term plan assignment

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22 Develop an Assignment Plan

Now that you have a clear idea of what you need to do, the next step is to break down the assignment into manageable “chunks”.  The idea of completing a major research paper may seem overwhelming, but if you can divide the task into achievable steps you will be on your way to success.

Use the chart below to break your assignment into smaller steps.  You will want to create steps that can be done easily in one day, and preferably in a single work period.  Consider the following example breakdown for a research paper.

In the above example, the assignment is divided into smaller pieces, with a manageable amount to complete each day. It is also clear when each task has been completed.  A daily work goal like “work on research paper” is not well-defined, and can seem overwhelming.  This can make it easy to procrastinate.  By choosing specific and achievable goals, you may become more motivated to get started, and you will be able to measure your progress each day.  Remember to reward yourself for meeting your goals along the way.

Choose one of your upcoming assignments, and create a work plan modelled on the example above.

Download the assignment planner worksheet .

University 101: Study, Strategize and Succeed Copyright © 2018 by Kwantlen Polytechnic University is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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Study Right

Online Study Skills Training

How to plan your semester: a study strategy that saves you time

A lot can go into plan your semester. There are assignments to think about, breaks to plan, and other schedules to work around. It’s quite a bit of work actually. In fact, I myself am planning my semester out this week. It’s a bit of a workout, but it is a study strategy that pays off in the long run.

So how do we actually go about planning a semester? While it may not be terribly complicated, it does require some time on the front end and follow-through on the back end. That’s why we know most students won’t ever do this. It’s extra work.

But planning your semester is extra work that results in a big-time pay off. Specifically, we’re talking about less time spent, fewer crazy-stressful late night study sessions, and ultimately better grades.

Are you convinced that this is a good idea? Try these four steps to develop a plan for your semester that will ultimately save you loads of time.

1. Plan your semester in writing

First, makes sure when you do this, write it down. This can be on a regular old calendar. It could also be on a student-specific agenda/planner.

If you’re paperless, that’s no problem either. Just type out your plans on a digital planner or calendar. Typically, I use Google calendar for all of my scheduling needs. It works great. Also, since I forget easily, I get reminders emailed to me. It’s a super helpful feature.

2. Use your syllabus to plan your semester

This is key. If you don’t have a syllabus yet, you can’t really do this. You need a syllabus.

Specifically, we’re looking for any assignment due dates. That’s the biggest piece of info for this first step. Also, it’s really important that you have a sense of how big a project or assignment actually is. To plan out our calendar effectively, we need to know how much of that calendar is going to be taken up by working on that project.

If you just have a few pages to read, that’s not a big deal. If you have a few  books  to read, you need to start thinking long-term rather than just short-term.

3. Record all big events and due dates for your semester

This is putting feet to our syllabus . Having a syllabus isn’t much help if you never use it… so use it .

Put down those due dates wherever they show up. If you have a paper calendar, make sure you have a way of identifying what is an assignment due date and what is not a due date. Consider writing all due dates in red, for example.

If you’re using Google Calendar (or something similar), I recommend creating a calendar color for all due dates. This helps you make sure you know what you need to turn in and when.

4. Break those due dates into daily tasks.

Recording due dates is not the end-all of semester planning. You need to make sure that you are breaking them down into daily tasks .

This is really the key to being a highly productive student. If you never break tasks down, you can get caught off guard when big projects come due. Research papers are just due one day. That doesn’t change the fact that they require you to work on them for at least two weeks in most cases.

Don’t get caught off guard this semester. Plan your semester before you ever get started. If you have other tips, we’d love to connect with you on social media — let’s keep the conversation going.

Skylar Anderson

Skylar passionate about equipping students to succeed & fulfill their personal missions. He lives in Denver, Colorado, and you'll find him making chili or enjoying the mountains with his family on the weekends. Twitter: @skylaranderson

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• Completing Your Degree

Academic Planning Worksheet

To create your own four-year academic plan, view sample plans, and track your campus involvement and work history use our Four-Year Plan Excel Worksheet If you are a Chrome user please see the note below. 

On the “My Plan” tab, scroll to the bottom of the sheet to find helpful links to:

• Degree audit
• Academic Catalog (where you can explore requirements for majors and minors)

Note: Chrome users should right-click on the link above, copy link address and paste it into a new Chrome tab in order to download the excel worksheet.

• Peterborough

Time Management Strategies

Short-term and long-term planning, general expectations.

• 24/7 Schedule

To-Do Lists

• 4-month calendar

Assignment Analysis

Your daily planner.

• Keys to Successful Time Management

The schedule of a university student varies from week to week and day to day. With little structure and a lot of independence, it can be difficult to know how to balance all the parts of your life: school, work, family, friends, sports, volunteering, and more.

Many university students quickly learn the paradox of time management: the more time you have available, the more difficult it is to manage your time.

By developing good time management strategies, you can work to define and achieve your goals, reduce your stress, and improve your marks!

The course syllabus will tell you a lot about your professor’s expectations and the time and work you will need to commit to the course. What the syllabus may or may not say is this: for students to be successful, they must engage with the course material. You are expected to analyse materials, not consume them. So, you will need to take time and make an effort - perhaps more than you have with your past schoolwork - to actively engage with the course.

As a general rule, full-time students should treat their studies like a full-time job, spending 40-50 hours per week in class, doing lab work, reading, reviewing, writing, and thinking.Some weeks, the workload may be light, while in others, you may have multiple assignments or tests.  It is important to plan by day, week and month to manage the ebb and flow of the term.

Short Term Planning

Short term planning involves creating a weekly schedule that allows you to complete your work. Creating a 24-hour schedule is an excellent way to start your planning; it helps to create structure to your days and illustrates how you use your time and how much time you have available. A 24-hour schedule sounds daunting, but it allows you to be flexible and to work at times which suit you best, whether you prefer the moonlight or early morning sun for study. Download a blank template to make your own schedule.

