| One of the key components of assignment questions or criteria are – the verbs that tell you what you need to do in your assignment. There are a number of commonly used directive/instructional words, which have recognised meanings when applied to college assignments. To interpret the question accurately, you need to understand what these words mean. Recognising directive/instructional words used in your assignment titles and guidelines will help you organise your ideas appropriately and help you write more confidently. It is easy to overlook the directive/instructional words, but if you just describe something when you have been asked to analyse it, your assignment is likely to receive a lower grade. Words commonly used in assignments can appear to have similar meanings, but there are subtle differences between them. How is analyse different to critically evaluate? These words may seem similar but do have distinct meanings. However, there are not always hard distinctions between the words and different lecturers may use them in slightly different ways. You must always go by the total meaning of the title or question in the assignment brief. Read the question carefully and do not jump to conclusions about what is required on the basis of these words only. It is always advisable to clarify an assignment with your lecturer if you do not fully understand what you are being asked to do. Do not get put off by phrases such as "with reference to relevant literature" or "critically evaluate" and "critically analyse" (rather than simply "evaluate" or "analyse"). These phrases/words are there as a gentle reminder as it is expected that much of your writing will refer to relevant literature and have an element of criticality at college level no matter what the instructions in the assignment brief. Breaking down the assignment directive/instructional words to understand what you are being asked to do will help kickstart your critical thinking skills and help you plan the logical ordering of your ideas. | Below is a list of interpretations for some of the more common directive/instructional words. These interpretations are intended as a guide only but should help you gain a better understanding of what is required when they are used. | | Account for | Explain, clarify, give reasons for something and why it happens; give evidence to support your argument. | Analyse | Examine the topic methodically. Separate the subject into parts and then discuss, examine, or interpret each part carefully and in detail, considering how they relate to each other, how the parts contribute to the whole and why they are important. Using evidence for and against, mention any strengths/weaknesses, advantages/disadvantages. Do not simply describe or summarise; question the information. | Apply | Use evidence or details that you have been given to demonstrate how an idea, theory, or concept works in a particular situation. May involve transferring evidence from your reading to real life, or to a case study, perhaps applying theory to practice. | Argue | Methodically present the case for and/or against something basing your claims/reasons on a range of appropriate evidence; aim to influence the reader to accept your view, demonstrating weaknesses in the opposing argument. | Assess | Using evidence and arguments, weigh something up and consider the value, quality or importance of it, examining the positive, negative and contestable aspects. Come to a conclusion. | Be critical | Identify what is good and bad about the information and why; probe, question, identify inaccuracies or shortcomings in the information; estimate the value of the material. | Characterise | Describe the features and qualities of a concept or phenomenon, making it different and distinguished from other things. | Clarify | Make something clearer and simplify it; identify the key components of an issue/topic/problem, removing any potential misunderstandings; if appropriate, explain the relationship between two or more variables. | Classify | Organise information into categories, groups or classes; noting the influence and importance of each, outline the difference between them, explaining why and how you classified the information. | Comment on | Identify and write about the main issues, giving your observations and interpretations based upon what you have read and researched, explaining the meaning of a situation or statement. Be critical, give your point of view, saying why something matters but avoid opinion that is not backed up or based on evidence presented in your writing. | Compare | Look at the similarities more than the differences between two or more things. Explain how they are similar, say if any similarities are more important than others and indicate the relevance or consequences of them. | Consider | Think and write about something carefully, discussing different possibilities and perspectives on a given topic. Support your comments/explanations by using appropriate evidence - include any views which are contrary to your own and how they relate to what you think. | Contrast | Look at the similarities and differences between two or more things, mainly emphasising the differences and what sets them apart – explain how different they are, indicate if this is significant and, if appropriate, give reasons why one item or argument may be preferable. | Critically | Used in combination with another directive/instructional word to get you to analyse and evaluate the strengths and weaknesses of something not simply describe or state how something is. | Critically evaluate | Weigh arguments for and against something, assessing the strength of the evidence on both sides. Provide evidence taken from a wide range of sources which both agree with and contradict an argument. Based on the evidence, come to a final conclusion, basing your decision on what you judge to be the most important factors and justify how you have made your choice. | Critique | This does not mean you have to be negative, include both positive and negative points - look at any implications. Give your judgment about the value, quality and effectiveness of a theory, opinion or methodology and how it meets specific expectations; back your judgment by discussing the evidence. | Define | Describe or state clearly the meaning of something, examining the different possible or often used definitions in reputable research material. Where relevant, show the boundaries and limitations of the definition and the different interpretations that may exist, indicating how the definition distinguishes this term/concept from others. | Demonstrate | Show clearly or prove something by giving explanations, illustrations and/or supporting evidence. | Describe | Give a detailed, full account of the main characteristics, properties or qualities of a topic/issue or the sequence in which a series of things happen(ed). Explain how and why something happens. | Determine | Find out or calculate something | Differentiate | Show the difference or make a distinction between two or more things. | Discuss | Essentially this is a written debate. Supported by carefully selected evidence, examine, analyse and present both sides of the most important aspects of a topic, pointing out advantages and disadvantages, giving arguments/reasons for and against, assessing how satisfactory something is and examining the implications. Based on the evidence you have presented, state which argument is more persuasive, examine the implications and come to