the quote is from page 20 of the book or article written by Wordsworth-Fuller.

Very good information, I really needed this incite on research paper formats. It has such thorough details and that make it so much easier to understand.

How do you in text cite a website? I didnt really see much about that.

I think you should add an explanation about page numbers. That was what I was looking for, but I couldn’t find the significant area.

Section 2 explains how to put page numbers in the header, and section 4 discusses page numbers in citations.

read it… it’s there.

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• Steps for writing assignments
• Information and services
• Student support
• Study skills and learning advice
• Study skills and learning advice overview
• 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.
• Assignment types
• How to write a literature review

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Understanding Writing Assignments

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How to Decipher the Paper Assignment

Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing.

• Read the prompt the entire way through once. This gives you an overall view of what is going on.
• Underline or circle the portions that you absolutely must know. This information may include due date, research (source) requirements, page length, and format (MLA, APA, CMS).
• Underline or circle important phrases. You should know your instructor at least a little by now - what phrases do they use in class? Does he repeatedly say a specific word? If these are in the prompt, you know the instructor wants you to use them in the assignment.
• Think about how you will address the prompt. The prompt contains clues on how to write the assignment. Your instructor will often describe the ideas they want discussed either in questions, in bullet points, or in the text of the prompt. Think about each of these sentences and number them so that you can write a paragraph or section of your essay on that portion if necessary.
• Rank ideas in descending order, from most important to least important. Instructors may include more questions or talking points than you can cover in your assignment, so rank them in the order you think is more important. One area of the prompt may be more interesting to you than another.
• Ask your instructor questions if you have any.

After you are finished with these steps, ask yourself the following:

• What is the purpose of this assignment? Is my purpose to provide information without forming an argument, to construct an argument based on research, or analyze a poem and discuss its imagery?
• Who is my audience? Is my instructor my only audience? Who else might read this? Will it be posted online? What are my readers' needs and expectations?
• What resources do I need to begin work? Do I need to conduct literature (hermeneutic or historical) research, or do I need to review important literature on the topic and then conduct empirical research, such as a survey or an observation? How many sources are required?
• Who - beyond my instructor - can I contact to help me if I have questions? Do you have a writing lab or student service center that offers tutorials in writing?

(Notes on prompts made in blue )

Poster or Song Analysis: Poster or Song? Poster!

Goals : To systematically consider the rhetorical choices made in either a poster or a song. She says that all the time.

Things to Consider: ah- talking points

• how the poster addresses its audience and is affected by context I'll do this first - 1.
• general layout, use of color, contours of light and shade, etc.
• use of contrast, alignment, repetition, and proximity C.A.R.P. They say that, too. I'll do this third - 3.
• the point of view the viewer is invited to take, poses of figures in the poster, etc. any text that may be present
• possible cultural ramifications or social issues that have bearing I'll cover this second - 2.
• ethical implications
• how the poster affects us emotionally, or what mood it evokes
• the poster's implicit argument and its effectiveness said that was important in class, so I'll discuss this last - 4.
• how the song addresses its audience
• lyrics: how they rhyme, repeat, what they say
• use of music, tempo, different instruments
• possible cultural ramifications or social issues that have bearing
• emotional effects
• the implicit argument and its effectiveness

These thinking points are not a step-by-step guideline on how to write your paper; instead, they are various means through which you can approach the subject. I do expect to see at least a few of them addressed, and there are other aspects that may be pertinent to your choice that have not been included in these lists. You will want to find a central idea and base your argument around that. Additionally, you must include a copy of the poster or song that you are working with. Really important!

I will be your audience. This is a formal paper, and you should use academic conventions throughout.

Length: 4 pages Format: Typed, double-spaced, 10-12 point Times New Roman, 1 inch margins I need to remember the format stuff. I messed this up last time =(

Academic Argument Essay

5-7 pages, Times New Roman 12 pt. font, 1 inch margins.

Minimum of five cited sources: 3 must be from academic journals or books

• Design Plan due: Thurs. 10/19
• Rough Draft due: Monday 10/30
• Final Draft due: Thurs. 11/9

Remember this! I missed the deadline last time

The design plan is simply a statement of purpose, as described on pages 40-41 of the book, and an outline. The outline may be formal, as we discussed in class, or a printout of an Open Mind project. It must be a minimum of 1 page typed information, plus 1 page outline.