How to Create a 24/7 schedule

• Block off all of your class, seminar, and lab times. Consider time getting to and from classes if you have to commute or take public transit.
• Block off your paid work hours, volunteer commitments, training schedule, or program placement.
• Block off times for sleeping, eating, exercise, household tasks, and socializing.  If you know you will be spending Friday nights out with friends, block it off – don’t try to plan to do work at a time when it is unlikely to happen.  (Also consider how early you will rise the following Saturday.)
• Read the syllabus for each course and identify the weekly workload. Estimate the time you need to complete readings or practice questions, to review, or to do an online quiz. Expect to spend two to four hours per week per course for these tasks, which can be in one large block or in a few smaller blocks of time (for example, you might find it easier to focus on your psychology text book if you read it in a few 45-minute blocks instead of a 3-hour slog). Enter blocks of time for this work where there is time available (and when you are likely to do the work) in your schedule.
• Schedule in “major assignment” time each week; this may vary based on your course requirements, but many students find they need 8-10 hours weekly for research, writing, and preparation for essays, labs, projects, or exams. Each week, you can decide which major assignments you need to focus on based on your long term planning.

Two approaches

Standard Routine: You may wish to establish all of these academic and personal activities in specific blocks of time (i.e. laundry on Wednesdays, 4-6pm; reading for Bio on Thursdays 8-10pm). 

Flexible Schedule: You may find it more useful to know, based on the space available in your 24/7 schedule, that you have 3 hours available on Tuesday afternoons and 4 hours on Tuesday evenings; you can then decide, on a weekly basis, what tasks fit in those time slots (i.e. this week: research for Psychology Tues. aft.; math problem set and bio pre-lab Tues. eve.). 

To plan your week, day, or work period, to-do lists can be a great tool. First, take an inventory of tasks by making one big "empty the junk drawer" list. Next, prioritize and map out tasks for different days of the week. A to-do list can quickly become long and overwhelming, so d ownload a blank template (Word doc) to try and consider the tips below to help you make a doable to-do list!

Tips for Making Your To-Do List

• When prioritizing your tasks, consider urgency and importance as well as "need-to" and "want-to" tasks. Aim for a balance to help you find sustainable progress and avoid losing focus and burning out.
• Try your best to be honest and realistic to keep your list achievable. Overestimating the time a task takes to complete can help you build in buffer time. 
• Consider when you typically feel most energized during the day; try working on your toughest task at that time. For some of us, that means starting with a challenging task to get it out of the way whereas others prefer starting with a low effort-task (an "easy win"!) to spark motivation.
• If feeling overwhelmed and having trouble starting, break down tasks into small, specific steps. For example, instead of "write essay", try "read instructions, choose topic, find 3 sources".
• Consider tasks that enhance your own wellbeing and include them on your list: going for a walk, enjoying a snack, cleaning your space, etc.

Long-Term Planning

In addition to having a weekly schedule, it is essential to create a long term plan that will allow you to know when your major assignments are due and whether you have crunch periods during which you have many assignments due at once. A 4-Month Planner can be an excellent tool to use; it allows you to see all the months of a term without turning a page or changing screens.

You can download a term-at-a-glance calendar or use a four-month wall calendar, whichever is more convenient for you.

Using a Term-at-Glance Calendar Effectively

• Go through the course outline for each class and carefully note all assignment due dates and exams. Put these dates onto your 4-month calendar. You can use a different colour for each course if this helps. Keep this calendar in plain view for quick reference.
• Be sure to include important birthdays and planned trips home as you often need to work around them.
• Identify your “crunch times,” periods when you have multiple assignments or exams. Plan for these times by deciding when you need to start each assignment in order to get it done in time.
• Don’t forget to note Reading Week in your calendar; it’s a great time to catch up or get ahead!
• Make intermediate deadlines for different stages of each assignment and put these on your calendar. You can determine your intermediate deadlines (or mini deadlines) by following our steps for Assignment Analysis.
• Remember that learning to make and follow a plan takes time. Be flexible. If a week looks full, try to move some work to an earlier week. Don't worry if you need to adjust your calendars a few times. That's part of the trial-by-error process, and it's useful.

We often put off fa task because we don’t appreciate how much time it will take to complete or we don’t know where to start. By breaking down an assignment into smaller steps, you can better understand where to begin your assignment and when you should start (and complete) it.

In the example below, the assignment is broken into specific tasks and these tasks are spread out over the course of 18 days. This breakdown allows a student to approach the assignment thoughtfully and provides them to complete work for other courses without the stress of completing the assignment. You can download a template to help you with this task.

The final step in your time management process is to record all of the critical information in your daily planner or in daily to-do lists. Referring to your 24/7 schedule to identify blocks of time for school work and using your deadlines and mini-deadlines to prioritize your work, you can effectively plan your week and your day to keep up with your readings, stay on track with essays and assignments, and maintain your personal interests and social life.You may wish to use a planner you buy, a calendar application you like, or you can download this two week planner.

Sample To-Do List

Make time to manage your time: Plan your week on the same day every week

Tips for Planning Your Work Week

• Use your time wisely: don't plan to spend too long on one task. Establish a comfortable time span during which you can focus. Take lots of small breaks to re-energize.
• Vary your tasks: don't spend all night just reading or just writing. Do some research, some thinking, some editing.
• Plan your tasks so that you blend more enjoyable tasks with less pleasant ones. Don't leave all the things you don't want to do until the end.
• Consider your habits.  If you are not normally at your best first thing in the morning, schedule an activity that is more active or that you are motivated to do (perhaps you enjoy reading for History or writing essays for ERS – do this at times when it might be difficult to convince yourself to tackle readings for Philosophy or Chemistry).
• Reward yourself for staying on track, but also take time to re-assess if you think things are derailing.

The Keys to Successful Time Management

Forget what you "should" do or what you think others are doing or what you wish you could do; stick to what you actually do. Remember, no one is judging you- this process will work only if you are completely honest with yourself. Everyone approaches time management (and life!) differently, so you are the best judge of how to adapt these strategies to you and your work.

Be Realistic

Unless you are superhuman, it is best to stick with what you know about yourself. If your approach to these time management tools is unrealistic, you won't use them. Don't try to take on too much, but don't sell yourself short either. Above all, get to know your own capabilities.

