outside reading assignment

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5 Ways to Nudge Students to Engage with Outside Reading

My previous post gave 4 factors to persuade teachers to start giving outside reading assignments. I am sure, however, that you still have concerns about your students’ motivation to complete an assignment like this while avoiding the temptation to cut corners and cheat. I share in those concerns.

Over the years, though, I have come up with ways to steer students to complete their outside reading assignment faithfully. I still have to guard against apathy and students who insist on cutting corners instead of doing the work, but I have drastically reduced the amount of energy I spend on keeping watch over this behavior. And I would like to share these tips with you!

5 Ways to Nudge Your Students to Engage in Outside Reading

1. Frequent Visits to the School Library. I kick off outside reading assignments with a trip to the school library and let students know that we will be back in two weeks (when the books are due). Once we arrive at the library, I tell my students that they must pick a book and they cannot sit down until they have checked one out. If students are struggling to find a book, I send them to tastedive.com , which will give them recommendations on many forms of entertainment, including books and authors. When students aren’t sure about their choice, I remind them we will be back in two weeks.

2. Silent Reading in Class. I have my students read silently in class, three to five days a week. I protect this time with religious devotion. For many of my young readers, this is the only time during the week where they have a quiet space in their day to read. So this is the best chance they have to get hooked by their books. If they aren’t given this time, many will not allow themselves to be taken up into a story they are reading.

If you’re thinking, “you said ‘outside’ reading, but that looks like it’s ‘inside’ the class.” Okay, you caught me. I simply reframe this accusation by declaring their book “outside” the common curriculum because they are choosing the reading, not me, not the district. There. Outside. Now have them read during class!

3. Public Book Sign-Ups. The assignment spans six weeks. Three weeks in, I make them commit to a title. They do this publicly on a sign-up sheet I display in class. I give them frequent reminders. I ask them face-to-face, “Have you signed up yet?” If they don’t sign up before that three week marker, I start to reduce the amount of points possible they can earn on the assignment (because the more likely they are to look to cut corners and turn in an assignment they didn’t really complete).

4. Informal Writing. One of the other signature assignments in my classroom is The Writer’s Notebook . It’s a place for low-pressure, informal writing and revision practice that I use daily. Every other week, I will have the students double-dip assignments by prompting the students to write about their outside reading book. I might give them something like, “What are the three most confusing things about your book? Explain what is so confusing about those things in one page. And while you’re at it, predict/speculate how this confusion will be cleared up!” The informal writing gives them a chance to stop and think, which they most likely won’t do without being prompted. As they collect their thoughts, they renew their desire to read on.

5. Public Display of Reading Progress. During one period of silent reading a week, I will walk the classroom and jot down page numbers. As I pass each student, I note the page number next to their names. After silent reading time is over, I will announce the reading progress I noted. Most students in the room have no idea the page count of their classmates, but when I declare, “We’re two weeks in to our outside reading assignment and five students are already past page 150,” they gain an awareness of what they can accomplish as readers.

I have found these five ways to nudge students incredibly effective. Also, they give me opportunities to engage with the students around an interest they are developing. The walks to the library are great moments for this type of informal connection. The times in class when I can handout atta boys and atta girls to the students for their page counts is meaningful too. All five nudges working together tend to keep the students on track and completing this assignment faithfully.

Which nudge would influence your students the most? What other ways do you nudge your students to complete their work? 

Leave a comment below. 

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Week 7: Reading Critically

This week you’ll learn how to read critically; that is, examine the ways a writer uses language and modes of persuasion to convince a reader to believe an argument.

Also, this week, you’ll begin reading your Outside Reading book.

Although simple comprehension is the base of all reading experiences, it is not the true goal of most college reading assignments. Your instructors want you to move beyond what the text says and begin to ask questions about the how and why of the text’s meaning. Reading critically means reading skeptically, not accepting everything a text says at face value, but wondering why the argument is made in a particular way.