This project is an expansion of your opinion editorial. While you should avoid repeating any of your exact phrases from Project 2, you may reuse some of the same ideas. Your topic should be similar. You must use research to support your position, and you must also demonstrate a fairly thorough knowledge of any opposing position(s). 2 things to do - my position and the opposite.

Your essay should begin with an introduction that encapsulates your topic and indicates 1 the general trajectory of your argument. You need to have a discernable thesis that appears early in your paper. Your conclusion should restate the thesis in different words, 2 and then draw some additional meaningful analysis out of the developments of your argument. Think of this as a "so what" factor. What are some implications for the future, relating to your topic? What does all this (what you have argued) mean for society, or for the section of it to which your argument pertains? A good conclusion moves outside the topic in the paper and deals with a larger issue.

You should spend at least one paragraph acknowledging and describing the opposing position in a manner that is respectful and honestly representative of the opposition’s 3 views. The counterargument does not need to occur in a certain area, but generally begins or ends your argument. Asserting and attempting to prove each aspect of your argument’s structure should comprise the majority of your paper. Ask yourself what your argument assumes and what must be proven in order to validate your claims. Then go step-by-step, paragraph-by-paragraph, addressing each facet of your position. Most important part!

Finally, pay attention to readability . Just because this is a research paper does not mean that it has to be boring. Use examples and allow your opinion to show through word choice and tone. Proofread before you turn in the paper. Your audience is generally the academic community and specifically me, as a representative of that community. Ok, They want this to be easy to read, to contain examples I find, and they want it to be grammatically correct. I can visit the tutoring center if I get stuck, or I can email the OWL Email Tutors short questions if I have any more problems.

How to Write an Assignment: Step-By-Step Guide

According to the reviews of college students, essay writing is one of the most complicated tasks that requires not only skills and knowledge but time, effort, and desire. What is assignment writing? How much time does it take for a learner to succeed with the average task? How is it possible to produce top-quality paper fast and effortlessly? 

While the overwhelming majority of learners struggle to write a logical, coherent, and concise paper, others follow the guidelines and create the necessary text without much effort. Do you want to learn how to deal with every single project easily? Then, keep reading the article to get detailed information about the specifications of essay writing, as well as tips and guidelines that will help an inexperienced learner prosper. 

Top 8 Steps of Assignment Writing

Assignment completion is a complex process that requires maximum attention to detail, perfect time management skills, and inspiration. Moreover, it is critical to mind writing proficiency, which is fundamental. Nonetheless, it is also important to mention that the success of the experience depends not only on the knowledge but also on the student’s desire to keep the paper well-structured, scholarly, engaging, and meaningful. 

Is it hard for you to deal with some assignments? Has it happened that you failed with the most recent task? Adhere to the guidelines mentioned below so that you know how to make an assignment worth the highest grade. Relish an opportunity to refine your writing skills and become the best student in the class. 

Use Valid Sources of Information

Irrespective of the writing skills and awareness of the topic, the student has literally no chance to succeed with the college assignment unless valid and credible sources of information are used. That is the critical point you should start your work with. 

Have you got the task to craft an impeccable text? First, immerse yourself into the investigation of the theme so that you are aware of its specific aspects and peculiarities. 

Comprehend the Topic

If you have succeeded with the previous point, you have an ultimate chance to produce a paper worth the highest grade. Nonetheless, the investigation of the topical information is critical, but it is surely not the final stage of your work.

 Instead, the learner should analyze the various aspects of the theme in order to reveal a deep understanding and awareness of the subject. Talk to your professor if you have any questions, considering the college assignment format, style, topic, or other specifications. 

Brainstorm Various Aspects of the Question

Why are college students assigned to create writing tasks? In the overwhelming majority of instances, the instructors strive to test the learner’s ability to single out the most important point of the topic, follow the assignment writing structure, present the results of the profound research and keep the paper structured and organized.  

Brainstorm the subject to get as much information on the issue as possible. Keep in mind that the better research you do, the more proficient and influential your assignment will be. 

Make an Outline

Once you have a basic idea of the subject, you are ready to dive into the writing process. How to start writing an assignment? What elements should be included? Start with the outline, and you will never fail with the assignment. Write down the main arguments and evidence that should be included in the text. Plan your work, from an introduction to a conclusion. Think about the number of paragraphs you need to include to make a paper easy to comprehend and consistent. 

Follow the Plan

An outline is your guide to the successful completion of the task. Adhere to its structure to achieve the desired result. Look back to the plan of your writing so that you know what you should write about. This way, you will reduce the risk of confusion and procrastination that are usually triggered by the lack of ideas.  