Build in Personal Time

Everyone needs to take care of non-school things too. Be sure to build recreational, social, and personal time into your schedule. Do this first, not as an afterthought.

Be Flexible

Review your plan constantly; update it often. If you fall behind, don't worry - simply rearrange your schedule. If something unexpected happens, go with it and rearrange your plan later. Remember, you control it; it doesn't control you.

Stick with Your Plan

The best plan in the world will fail if you don't use it. Get in the habit of using the daily/weekly planner for everything, every day. Be sure to record all of your appointments and activities in the appropriate place.

Give it Time

If you need to change what you do or how you do it, try to change one thing at a time. Things will get better as you get better. After all, that's why you are at university - to learn.

Having a time management plan can give you control over your work and your life. Review your plan constantly; update it often. If you fall behind, don’t worry, simply rearrange your schedule. If something unexpected happens, go with it and rearrange your plan later. Remember, you control it; it doesn’t control you.

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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Essential Study Skills

• Introduction to Time Management
• Getting Things Done
• Creating a Weekly Schedule
• Creating a Semester Plan
• Planning an Assignment
• Creating a Task List
• Putting it all together
• Additional Resources
• Coping With Stress
• Changing Your Perception of Stress
• Problem Solving To Manage Stress
• Reading with Purpose
• Taking Notes in Class
• Deciding What To Study
• Knowing How to Study
• Memorizing and Understanding Concepts
• Taking Tests & Exams
• Creating and Preparing For a Presentation
• Presentation Anxiety
• Delivering Presentations
• Exploring Career Options
• Identifying Areas of Interest
• Knowing Yourself
• Exploring the Labour Market
• Researching College Programs
• Setting Goals
• Tackling Problems
• Bouncing Back
• Sleep Matters
• Sleep Habits
• Sleep Strategies
• Meeting with Your Group
• Agreeing on Expectations
• Dealing With Problems
• Study in Groups

What is a semester plan?

A semester plan is a master schedule of everything that you need to get done over the 15 weeks of your semester. Your instructors provide you with your due dates for the semester though the Course Section Information (CSI) document for each course. A semester plan displays your due dates in one place and helps your remember when you have a due date coming up.This module will show you how to use all of the due dates for each of your courses to create a semester plan.

Planning your semester activity

Use this activity to learn how to organize due dates in a semester plan. (opens in new window)

Strategies for Creating a Semester Plan

Study Tools

• Semester plan template (Word)
• Semester plan template (Excel)

Why Use a Semester Plan

How to Create a Semester Plan

• Using Excel

How to create a semester plan in Word

Watch this video to learn how to create a semester plan using the template below.

How to create a semester plan in Excel

Watch this video to learn how to create a semester plan using Excel.

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Doctoral Term Plan & Capstone Stage Goals: 950496

Instructions

Your Term Plan:  On the page labelled YOUR Term Plan , indicate your term goal(s), stretch goal(s), and the tasks you will accomplish during the weeks of the term. Your tasks should make clear what you will be working on and your plans for appropriate substantive submissions to your Mentor/Chair (refer to the syllabus for more information). Remember that you must demonstrate substantial academic PROGRESS each term to receive a satisfactory grade for the course.

☐  Click here to indicate that you have read the course syllabus and understand the capstone course grading policies.

By Day 7 of Week 1 | Submit your Term Plan Draft for Mentor/Chair review , negotiation, and commitment.

By Day 7 of Week 2 | Submit your completed, agreed-upon Term Plan. [Chair notes acceptance on form.]

SMART GOALS can help you create a Term Goal that clearly articulates outcomes.

Midterm Progress Check and Adequate Progress Final Review:    Throughout the term, track your progress on YOUR Term Plan by entering dates for task completion and by making journal notes on activities completed or modifications needed, noting any barriers and strategies to overcome them. Your Mentor/Chair must approve any modifications and can add journal notes on the plan document for archival purposes. S ubmit your Updated Term Plan midterm , following your Midterm Progress Check . [Chair assesses progress to date.] Submit your Final Term Plan by Day 7 of Week 11 . [Chair assesses final grade.]

Capstone Stage Goals: Think about your long-term goal (anticipated date of program completion) as you work on your Term Goal(s) and weekly tasks each term. Complete the Capstone Stage Goals . It is helpful to think about overall progress as you think about term-by-term progress.  Begin with the end in mind!

YOUR Term Plan

TERM GOAL(S) | By the end of this term, I will have completed:  The term plan on “Improving Patient Care through Electronic Medical Record System”

STRETCH GOAL(S) | Additionally, by the end of this term, I will try to complete:  The doctoral dissertation on “Improving Patient Care through Electronic Medical Record System”

Mentor/Chair Feedback:       

Looking Ahead | Capstone Stage Goals

To ensure that you meet your long-term goal for program completion, it is important to keep track of both your term plan progress (each term) and your term-to-term/capstone stage progress toward completion.    

LONG-TERM GOAL | Anticipated Date of Program Completion: 5/11/2019

Note : Time to completion will vary based on individual factors applicable to the student. Factors may be programmatic or academic, such as tuition and fee increases; transfer credits accepted by Walden; program or specialization changes; unsuccessful course completion; credit load per term; part-time vs. full-time enrollment; writing, research, and editing skills; use of external data for the doctoral study/dissertation; and individual progress in the program. Other factors may include personal issues such as the student’s employment obligations, caregiving responsibilities, or health issues; leaves of absence; or other personal circumstances.

Sample Completed Term Plan | Week 1 Submission

TERM GOAL(S) | By the end of this term, I will have completed:  My prospectus with committee consensus as “Met”

STRETCH GOAL(S) | Additionally, by the end of this term, I will try to complete:  A draft of my literature review

Mentor/Chair Feedback: 

Sample Completed Final Term Plan | Week 11 Submission

Mentor/Chair Feedback:  Your goal is appropriate/realistic for the term. Make sure that you work on your lit review while waiting for committee member feedback.