Proficient readers often ask “what if?” questions to help them read more critically:

• What if the essay had started a different way?
• What if the author had included different evidence?
• What if the author had drawn a different conclusion?
• We use the same skills for critical reading as we do for critical thinking.

Watch the YouTube video “The Power of Critical Thinking” by Maria Mamah and consider the questions that follow. https://www.youtube.com/watch?v=Hd4KrUH8Ky4&feature=emb_title

• What did you think about the video?
• Did you watch it with a critical mind?
• Did you question it?
• Did you accept everything the woman said or did you wonder about why she made her arguments the way she did?

Persuasive Language

Writers use language in many ways to influence and persuade their readers. Consider the way the meaning of words can vary, depending on context and tone of a passage. For instance, a writer might use the word “harsh” to describe a law with which she disagrees, but she might say that the government must be “firm” on other offenses. These words have different connotations — ideas or emotions that a word invokes , as well as different meanings. Other examples include compassionate versus bleeding heart , cop versus police officer, and forceful versus bully . Now consider the use of euphemisms, which are words or phrases that substitute for blunt words or phrases. For instance, passing is a recent euphemism for dying; slender is a euphemism for skinny, senior citizen is a euphemism for old lady . A close relative to euphemism, is politically correct language , or terms that avoid offending whole groups of people . Some examples are undocumented immigrants versus illegal aliens , hearing impaired versus deaf , or  someone who disagrees with the far left versus bigot.

Exercise 7.1

Type a list of three euphemism that you know or have heard recently. Do you use these terms? Why/why not? What do you think of the use of politically correct language? Do you think we have gone too far with it? Why/why not? Consider the various connotations of the word Undocumented migrants, the acronym LGBTQIA , size-inclusive , and the “N” word . Do you think these help or interfere with communication? Do you think they are valuable? Explain your reasoning.

Rhetoric, Argument & Modes of Persuasion

The word “ rhetoric ” means the art of persuasion, especially through language. An argument in philosophy or logic is not a disagreement; it is a series of statements that are intended to persuade.   In formal logic, these include a statement of a claim, statements of support, and a conclusion . The Greek philosopher Aristotle said that there were three effective ways to appeal to an audience; these included appealing to their intellect, appealing to their ethics or values, and finally to their emotions. An intellectual appeal is called Logos , from which our word “logic” comes. Ethos is the term for an appeal to our ethics, or character. And Pathos is an appeal to our emotions. Our words “pathetic” and “sympathy” use this Greek root. Notice how often advertising, political speeches, and news stories use these appeals. Watch the YouTube video analysis for an example of the use of pathos.

  https://www.youtube.com/watch?v=58ayNIcgp3U&feature=emb_title

Exercise 7.2 

Find an example in advertising, the news, a speech, or a poltitical cartoon of the use of one or more of these appeals. Type a description of where you saw or heard the appeal, name the appeal. Do you think the appeal is effective? Why you think the writer or artist used that appeal.

Outside Reading Assignment

Begin reading outside book. Respond in journal form.

Personal Dictionary Word

Latin Roots Quiz #6

Developing Reading Skills Copyright © 2019 by Grace Richardson is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Outside Reading Book Journal

For Mrs. Westman's Language Arts Class

Directions: Choose one assignment per category to work on in your book journal based off of  ONE  book you have read during the term outside of class. You will create the book journal using your Book Creator account.

Character Cell Phone A brief look Who’s on it? Who texted them? You decide! at the Author.

Memes! Create Memes that reflect your response to parts of the book.

Character Obituary How would you write a character’s Obituary?

Twitter Wars If the Protagonist and Antagonist tweet each other, what would they tweet? And how would they respond?

Book Cover Design Don’t just judge a book by its cover, design the cover!

Comic Strip Draw a comic based off a scene or two from the book.

Author’s Corner A brief look at the Author.

It Its Time A brief look at the time period the book was written and how it has helped shaped society.

Where in the World A brief look at the setting the book takes place in compared to our world.