Use the Right Words

Academic writing is a type of formal assignment that should meet not only the structural and grammar requirements but also style specifications. Irrespective of the topic and specification of the paper, the writer should avoid using colloquial phrases, informal words, and other items that can decrease the educational value and significance of the text. 

Edit and Proofread the Assignment

When your assignment is accomplished, your struggle is not over yet. Instead, you should take some time off the writing process to relax before you proceed to the essay proofreading. Double-check the text to eliminate any inaccuracies, misprints, and mistakes. 

Pay Attention to the Style, Formatting, and Grammar

There are many aspects students should pay attention to working on the writing task. First of all, the proper format of an assignment for college is the halfway to success, which will contribute to the relevance of the text. Check your writing for spelling errors, punctuation issues, and other aspects that may affect the quality of your work. 

How to Write an Assignment Worth the Highest Grade: Features of an Impeccable Paper

A well-structured, coherent, and concise assignment is not produced overnight. Instead, it is a long-lasting process that requires maximum attention, concern, and effort. No matter if it is the first time you work on a task or you have created an unlimited number of similar papers, you will always have an opportunity to succeed following the recommendations mentioned below. Check out the features of an impressive assignment, implement them and make your text stand out from the crowd:

• an impressive task clearly interprets the purpose and objectives of the assignment;
• expresses ideas logically and consistently;
• emphasizes the prominence of the subject under discussion;
• keeps the paper meaningful, interesting, and engaging;
• meets the requirements and specifications mentioned by the professor;
• is properly structured and formatted;
• reveals different aspects of the issue. 

Key Parts to Be Included in the College Assignment 

Is this the first time you work on an academic writing assignment? Luckily, following the guidelines mentioned above, you will have an opportunity to succeed with the task much faster. An impressive structure and logical flow of the information are the extra points to be minded. Start with a catchy and engaging introduction that will draw you closer to the desired outcomes, write through the body and finish with a short but clear conclusion. 

Introduction

The opening passage is considered to be excellent if it contains a transparent and meaningful thesis statement, some background facts, and an impressive hook. The writer's task is to get the reader’s attention and introduce the topic without revealing all the details of the subject. Create an extensive list of the goals you strive to achieve in the paper and follow them to prosper with the assignment. 

Irrespective of the type, subject, and academic level of the assignment, there is no way the college student includes less than 2-3 paragraphs in the body passage. On average, an excellent paper should contain from three to five passages, containing one argument each. 

A logical, concise, short, and well-structured ending is the final task of the college student. Reiterate the thesis statement, reviewing the introduction, and increasing the reader’s desire to keep investigating the subject. Keep in mind that the last impression is the most long-lasting, so it is critical to make maximum effort to achieve the necessary effects.

Holman Library

Library Research: A Step-By-Step Guide

• 1a. Understand Your Assignment
• Library Research: A Step-by-Step Guide
• 1b. Select a Topic
• 1c. Develop Research Questions
• 1d. Identify Search Words
• 1e. Find Background Info
• 1f. Refine Your Topic
• 2a. Use Smart Search Strategies
• 2b. Find Books
• 2c. Find Audio and Video
• 2d. Find Articles
• 2e. Find Websites
• 2f. Find Info in Holman Library One Search
• 3a. Evaluate By Specific Criteria
• 3b. Distinguish Between Scholarly/Popular Sources
• Step 4: Write
• Step 5: Cite Your Sources

Understanding your assignment

Make sure you know all of the basic requirements, (especially those related to research).

As your instructor assigns you a research assignment, the first thing you will want to do is take note of all the elements related to the research process. 

Look for the following elements of your assignment: 

Type of Essay  

Persuasive, Informative...

Scope of Topics  

Can you choose your own topic, or choose from a focused area of study?

Citation Style 

APA, MLA or Chicago?

Length of Essay  

This can help determine both the scope of your topic and your research

Number of Sources  

Your instructor may require a set range of research sources and/or require a set number of sources of different types

Required Source Types 

Use of library databases, books, peer-reviewed journal articles

Important Deadlines 

When is the final assignment due? Is there a rough draft? Do you need to choose a topic by a specific date?

Start your research early!

Your assignment will be uniquely created by your instructor and may or may not include elements listed above. Consult with your instructor for clarification concerning the required elements of your essay. 