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Time Management: Conquering Long Assignments

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Time management is a struggle for students of all levels. Long assignments can make this issue worse because procrastination can compound over time, especially when the assignment has several components. Rushing to finish at the last second may be impossible. Even if it's not, opting for this strategy can drastically decrease the quality of your work and increase the likelihood of making an embarassing error (like misinterpreting your teacher's directions).

Thus, when dealing with a long assigment, time management becomes crucial. Working at a manageable pace over a long stretch of time minimizes stress and maximizes the quality of your work. Below, we've provided some tips that can help you stay on-task over the long haul.

Make a realistic plan of action...

• When you receive your assignment, make sure to highlight when any due dates your instructor has specified. Some longer assignments will have specific sections due throughout the semester, so be sure to mark these in your calendar.
• Is there a rubric (and if so, can you see it/have a copy)?
• What will your instructor pay most attention to when grading? What elements are weighted the highest?
• What can you do to succeed on the assignment?
• Does your instructor have any tips for specific practices you can implement to do well on the various components?
• What does your instructor most want you to learn from this assignment?
• You may even consider making checklists to help you out. If your teacher hasn’t given specific due dates for different chunks of the assignment or doesn’t require a draft, when does it make most sense for you to have a draft completed, given your upcoming schedule? Put some deadlines in place for yourself now so you’re not scrambling later.

Take advantage of every resource at your disposal…

• Clarify any questions you have with your teacher as they come up; don’t assume you know the answer if you aren’t sure. Some mistakes, like using the wrong kinds of sources, can compound over time and create more problems for you later on in the assignment.
• Talk to research librarians about your work, if you’re doing a research project. Explore the different resources available through your library, and learn about how to use your library’s search tools; you will need more than just the first few sources that show up, and talking to another person who has expertise in the area you’re looking at will help you not only find the appropriate sources, but learn how to search later when you’re working alone.
• If your university has a writing center, it doesn’t hurt to make an appointment to speak with someone there as well. It’s a good idea to book an appointment for the longest time slot they have available so that you can have all your questions answered and concerns met. Don’t be afraid to use the writing center no matter what part of the writing process you’re on (drafting, citing sources, proofreading, editing, etc.).

Pace yourself, make a schedule, and follow it…

• Many writers of all kinds (creative, journalistic, academic, etc.) recommend a daily writing practice. Writing just a little every day will help continue to move you toward your goal. Not everyone can accomplish that, though — whatever works for you is great. The most important thing is to be consistent (e.g., "I will write half an hour every day;" "I will write an hour on Monday, Wednesday, and Friday;" etc.).
• Make a point to mention your goals (e.g., deadlines you've set for yourself) to your buddy early on. This will help keep you accountable, as you'll feel compelled to accomplish your goals in order to avoid embarassing yourself.
• This will also help you make progress, since the sense of accomplishment you'll get from meeting minor milestones (like completing a page) will make larger ones seem less daunting.

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Term Paper Assignment

For more writing information, please visit our writing pages .

Taken from Dr. Mary Kay Hemenway’s course “Astronomy and the Humanities.”

Purpose and goals of the assignment

You are to argue for the thesis you have chosen. To do so, you must demonstrate knowledge of the subject and synthesize information from several references. At least one-third of the paper should concern how astronomy is related to your chosen topic.

Among the skills you should demonstrate with this paper are: clarity, persuasive arguments, and analytical skills.

This is a formal report. You should not use first person constructions, except in your conclusion where you may offer your own opinion based upon your research. Passive voice is allowed, if you wish, but be aware that passive statements are sometimes not as strong in making an argument.

Your audience is a group that is generally knowledgeable about science and humanities, in other words, your classmates.

• 2 October – topic and one reference submitted to instructor for approval (less than half a page, double spaced).
• 12 October – References for term paper – an annotated list with at least four scholarly sources, at least one of which must relate to the science.
• 20 October – Summary paper of one humanities reference for the term paper. Attach Source Analysis Worksheet.
• 27 October – Summary paper of one astronomy reference for the term paper. Attach Source Analysis Worksheet.
• Statement of the thesis
• Outline and some developed sentences/paragraphs
• List of references (a minimum of four scholarly references)
• 13 November – an eight to ten page, double-spaced, draft paper is due. Font size should be 12 point and margins may not exceed 1.5 inches on 8.5 by 11 inch paper.
• 17 November – final paper due

Conferences

Conferences may be scheduled with your instructor to brainstorm on topics and/or go over rough-drafts. Please make your appointment at least 24 hours in advance. No conferences are available on Nov 4-6 (due to instructor travel).

Reference materials

All references should be scholarly, as per the instructions given at the Library Workshop. NOT wikipedia .

Either footnotes or endnotes may be used. You may use any style of indicating your reference that indicates the exact source used. Exact quotes must appear in quotation marks and be referenced. Paraphrased sentences should also be referenced. If you are using Internet references, they must be scholarly references. The Undergraduate Writing Center can help you learn how to best list these references.

Expectations

Your writing will be expected to demonstrate the following proficiencies:

• No run-ons, comma splices, or inappropriate fragments
• A lean, efficient, jargon-free style
• No offensive or inappropriate language
• No subject/verb agreement errors
• No pronoun agreement errors
• No pronoun reference problems
• No misused, dangling, or misplaced modifiers
• Commas used correctly
• No spelling errors
• Final text carefully edited and proofread.

Style Assistance

If you have problems with these areas, please consult a writing handbook, such as:

Hairston, Ruszkiewicz, and Friend. The Scott, Foresman Handbook for Writers (6th ed.). Longman.

Ruszkiewicz, Hairston, and Seward. The SF Writer (2nd ed.). Longman. –

Fulwiler. The Blair Handbook . Prentice-Hall.

Strunk and White. The Elements of Style . Allyn and Bacon.

Aaron. The Little, Brown Compact Handbook . Longman.

DiYanni and Hoy. The Scribner Essentials for Writers . Allyn and Bacon.