Blast from the Past A brief look at the time period the book was set i n.

The Future is Ours A brief look at the technology in the book, and where we are today.

Literary Analysis

Text Talk – Theme Video analysis of the theme and content of the book

Archetype Analyze four key characters of the book

Characterization Character analysis of the book

Symbolism Draw and analyze at least one symbol in the book.

Plot Tent Building a plot tent!

Spoilers Spoil the book! Really, spoil it so others don’t have to read.

Click-Bait Do you have what it takes to summarize the article in a click-bait article?

Timeline Timeline the events of the book.

Book Review Give it your best review and rate the book!

Glossary Time Vocabulary in Context!

Rubric Rubrics for each of the assignments

Reference Page Creating the Reference pages that are required for specific assignments

Examples Student work from previous years.

Archive Projects Past assignments that are no longer relevant. (a teacher resource)

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4 Ways to Get Your Students to Do the Assigned Reading

Dr. Jenny Billings is a faculty member at Rowan-Cabarrus Community College.

Students do not always complete assigned readings. This is true for chapters, novels, articles, or even single poems. Being an English instructor, I take this personally. I laugh while writing this, but it’s true! When I craft my course, I am constantly considering which format will give my students everything they need to be successful. I tell my babies, “I have given you the world. Together, we can decide how best to navigate it.” I have always been the kind of instructor to select the assigned chapters first, then build the rest of the course around them. These chapters are presented in a certain order to help dictate the rest of the “world” I build for my students: the corresponding notes, what I lecture on, the videos I embed, the assignments they complete, and the discussion questions they consider. With the chapters bearing so much weight, what if my students opt out of reading? Here are four ways I get my students to read what I assign. Hopefully, they’ll help you, too.

1. Start Small: Change Your Approach

I used to get so frustrated when a student would ask me a question that was addressed in the reading I had just assigned. I’d often ask or write back, “Did you read Chapter X in your eTextbook?” The student would respond one of two ways: 1) “No (but I will)” or 2) “Yes, I read it (but don’t understand what it said).” The question I asked prompted these responses only; I wasn’t allowing for anything else.

I’ve changed the way I approach this. Instead of putting the sole responsibility back on the student—”Have you read the chapter?”—I create an opportunity for us to navigate the reading together. Instead, I’ll ask, “What section, page, or concept tripped you up?” From there, we narrow it down, discuss it together, and the student walks away with a better understanding. Even if it was only that portion, and even if they didn’t really read the chapter to begin with, they now grasp that concept or section. That’s still a win in my book. You know what else is a win? The fact that they are more likely to read in the future because I didn’t turn them away.

2. Less Assigned Reading is More. Seriously.

Our students are drowning in information daily. Social media, the news, their home life, their work life, their families, their kids … these things combined lead to information overload. Our students are coming to us for an education, sure, but they are also coming to us for change.

I’m not saying that you must remove important information from your class. I’m saying that you need to evaluate how much reading you’re assigning. You and I both know that there are concepts, pages, and even chapters that can be omitted and replaced with a video or live lecture. When I started teaching high school, I taught the same way I was taught. I assigned reading outside of class and then once back in class, I went over what students were supposed to read outside of class. See the redundancy? If I’m going to go over it anyway, why would the students need to read it beforehand? Rather than go over it, the in-class session should be an expansion of what they read. They should apply what they read to class, the assignment, etc. in a way that requires them to read to do well. For them to recall everything that they’ve read, especially on the spot, you need to assign less reading. Like Theresa MacPhail says, “My students are getting the information—but in the formats with which they are most comfortable.”

3. Assigned Reading Should Be Relevant

I’m guilty of assigning reading because I felt it was “easier” for students to get the information that way. If students aren’t reading, they aren’t getting the information. If the reading you assigned isn’t relevant to the assignment they’re focused on in that moment, you’ve lost them.