a conclusion. | Distinguish | Identify and describe the differences between two or more items. | Elaborate | Explain something in greater detail and at greater length, providing reasons, examples and more information. | Enumerate | List, organise or outline relevant items/ideas one by one, and concisely describe them. | Estimate | Weigh up the evidence and say by how much a theory or opinion may be preferable; calculate; predict. | Evaluate | Present a careful judgement on the worth, value, significance, relevance or usefulness of something; weighing up the arguments for and against something, show the advantages and disadvantages, strengths and weaknesses. Refer to relevant and reliable evidence and use logic and reason to argue and justify your case. Come to a conclusion. | Examine | Critically discuss, investigate or look at a subject in close detail and evaluate the key facts and important issues, giving reasons why they are the most important and explaining the different ways they could be understood/interpreted. | Explain | Make plain and clear in an understandable way; give reasons for differences of opinion or results and analyse. Clarify and interpret the topic by giving a detailed account as to how and why something happens (analysing the causes), why it is the way it is or what is meant by the use of a term in a particular context. Define key terms where appropriate and back up with evidence and examples. | Explore | Examine thoroughly, considering a variety of different viewpoints and perspectives, adopting a questioning approach. Show why there might be debate and where possible, reconcile opposing views by presenting a final line of argument. | Formulate | Use current understanding from evidence and theory to create an idea, definition or interpretation on a topic. | Give an account of | Give a detailed description of something, showing the important steps, stages or developments in the subject | Highlight | Bring attention to something or emphasise its importance (for example, highlight the main points in an argument). | Identify | Select/point out/list what you regard as the key features, problems, needs or issues in relation to something, explaining how and why they are important or relevant. | Illustrate | Make something very clear and explicit, by providing visual or written examples - use figures, diagrams, graphs, statistics, charts, tables or other visual concepts. | Indicate | Point out, show or explain something. | Infer | Conclude something from facts or reasoning. | Interpret | Demonstrate your understanding of something in a detailed and methodical way about which there may be more than one opinion. Backed by evidence, explain the meaning and significance of it, how or why it is important, giving your own judgement. Perhaps indicate how it relates to some other thing or perspective. | Investigate | Enquire into all aspects of a topic through research. | Justify | Make a case for a particular viewpoint, decision or conclusion; give convincing evidence and reasons which support this while also taking into account the opposing view, considering objections that others might make before stating your conclusion. | List | Write your answer as an itemised series of brief points in a logical order | Outline | Give a general summary of the main points, ideas or features; emphasise the structure and how they fit together or complement each other. Leaving out minor details, present the information in a logical order. | Prove | Show by argument or logic that something is true or false by presenting and evaluating adequate evidence to back up your reasoning. | Reconcile | Show how two apparently opposed or mutually exclusive ideas or propositions can be seen to be similar in important respects, if not identical. | Reflect (on) | Analyse a past experience to improve future performance. Think carefully about something, and consider different views and possibilities. | Relate | Show or describe the connections, similarities or associations between things and the extent to which they are alike or affect each other. | Review | Examine a subject critically, analysing and commenting on the main points in an organised manner, bringing together and critiquing the current evidence and understanding on a topic. Assess rather than simply describe, drawing a conclusion based on the evidence presented. | Show | Demonstrate with supporting evidence. | Specify | Give details of something. | State | Specify the main points of an idea or topic in brief, precise terms; no need to be overly descriptive – leave out minor details. Generally does not call for argument or discussion or a judgement from you, just the presentation of the facts. | Suggest | Make a proposal and support it. | Summarise | Give a concise/condensed account of the main points / ideas that are worth noting and remembering – leave out unnecessary detail, side-issues or examples, reducing your discussion to the basic essentials, the key ideas. | Support | Give reasons or evidence for something with appropriate evidence, usually academic sources promoted by your lecturer (books, academic journals or reputable websites). | Synthesise | Combine or bring together research or information from several different sources and integrate into your writing to create a single, cohesive discussion / argument which effectively presents your ideas or opinions. | To what extent | How far is something true or not true? Consider in what ways something meets the requirements of a purpose or contributes to an outcome; support with evidence. Exploring these alternative explanations, make a judgment and defend it. The answer is unlikely to be 100% true or false but somewhere in between. | Trace | Outline how something has changed or developed from an earlier time to its current form. Identify connections. | Verify | Prove something by showing evidence or information. It could also mean that you check and see to make sure certain information is correct and accurate. | ![what do you need to write an assignment](https://libapps-eu.s3.amazonaws.com/customers/3442/images/Updated_Study_Skills_Logo.jpg) Communications from the Library: Please note all communications from the library, concerning renewal of books, overdue books and reservations will be sent to your NCI student email account. - << Previous: The Writing Process
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Follow this step-by-step guide to assignment writing to help you to manage your time and produce a better assignment. This is a general guide. It's primarily for research essays, but can be used for all assignments. The specific requirements for your course may be different. Make sure you read through any assignment requirements carefully and ask your lecturer or tutor if you're unsure how to meet them. - Analysing the topic
- Researching and note-taking
- Planning your assignment
- Writing your assignment
- Editing your assignment
1. Analysing the topicBefore you start researching or writing, take some time to analyse the assignment topic to make sure you know what you need to do. Understand what you need to doRead through the topic a few times to make sure you understand it. Think about the: - learning objectives listed in the course profile – understand what you should be able to do after completing the course and its assessment tasks
- criteria you'll be marked on – find out what you need to do to achieve the grade you want
- questions you need to answer – try to explain the topic in your own words.