Lunsford and Conners, The Easy Writer . Bedford/St. Martin’s

I will be particularly looking for:

• Thesis clearly stated
• Main points stated
• Evidence to support your points
• Smooth transitions
• Conclusion that logically flows from the paper
• Clear and concise
• No mechanical errors
• Appropriate references
• Correct use of footnotes or endnotes
• Length of paper meets assignment

An “A” Paper

An “A” paper has the following characteristics:

• The paper has a well-developed thesis with an insightful set of criteria. The introduction establishes the issues at stake and the conclusion indicates what will change as a result of this argument.
• The paper demonstrates excellent development of each idea and focuses on relevant details. Clearly explained examples support the claims and the topic is thoroughly researched.
• The author is clearly attentive to the values of the intended audience. The author defends beliefs not shared by the audience and handles counter-arguments with respect.
• The paper contains strong topic sentences and builds upon the argument suggested in the thesis. Clear transitions connect ideas both on the paragraph level and the sentence level.
• The paper demonstrates mastery over the basics in sentence completeness, structure, variety, word choice, and punctuation. It maintains a clear and efficient style.

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Helping Students Plan Long-Term Assignments and Projects

Posted by Erica Warren on May 25, 2021

Planning the Overall Approach:

Planning the details:.

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Capstone Documents: DNP Capstone Resources NURS 8702 and NURS 8703

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Doctor of Nursing Program Capstone Resources NURS 8702 and NURS 8703

Welcome to the DNP Project Website for students enrolled in NURS 8702 or NURS 8703. This site is for students using the updated DNP project management process to complete their DNP Project. You must be enrolled in NURS 8702 or NURS 8703 to use the processes described on this site.

Step-by-Step Process to Completing Your DNP Project

1. review dnp project process guide and dnp practicum manual.

• DNP Project Process Guide

2. During NURS 8302: Leading Organizations for Quality Improvement Initiatives

Preparation for project planning will begin during the clinical component of NURS 8302. Using the project management process outlined in the Project Process Guide and in the steps below, you will use a variety of checklist and forms to complete the project. Review the checklists below to identify the best approach for the project site’s gap in practice or practice change. You may also review the appendices in  Dang, D., Dearholt, S., Bissett, K., Ascenzi, J., &Whalen, M.  (2022).  Johns Hopkins evidence-based practice: Model and guidelines  (4th ed.). Sigma.

Staff Education Program

• Staff Education Program Checklist
• Staff Education Program Executive Summary Checklist

Clinical Practice Guideline Development

• Clinical Practice Guideline Checklist
• Clinical Practice Guideline Executive Summary Checklist

Evaluation of a Quality Improvement Initiative

• Quality Improvement Checklist
• Quality Improvement Executive Summary Checklist

3. DNP Committee Request and Enrollment in DNP Project Classroom – NURS 8702/8703.

In NURS 8302, you will complete the Doctoral Committee Request form. After successful completion of NURS 8302, you will be notified about your faculty advisor and committee member and registered in your NURS 8702, DNP Project Mentoring classroom or NURS 8703, Project Completion classroom.

• When enrolled in NURS 8702, start working with your faculty advisor on your DNP project
• Use the  Walden Library Resources  (Doctoral research appointments, webinars, subscription databases, Ask a Librarian service)
• For questions about the Doctoral Committee Matching form, contact [email protected]
• For questions about enrollment in NURS 8702 8703, contact Student Success Advising [email protected]
• All documents that will be used during implementation must be submitted and approved by your committee. You should zip all the files together and submit as one zip file.

4. Phase 1 Design

• Step 1: Faculty Advisor: during week 1 of NURS 8702, meet with the faculty advisor to review the requirements for the project.
• Complete Appendix A  and submit to project course classroom by day 7 of week 1 of the course​​​​​​​

Set up a meeting with the organization representative, and faculty advisor to clearly identify the practice problem and goal(s) to be achieved. Identify project mentor and any additional stakeholders. Discuss strengths, weaknesses, opportunities, and threats related to the project. Present site approval for signatures. Complete minutes of the meeting using the site approval minutes template.

• Site Approval Minutes Template
• Appendix A PET Process
• Submit the completed forms to assess organization and stakeholders to the classroom
• Organizational Readiness
• Appendix C Stakeholder Analysis
• SWOT Analysis
• Tutorial: Virtual Strategist. (2016). How to Perform a SWOT Analysis.

Have the site approval signed by the organization leader, project mentor, and faculty advisor:

• Walden DNP Project Letter
• Staff Education Site Approval Form
• Clinical Practice Guideline Site Approval Form
• Quality Improvement Site Approval Form
• MY DR: Upload and submit the completed site approval for committee and program director review once the faculty advisor confirms in the classroom that the site approval is ready for a formal rubric review.
• DNP Site Approval Rubric
• Complete Question Development Tool   a nd submit to classroom
• Appendix B Question Development

Complete a rigorous review of evidence. Review Appendix D, Evidence Level and Quality Guide, which will be used to grade the evidence. Your faculty advisor may request that you utilize the appraisal tools (Appendix E and Appendix F) below as you review the evidence for your project.

• Appendix D: Evidence Level and Quality Guide
• Appendix E Research Evidence Appraisal Tool
• Appendix F Non-Research Evidence Appraisal Tool
• Upon completion of the evidence review submit the following documents into the classroom for faculty advisor approval.
• Appendix G Individual Evidence Summary Tool
• Appendix H Synthesis and Recommendations
• Tutorial: Evidence synthesis directions