The reading can’t be relevant just to the course—or just to the final exam. Assign reading quizzes consistently. Use your LMS or digital platform dashboard to gauge reading and student engagement. Set the expectation that all students will participate in class discussions—and stick to it! The assigned reading must be understood and utilized immediately to establish relevancy, and thus, importance in the minds of students. Don’t believe me? I asked my babies how they defined relevant reading and reading they were more likely to complete. Here are some direct quotes:

“If I know that the chapter assigned will show me how to do the current assignment, I’m much more likely to read it. Well, skim it efficiently.”

“When you tell us the pages that will help us the most with our assignment, I always read and use those.”

“Relevant reading assignments are those that provide insight on how I can be successful on the essay you just assigned. Almost like they are telling me a secret that I would have missed otherwise.”

See what I mean? Students know what they need to read. They’ll also tell you, honestly, how to entice them to read. So, ask.

4. Don’t Assign Reading Just for Reading’s Sake

According to Linda B. Nilson , students “only spend about 37% of their reading time on college reading assignments, which they describe as ‘tedious’ and ‘time-consuming.’ In fact, they often skip the assigned readings unless their grades depend on it.” If you’re assigning reading as an assignment, ensure there’s a grade associated with it. The days of assigning reading so students “can apply concepts later” are gone. It’s not difficult to make sure that graded work is directly related to what students were supposed to read and assigned in a timely manner.

I would also encourage you to give your students assignments that serve as chapter maps. Give them in advance so students know what to focus on and what to read specifically. Then ask them to apply those concepts critically to the assignment. Students are more likely to read what you assign if you tell them: 1) exactly what to read, 2) where that information will be used (i.e., on what assignment), 3) how the reading applies to their current assignment or work, and 4) what they’re risking by not completing the reading. Students are grade-driven; success should be reading-driven.

We know there are plenty of barriers to reading . Students are not exactly pining to read academic text, especially if it’s extensive and dry. Getting students to read starts with selecting the right texts. I have worked at this for almost 10 years. In the current remote setting I find myself in, getting students to embrace all I provide them is even more important to their success. The worry that students are reading less has grown every year and will continue to do so. Instead of worrying that students are reading less, perhaps we can focus on assigning less and seeing more success.

Looking to do more reading yourself? Check out our brand new Anti-Racist Reading List, where we compiled recommendations from your peers!   

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outside reading material

• Thread starter bamboo--tw
• Start date Mar 29, 2008

Senior Member

• Mar 29, 2008

Students may choose five books from a list of 20 as their outside reading material. Hi, Is "material" in the above optional? If not, what meanings does it add to the base sentence? Thanks.  

Matching Mole

I would not describe books as my "reading", this just sounds strange. Material (or matter) seems essential to me. "Outside" is also odd. What does it mean? Do the students read the books in the park?  

icecreamsoldier

reading on its own implies prescribed reading or course reading, i.e. reading material the lecturer has deemed essential (or at least highly recommended) for the course. Outside reading (material) is that beyond (i.e. outside) the scope of the essential material of the course, when one is doing research or reading "around" a subject.  

This is a fairly common way to state a school reading assignment in the US. "Outside reading" means reading that a student is to do it on his own away from class (outside of class). "Reading material" refers to all the things he can read: newspapers, novels, online sources, magazines, etc. It's a general term. It can also mean only books. You could leave out "material" and it would still work in a US context. However, "reading material" is fine. "Students may choose five books from a list of 20 for their outside reading."  

I agree with James. "Outside" sounds awkward to me. Most schools here would call it "independent reading assignment," meaning that the student is responsible for the material in the book(s) and may be asked to write an essay or precis even though the independent assignment may not be discussed in a formal seminar or classroom setting.  

Independent reading is synonymous with outside reading. Both are used very frequently in US schooling contexts.  

When I was in school, the sylabus would include some books that were required of all students. Other books were referred to as "outside reading". Outside reading was rarely required, but often recommended. There was also a recommended "summer reading list", that would be some books that students should read and would not require a teacher for full comprehension.  

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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