Identify keywordsIdentify keywords in the topic that will help guide your research, including any: - task words – what you have to do (usually verbs)
- topic words – ideas, concepts or issues you need to discuss (often nouns)
- limiting words – restrict the focus of the topic (e.g. to a place, population or time period).
If you're writing your own topic, include task words, topic words and limiting words to help you to focus on exactly what you have to do. Example keyword identification - text versionTopic: Evaluate the usefulness of a task analysis approach to assignment writing, especially with regard to the writing skill development of second language learners in the early stages of university study in the Australian university context. Task words: Evaluate Topic words: task analysis approach, assignment writing, writing skill development Limiting words : second language learners (population), early stages of university (time period), Australian university (place) Brainstorm your ideasBrainstorm information about the topic that you: - already know
- will need to research to write the assignment.
When you brainstorm: - use 'Who? What? When? Where? Why? and How?' questions to get you thinking
- write down all your ideas – don't censor yourself or worry about the order
- try making a concept map to capture your ideas – start with the topic in the centre and record your ideas branching out from it.
- Assignment types
- How to write a literature review
Learning AdvisersOur advisers can help undergraduate and postgraduate students in all programs clarify ideas from workshops, help you develop skills and give feedback on assignments. How a Learning Adviser can help Further supportWorkshops Find a proofreader ![what do you need to write an assignment Stanford University](https://www.stanford.edu/su-identity/images/brandbar-stanford-logo@2x.png) Search formHow to write the best college assignments. By Lois Weldon When it comes to writing assignments, it is difficult to find a conceptualized guide with clear and simple tips that are easy to follow. That’s exactly what this guide will provide: few simple tips on how to write great assignments, right when you need them. Some of these points will probably be familiar to you, but there is no harm in being reminded of the most important things before you start writing the assignments, which are usually determining on your credits. The most important aspects: Outline and IntroductionPreparation is the key to success, especially when it comes to academic assignments. It is recommended to always write an outline before you start writing the actual assignment. The outline should include the main points of discussion, which will keep you focused throughout the work and will make your key points clearly defined. Outlining the assignment will save you a lot of time because it will organize your thoughts and make your literature searches much easier. The outline will also help you to create different sections and divide up the word count between them, which will make the assignment more organized. The introduction is the next important part you should focus on. This is the part that defines the quality of your assignment in the eyes of the reader. The introduction must include a brief background on the main points of discussion, the purpose of developing such work and clear indications on how the assignment is being organized. Keep this part brief, within one or two paragraphs. This is an example of including the above mentioned points into the introduction of an assignment that elaborates the topic of obesity reaching proportions: Background : The twenty first century is characterized by many public health challenges, among which obesity takes a major part. The increasing prevalence of obesity is creating an alarming situation in both developed and developing regions of the world. Structure and aim : This assignment will elaborate and discuss the specific pattern of obesity epidemic development, as well as its epidemiology. Debt, trade and globalization will also be analyzed as factors that led to escalation of the problem. Moreover, the assignment will discuss the governmental interventions that make efforts to address this issue. Practical tips on assignment writingHere are some practical tips that will keep your work focused and effective: – Critical thinking – Academic writing has to be characterized by critical thinking, not only to provide the work with the needed level, but also because it takes part in the final mark. – Continuity of ideas – When you get to the middle of assignment, things can get confusing. You have to make sure that the ideas are flowing continuously within and between paragraphs, so the reader will be enabled to follow the argument easily. Dividing the work in different paragraphs is very important for this purpose. – Usage of ‘you’ and ‘I’ – According to the academic writing standards, the assignments should be written in an impersonal language, which means that the usage of ‘you’ and ‘I’ should be avoided. The only acceptable way of building your arguments is by using opinions and evidence from authoritative sources. – Referencing – this part of the assignment is extremely important and it takes a big part in the final mark. Make sure to use either Vancouver or Harvard referencing