5. Phase 2: Plan

• Develop the core documents and submit to classroom for faculty advisor review
• Appendix I Translation and Action Planning
• Develop a GANTT Chart
• Tutorials: Develop SMART Objectives
• Review approved action plan with project mentor. Submit minutes of the meeting to the classroom.
• MYDR:  Review approved action plan and other documents with your project mentor. When satisfied that the project planning documents (question development tool, individual evidence summary, synthesis process and recommendations tool, action plan, and GANTT chart) meet university criteria outlined in the Action plan checklist and DNP minimum standards rubric , the faculty advisor will authorize the student to submit the documents  to the committee for review. This review will document the faculty advisor and committee member’s endorsement of the documents. Instructions on how to place documents in a zip file are found in the DNP Project Process Guide.
• DNP Minimum Standards Rubric Project Plan
• Work with the faculty advisor and project mentor to schedule a final action plan review meeting with all stakeholders. The goal of this meeting is to ensure that everyone is on the same page before the DNP Project moves forward to implementation. You may present at the site or virtually and must include the faculty advisor via a teleconference scheduled on Teams using the conference call request form. Requests should be made one (1) week in advance of your meeting with your committee.
• Conference Call Request Form (Faculty Only)
• Action Plan Review Meeting Template
• Following approval of the Final Action Plan Review in MyDR by your faculty advisor, complete the online ethics pledge  https://walden.co1.qualtrics.com/jfe/form/SV_6KKMk5znRdjBuqq  

​​​​​​​ When confirmation of your completion of the online ethics pledge has been received from  [email protected] , you may begin Phase 3. Meet with the faculty advisor to review your final action plan prior to implementation at the partner site.

5. Phase 3: Implement

• Meet with project mentor to review your action planning tool and make any adjustments. Submit minutes of this meeting to project course Confirm with faculty advisor. Implementation plans must follow the guidelines set forth in the appropriate DNP Project Checklist.

6. Phase 4: Monitor/Measure

• Review the work plan on a regular basis to determine how the DNP Project is progressing in terms of timeline. Submit minutes of any meetings with project mentor to the project course. Revise Gantt chart as needed. 

7. Phase 5: Close/Project Evaluation

• Complete project evaluation using the metrics identified during the planning process. The student will set up a meeting with the faculty advisor and project mentor to debrief and discuss results. The team will discuss the format for the final dissemination of results. 
• The student will complete any materials needed for the final presentation to the stakeholders and submit into the project course for faculty advisor review. Upon faculty advisor approval, the student will share materials with the project mentor.
• Select the template below that aligns with your DNP project. Complete the draft of the executive summary in the appropriate template and submit the executive summary draft and checklist into the project course for faculty review.
• Template for Close Out Review Presentation
• DNP Executive Summary Template: CPG
• DNP Executive Summary Template: ED
• DNP Executive Summary Template: QI
• MYDR: When satisfied that the executive summary meets university criteria outlined in the DNP executive summary checklist, the faculty advisor authorizes the student to submit the executive summary and checklist to the committee for the monitor committee review.
• DNP Project Minimum Standards Rubric Executive Summary
• Upon approval from the committee, the executive summary will be forwarded to Form & Style Editors for review. Upon completion of Form & Style Review, the student may schedule the final presentation to stakeholders. 
• F&S resources:  https://academicguides.waldenu.edu/formandstyle/process
• Remember to check for any feedback and revisions from Form & Style.
• Complete all recommended editing changes and provide clean edited copy to the faculty advisor to review before uploading to the final committee rubric analysis.

Questions?  [email protected] .

8. Phase 6: Disseminate

• Work with the faculty advisor and project mentor to schedule the close out review and  presentation with all stakeholders.  Confirm the most appropriate method(s) of presenting the close out review and project presentation. All materials must be approved by the faculty advisor and project mentor. You may present at the site or virtually and must include the faculty advisor via a teleconference scheduled on Teams using the conference call request form. Requests should be made one (1) week in advance of your meeting with your committee.
• DNP Project Close Out Review Checklist
• Once the project advisor has approved your final dissemination you will receive an e-mail to upload your final executive summary into Taskstream.  Submit the final executive summary to Taskstream for committee review.
• DNP Project Final Quality Rubric Committee
• Once approved by the committee, the faculty advisor will upload the final executive summary for CAO approval.
• CAO provides feedback and requests for revision or approves. Student completes revisions and resubmits as needed. CAO approval must be obtained in order for student to complete all program requirements.
• Submit final executive summary with endorsement page and form and style updates to [email protected]

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Home » Term Paper – Format, Examples and Writing Guide

Term Paper – Format, Examples and Writing Guide

Table of Contents

Definition:

Term paper is a type of academic writing assignment that is typically assigned to students at the end of a semester or term. It is usually a research-based paper that is meant to demonstrate the student’s understanding of a particular topic, as well as their ability to analyze and synthesize information from various sources.

Term papers are usually longer than other types of academic writing assignments and can range anywhere from 5 to 20 pages or more, depending on the level of study and the specific requirements of the assignment. They often require extensive research and the use of a variety of sources, including books, articles, and other academic publications.

Term Paper Format

The format of a term paper may vary depending on the specific requirements of your professor or institution. However, a typical term paper usually consists of the following sections:

• Title page: This should include the title of your paper, your name, the course name and number, your instructor’s name, and the date.
• Abstract : This is a brief summary of your paper, usually no more than 250 words. It should provide an overview of your topic, the research question or hypothesis, your methodology, and your main findings or conclusions.
• Introduction : This section should introduce your topic and provide background information on the subject. You should also state your research question or hypothesis and explain the importance of your research.
• Literature review : This section should review the existing literature on your topic. You should summarize the key findings and arguments made by other scholars and identify any gaps in the literature that your research aims to address.
• Methodology: This section should describe the methods you used to collect and analyze your data. You should explain your research design, sampling strategy, data collection methods, and data analysis techniques.
• Results : This section should present your findings. You can use tables, graphs, and charts to illustrate your data.
• Discussion : This section should interpret your findings and explain what they mean in relation to your research question or hypothesis. You should also discuss any limitations of your study and suggest areas for future research.
• Conclusion : This section should summarize your main findings and conclusions. You should also restate the importance of your research and its implications for the field.
• References : This section should list all the sources you cited in your paper using a specific citation style (e.g., APA, MLA, Chicago).
• Appendices : This section should include any additional materials that are relevant to your study but not essential to your main argument (e.g., survey questions, interview transcripts).