Knowing your assignment’s requirements will help keep you focused throughout the research process. 

Annotate your assignment instructions

Annotate your assignment.

Don't be afraid to mark up your assignment instructions. Highlight, underline or circle key information to refer back to. Take notes on the assignment instructions. Did your instructor explain the assignment more thoroughly in class? Did they clarify some of the requirements? Did they make additional comments about their expectations for the assignment? 

Examples for how to decipher a research assignment:

• Purdue University Online Writing Lab (OWL): How to Decipher the Paper Assignment Details how to understand a writing assignment and includes two examples.

Stay organzied

Save time and stress by keeping your project organized.

• Keep your research together! (photocopies, files, emails, print outs)
• NoodleTools can help keep your project organized
• Be aware of what's required for your citation style (title, author, publisher, page number, publication date, database name, URL, DOI, etc...)
• NoodleTools Use this platform to write your thesis statement, keep a 'to do' list, store and organize sources, write your outline, write your paper, and automatically format citations.

More about citation styles

Not sure what you'll need to create the citations for your research sources.

Check out your citation style guide:

• MLA Citation Style Guide Offers complete and detailed instructions on MLA citation style as well as annotated bibliographies, verbal citations and formatted essay examples
• APA Citation Style Guide Offers complete and detailed instructions on APA citation style as well as annotated bibliographies, verbal citations and formatted essay examples.
• << Previous: Step 1: Develop a Topic
• Next: 1b. Select a Topic >>
• Last Updated: Apr 10, 2024 8:47 AM
• URL: https://libguides.greenriver.edu/library-research

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How to Start an Assignment

Last Updated: January 29, 2024 Fact Checked

This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 106,334 times.

Getting started on an assignment or homework can often times be the hardest step. Putting off the assignment can make the problem worse, reducing the time you have to complete the task and increasing stress. By learning how to get started and overcome the urge to procrastinate, you can get your assignments done on schedule and with less stress, opening up more free time.

Restructuring Your Assignment

• For example, you might research areas of a report that you find most interesting before moving on to other areas.
• If your math assignment has different types of questions, try doing those that you enjoy the most before moving on to the others.
• You might also try tackling smaller or easier tasks first so you can cross a few items off your list. Seeing that you've already made progress may help you feel motivated to continue.

• Promise yourself that you will meet your goal of working for five minutes on the assignment.
• Once you get started, you may find that you don't want to stop working. Otherwise, you can take a break and come back to the assignment, knowing you're at least five minutes closer to finishing than you were before.

• Try to set reasonable periods of time that you know you can meet. For example, you might set aside two hours on a Friday to dedicate to your assignment. If you don't have that much time all at once, try to carve out a few 20- or 30-minute blocks.
• You may or may not wish to continue working after your time limit has gone by.
• Have a realistic understanding of how fast you can write and plan your schedule accordingly.

• It can help to read the assignment as soon as you get it and then ask any questions you might have.
• If you're not sure if you understand the assignment, try rewriting it in your own words or explaining it to someone else. If you find you can't or have a lot of questions, you may need more information.
• You should have an overview of the assignment, understand the main task, and understand the technical and stylistic requirements.
• Look for important words in the instructions to understand the assignment. These words might include define, explain, compare, relate, or prove.
• Keep your audience in mind and write a paper that would best deliver information to them.

• Goals that are too big or not well defined can be difficult to start working towards.
• Smaller and well defined goals can seem easier to achieve than larger ones.
• For example, you could break a research paper down into several smaller tasks: 1) do preliminary research, 2) write an outline, 3) draft an introduction, 4) draft body paragraphs, 5) write conclusion, 6) revise. Each of these is much more do-able on its own.

Changing Your Focus

• You might want to go for a quick walk after working for a set amount of time.
• Try reading a website or book that you enjoy for a few minutes after working.
• Alternatively, try a quick burst of exercise before setting to work. Exercise releases feel-good chemicals called endorphins and can also help boost your memory. [8] X Research source

• Instead of dreading your work, focus on how good it will feel to make progress. You won't have it hanging over your head. You can actually enjoy the weekend instead of feeling guilty.
• Keeping your eye on long-term rewards can help you stay motivated to finish your assignment.

• Avoid moving your workspace constantly.
• Don't get lost on tangential research.
• Don't take constant breaks to get a snack.

• For every hour you waste procrastinating, you can limit how much television you watch that night.
• If you waste too much time procrastinating, you might deny yourself a favorite snack later on.