Structure of Term Paper

Here’s an example structure for a term paper:

I. Introduction

A. Background information on the topic

B. Thesis statement

II. Literature Review

A. Overview of current literature on the topic

B. Discussion of key themes and findings from literature

C. Identification of gaps in current literature

III. Methodology

A. Description of research design

B. Discussion of data collection methods

C. Explanation of data analysis techniques

IV. Results

A. Presentation of findings

B. Analysis and interpretation of results

C. Comparison of results with previous studies

V. Discussion

A. Summary of key findings

B. Explanation of how results address the research questions

C. Implications of results for the field

VI. Conclusion

A. Recap of key points

B. Significance of findings

C. Future directions for research

VII. References

A. List of sources cited in the paper

How to Write Term Paper

Here are some steps to help you write a term paper:

• Choose a topic: Choose a topic that interests you and is relevant to your course. If your professor has assigned a topic, make sure you understand it and clarify any doubts before you start.
• Research : Conduct research on your topic by gathering information from various sources such as books, academic journals, and online resources. Take notes and organize your information systematically.
• Create an outline : Create an outline of your term paper by arranging your ideas and information in a logical sequence. Your outline should include an introduction, body paragraphs, and a conclusion.
• Write a thesis statement: Write a clear and concise thesis statement that states the main idea of your paper. Your thesis statement should be included in your introduction.
• Write the introduction: The introduction should grab the reader’s attention, provide background information on your topic, and introduce your thesis statement.
• Write the body : The body of your paper should provide supporting evidence for your thesis statement. Use your research to provide details and examples to support your argument. Make sure to organize your ideas logically and use transition words to connect paragraphs.
• Write the conclusion : The conclusion should summarize your main points and restate your thesis statement. Avoid introducing new information in the conclusion.
• Edit and proofread: Edit and proofread your term paper carefully to ensure that it is free of errors and flows smoothly. Check for grammar, spelling, and punctuation errors.
• Format and cite your sources: Follow the formatting guidelines provided by your professor and cite your sources properly using the appropriate citation style.
• Submit your paper : Submit your paper on time and according to the instructions provided by your professor.

Term Paper Example

Here’s an example of a term paper:

Title : The Role of Artificial Intelligence in Cybersecurity

As the world becomes more digitally interconnected, cybersecurity threats are increasing in frequency and sophistication. Traditional security measures are no longer enough to protect against these threats. This paper explores the role of artificial intelligence (AI) in cybersecurity, including how AI can be used to detect and respond to threats in real-time, the challenges of implementing AI in cybersecurity, and the potential ethical implications of AI-powered security systems. The paper concludes with recommendations for organizations looking to integrate AI into their cybersecurity strategies.

Introduction :

The increasing number of cybersecurity threats in recent years has led to a growing interest in the potential of artificial intelligence (AI) to improve cybersecurity. AI has the ability to analyze vast amounts of data and identify patterns and anomalies that may indicate a security breach. Additionally, AI can automate responses to threats, allowing for faster and more effective mitigation of security incidents. However, there are also challenges associated with implementing AI in cybersecurity, such as the need for large amounts of high-quality data, the potential for AI systems to make mistakes, and the ethical considerations surrounding the use of AI in security.

Literature Review:

This section of the paper reviews existing research on the use of AI in cybersecurity. It begins by discussing the types of AI techniques used in cybersecurity, including machine learning, natural language processing, and neural networks. The literature review then explores the advantages of using AI in cybersecurity, such as its ability to detect previously unknown threats and its potential to reduce the workload of security analysts. However, the review also highlights some of the challenges associated with implementing AI in cybersecurity, such as the need for high-quality training data and the potential for AI systems to be fooled by sophisticated attacks.

Methodology :

To better understand the challenges and opportunities associated with using AI in cybersecurity, this paper conducted a survey of cybersecurity professionals working in a variety of industries. The survey included questions about the types of AI techniques used in their organizations, the challenges they faced when implementing AI in cybersecurity, and their perceptions of the ethical implications of using AI in security.

The results of the survey showed that while many organizations are interested in using AI in cybersecurity, they face several challenges when implementing these systems. These challenges include the need for high-quality training data, the potential for AI systems to be fooled by sophisticated attacks, and the difficulty of integrating AI with existing security systems. Additionally, many respondents expressed concerns about the ethical implications of using AI in security, such as the potential for AI to be biased or to make decisions that are harmful to individuals or society as a whole.

Discussion :

Based on the results of the survey and the existing literature, this paper discusses the potential benefits and risks of using AI in cybersecurity. It also provides recommendations for organizations looking to integrate AI into their security strategies, such as the need to prioritize data quality and to ensure that AI systems are transparent and accountable.

Conclusion :

While there are challenges associated with implementing AI in cybersecurity, the potential benefits of using these systems are significant. AI can help organizations detect and respond to threats more quickly and effectively, reducing the risk of security breaches. However, it is important for organizations to be aware of the potential ethical implications of using AI in security and to take steps to ensure that these systems are transparent and accountable.

References:

• Alkhaldi, S., Al-Daraiseh, A., & Lutfiyya, H. (2019). A Survey on Artificial Intelligence Techniques in Cyber Security. Journal of Information Security, 10(03), 191-207.
• Gartner. (2019). Gartner Top 10 Strategic Technology Trends for 2020. Retrieved from https://www.gartner.com/smarterwithgartner/gartner-top-10-strategic-technology-trends-for-2020/
• Kshetri, N. (2018). Blockchain’s roles in meeting key supply chain management objectives. International Journal of Information Management, 39, 80-89.
• Lipton, Z. C. (2018). The mythos of model interpretability. arXiv preprint arXiv:1606.03490.
• Schneier, B. (2019). Click Here to Kill Everybody: Security and Survival in a Hyper-Connected World. WW Norton & Company.
• Wahab, M. A., Rahman, M. S., & Islam, M. R. (2020). A Survey on AI Techniques in Cybersecurity. International Journal of Scientific & Engineering Research, 11(2), 22-27.

When to Write Term Paper

A term paper is usually a lengthy research paper that is assigned to students at the end of a term or semester. There are several situations when writing a term paper may be required, including:

• As a course requirement: In most cases, a term paper is required as part of the coursework for a particular course. It may be assigned by the instructor as a way of assessing the student’s understanding of the course material.
• To explore a specific topic : A term paper can be an excellent opportunity for students to explore a specific topic of interest in-depth. It allows them to conduct extensive research on the topic and develop their understanding of it.
• To develop critical thinking skills : Writing a term paper requires students to engage in critical thinking and analysis. It helps them to develop their ability to evaluate and interpret information, as well as to present their ideas in a clear and coherent manner.
• To prepare for future academic or professional pursuits: Writing a term paper can be an excellent way for students to prepare for future academic or professional pursuits. It can help them to develop the research and writing skills necessary for success in higher education or in a professional career.

Purpose of Term Paper

The main purposes of a term paper are:

• Demonstrate mastery of a subject: A term paper provides an opportunity for students to showcase their knowledge and understanding of a particular subject. It requires students to research and analyze the topic, and then present their findings in a clear and organized manner.
• Develop critical thinking skills: Writing a term paper requires students to think critically about their subject matter, analyzing various sources and viewpoints, and evaluating evidence to support their arguments.
• Improve writing skills : Writing a term paper helps students improve their writing skills, including organization, clarity, and coherence. It also requires them to follow specific formatting and citation guidelines, which can be valuable skills for future academic and professional endeavors.
• Contribute to academic discourse : A well-written term paper can contribute to academic discourse by presenting new insights, ideas, and arguments that add to the existing body of knowledge on a particular topic.
• Prepare for future research : Writing a term paper can help prepare students for future research, by teaching them how to conduct a literature review, evaluate sources, and formulate research questions and hypotheses. It can also help them develop research skills that they can apply in future academic or professional endeavors.

Advantages of Term Paper

There are several advantages of writing a term paper, including:

• In-depth exploration: Writing a term paper allows you to delve deeper into a specific topic, allowing you to gain a more comprehensive understanding of the subject matter.
• Improved writing skills: Writing a term paper involves extensive research, critical thinking, and the organization of ideas into a cohesive written document. As a result, writing a term paper can improve your writing skills significantly.
• Demonstration of knowledge: A well-written term paper demonstrates your knowledge and understanding of the subject matter, which can be beneficial for academic or professional purposes.
• Development of research skills : Writing a term paper requires conducting thorough research, analyzing data, and synthesizing information from various sources. This process can help you develop essential research skills that can be applied in many other areas.
• Enhancement of critical thinking : Writing a term paper encourages you to think critically, evaluate information, and develop well-supported arguments. These skills can be useful in many areas of life, including personal and professional decision-making.
• Preparation for further academic work : Writing a term paper is excellent preparation for more extensive academic projects, such as a thesis or dissertation.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Everything you need to know about Long Term Assignments

Explore the world of long terms assignments in our latest blog post. Here we cover everything you need to know from planning to executing your company relocation policy, to ensure your assignments are a success.

Whether you’re considering embarking on a long-term assignment or managing employees on such assignments, it’s crucial to understand the intricacies involved.

Planning International assignments can be daunting if your company is implementing them for the first time. At MovePlus Mobility, we understand the intricacies of global assignments. In today’s blog post we’ll walk you through everything you need to know from planning to execution. Our mission is to empower HR teams like yours to make these assignments a success.

Long-term assignments typically involve an employee relocating to a different location, often in another country, for an extended period—typically one year or more. The objective? To fulfill specific business objectives, transfer knowledge, establish new markets, or simply nurture talent development in a global context.

Crafting a Comprehensive Relocation Policy

The cornerstone of any successful long-term assignment is a well-defined corporate relocation policy. This policy serves as the roadmap for your company’s approach to global mobility. Consider these key elements:

• Assignment Duration: Define what qualifies as long-term assignments within your organization. Is it six months, a year, or more?
• Compensation and Benefits: Ensure that employees on long-term assignments receive fair compensation, including salary, allowances, and benefits that align with their new location’s cost of living.
• Legal and Compliance: Stay informed about local labor laws and visa/immigration regulations. The tax implications of long-term assignments can be very complex. Employees may face tax obligations both in their home country and the host country, requiring specialized.
• Family Support: Acknowledge the role of families in the success of long-term assignments. Provide support services, such as spousal employment assistance and access to international schools.
• Cost Projection: Work with your RMC to run cost estimates of possible assignment scenarios to project the total cost for the company. Long term assignment come with higher costs due to several factors including extended duration, additional benefits (e.g., housing allowances, home leave trips), immigration and tax costs and repatriation.

Preparing Assignees for Success

Preparation is key to a smooth transition for your employees. Here’s how to get them ready:

• Cultural Training: Offer cultural orientation programs to help assignees adapt to their new environment.
• Language Proficiency: Encourage language training if necessary to facilitate communication and integration.
• Visa and Immigration : Facilitate the visa and immigration process, ensuring assignees have the necessary documentation to work legally in the host country.
• Relocation Services: Partner with a relocation management company like MovePlus Mobility to provide end-to-end support, including housing, transportation, household good shipping, school placement, and settling-in services.

Ongoing Support and Communication

Maintaining open lines of communication with assignees is essential for their well-being and productivity. MovePlus Advocates have ongoing regular check-ins with assignees so we can help address any challenges they may face.

Repatriation and Knowledge Transfer

The end of a long-term assignment is often overlooked but equally important. Repatriation should be just as well-planned as the initial assignment. Consider:

• Knowledge Transfer: Ensure that knowledge acquired during the assignment is effectively transferred to colleagues within the organization.
• Career Planning : Discuss career plans with returning assignees and explore how their newly acquired skills can benefit the company.

Partner with MovePlus Mobility

To streamline the entire process, it’s beneficial to partner with a relocation management company. Our expertise in corporate relocation and global mobility ensures a seamless experience for both HR teams and assignees. From relocation policy consulting to on-the-ground support, we’ve got you covered.

We invite you to schedule an introductory consultation with our team. Let’s discuss how MovePlus Mobility can tailor our services to meet your unique needs and help you navigate the world of long-term assignments with confidence.

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