Community Q&A

You Might Also Like

• ↑ https://www.psychologytoday.com/blog/solving-unsolvable-problems/201408/4-steps-stop-procrastinating
• ↑ https://www.psychologytoday.com/blog/friendship-20/201405/the-surefire-first-step-stop-procrastinating
• ↑ http://writingcenter.unc.edu/handouts/procrastination/
• ↑ https://kidshealth.org/en/teens/homework.html
• ↑ http://writingcenter.unc.edu/handouts/understanding-assignments/
• ↑ https://open.alberta.ca/dataset/ab22ff64-3358-4387-9761-8c58878a6b84/resource/3ee38320-17e4-46f9-b24f-c95f9f345eb9/download/ipp7.pdf
• ↑ http://well.blogs.nytimes.com/2013/08/07/how-exercise-can-help-us-learn/
• ↑ https://kidshealth.org/en/teens/happy-life.html

About This Article

To start an assignment, try working on the most enjoyable or easiest parts of the assignment first to get the ball rolling. Even if no part of the assignment seems enjoyable or easy, set a timer and try to make yourself work for at least 5 minutes, which is usually enough time to build momentum and overcome procrastination. You can also try breaking your assignment up into smaller, more manageable tasks and scheduling yourself regular breaks so it doesn't seem as overwhelming. To learn how to stay positive and avoid procrastination while working on your homework, scroll down! Did this summary help you? Yes No

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Step-by-step guide to tackling assessments

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Plan your assessment

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The steps below will help you plan, research, write and review your assessment.

The most important thing is to start and start early. If you give yourself enough time to plan, research, write and revise your work you won't have to rush. Once you've started, you’ll also have something that you can improve on.

For help working out how much time you will need for each step try the  Assignment Planner – RMIT University

Step 1 – Understand the assessment task

Before you start your assessment make sure you analyse the assessment task or question and understand what you have been asked to do. This will help you focus your research.

Find out how to understand your assessment task

Also check what type of assessment you are doing. Is it an essay or a report? This will help you focus your research and know how to structure your assessment.

Learn more in the types of assessments page

Find  how your work will be assessed

Step 2 – Plan

Planning how you will answer your assessment task or question will help you focus and make writing your assessment easier. You will have a structure to follow, and can make sure you answer the assessment task correctly.

Step 3 – Do your research

Next, research your topic and find relevant and reliable information. You will find some in your course materials and recommended readings, but you can also try:

• the Open Polytechnic Library
• online sources
• talking to experts.

Tips on how to research

  Tip – After you do your research review your plan to make sure it still works with the information you found. 

Step 4 – Write

It will then be time to start writing.

First draft

• Write your first draft following your plan. Fill in the gaps, writing your main points for each section.
• Write freely. Get as much down as you can without worrying about the wording being 100 per cent right.
• You may find it easiest to start with the conclusion, so you know the direction your writing is heading.
• Leave the introduction until last.

Don’t spend too much time trying to make this draft perfect as it will change!

• Revise your draft, and check that it makes sense and includes everything it needs to.
• Fine tune the wording, and make sure your writing flows well.
• Keep different copies of your drafts as you may want to go back to them.
• Compile your bibliography or reference list.

More on writing skills and academic writing

Step 5 – Review

Once you're happy, take a break. Get some distance so you can check your work with a fresh eye. Then edit and proofread.

Look at the big picture

• Have you answered the question you were set? Check your work against the marking schedule as well as the question.
• Is the structure correct? Is the content logically arranged?
• Have you included all relevant parts? For example, the title page, introduction, conclusion, reference list?
• Does your assessment read well with each section flowing smoothly on to the next? A good way to check this is to read it aloud.
• Have you used your own words and acknowledged all your sources?
• Is your assessment well presented?

Check the details

• Have you used academic English (if needed)?
• Check the grammar, punctuation, and spelling. Don’t just use a spell checker (it won’t pick everything up).
• Check your referencing. Is your APA referencing correct?
• Are your pages numbered?
• Have you included your name, student ID, the assessment details and the date on each page?

Tip – If possible, ask a friend or family member to proofread your assessment, as it can be difficult to see mistakes in your own work.

Once you’re happy, submit your assessment.

Submitting your assessment

Got a question?

If you want to talk with someone about planning your assessment, contact The Library and Learning Centre | Te Whare Pukapuka Wāhanga Whakapakari Ako. 

Contact the Library and Learning Centre