systems, and use the same system in the bibliography and while citing work of other sources within the text. – Usage of examples – A clear understanding on your assignment’s topic should be provided by comparing different sources and identifying their strengths and weaknesses in an objective manner. This is the part where you should show how the knowledge can be applied into practice. – Numbering and bullets – Instead of using numbering and bullets, the academic writing style prefers the usage of paragraphs. – Including figures and tables – The figures and tables are an effective way of conveying information to the reader in a clear manner, without disturbing the word count. Each figure and table should have clear headings and you should make sure to mention their sources in the bibliography. – Word count – the word count of your assignment mustn’t be far above or far below the required word count. The outline will provide you with help in this aspect, so make sure to plan the work in order to keep it within the boundaries. The importance of an effective conclusionThe conclusion of your assignment is your ultimate chance to provide powerful arguments that will impress the reader. The conclusion in academic writing is usually expressed through three main parts: – Stating the context and aim of the assignment – Summarizing the main points briefly – Providing final comments with consideration of the future (discussing clear examples of things that can be done in order to improve the situation concerning your topic of discussion). Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;}Lois Weldon is writer at Uk.bestdissertation.com . Lives happily at London with her husband and lovely daughter. Adores writing tips for students. Passionate about Star Wars and yoga. 7 comments on “How To Write The Best College Assignments”Extremely useful tip for students wanting to score well on their assignments. I concur with the writer that writing an outline before ACTUALLY starting to write assignments is extremely important. I have observed students who start off quite well but they tend to lose focus in between which causes them to lose marks. So an outline helps them to maintain the theme focused. Hello Great information…. write assignments Well elabrated Thanks for the information. This site has amazing articles. Looking forward to continuing on this site. This article is certainly going to help student . Well written. Really good, thanks Practical tips on assignment writing, the’re fantastic. Thank you! Leave a commentYour email address will not be published. Required fields are marked * Save my name, email, and website in this browser for the next time I comment. ![what do you need to write an assignment Stanford University](https://www-media.stanford.edu/su-identity/images/footer-stanford-logo@2x.png) - Stanford Home
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© Stanford University , Stanford , California 94305 . Purdue Online Writing Lab Purdue OWL® College of Liberal Arts Writing Task OWL Resource List![what do you need to write an assignment OWL logo](https://owl.purdue.edu/images/logos/owllogo_black.png) Welcome to the Purdue OWLThis page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice. Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use. What kind of writing task do you need to complete? The list below will help you pinpoint the OWL’s resources that will be most helpful for you according to the kind of writing you need to accomplish. If you’d like to see a complete list of our resources, please visit the OWL's main page . When You’re Just Beginning Your Writing Task- Understanding Writing Assignments
- Prewriting (Invention)
- Writer's Block/Writer's Anxiety
- Developing an Outline
- Audience Analysis
When You’re Ready to Compose Your Writing TaskFor an Abstract: - Writing Report Abstracts
- Writing Scientific Abstracts Presentation
- Conciseness
For an Academic Research Paper: - Writing a Research Paper
- Evaluating Sources of Information
- Quoting, Paraphrasing, and Summarizing
Style Guides (for citation format): For a Bibliography or Annotated Bibliography: - American Sociological Association
- Chicago Manual Style Guides
- Annotated Bibliographies
For an Argument or Position Paper: - Developing Strong Thesis Statements
- Logic in Argumentative Writing
- Organizing Your Argument Presentation
- Introductions, Body Paragraphs, and Conclusions for Argument Papers
For a Book Report or Book Review: - Writing a Book Report
- Writing a Book Review
For a Business or Cover Letter: - Writing the Basic Business Letter
- Business Letters: Accentuating the Positives
- Cover Letter Presentation
- Academic Cover Letters
For a Curriculum Vitae: - Writing the Curriculum Vitae
For an Email: - Email Etiquette
- Email Etiquette for Students
For an Exploratory Essay: - Essay Writing
- Introductions, Body Paragraphs, and Conclusions for Exploratory Essays
For a Literary Analysis Essay: General Advice: - Writing About Literature
- Writing a Literary Analysis Presentation
- Literary Theory and Schools of Criticism
Writing About a Novel or Story: - Writing About Fiction and Performing Close Reading
Writing About a Poem: For a Literature Review: - Social Work Literature Review Guidelines
- Writing in Psychology: Experimental Report Writing
For a Memo: For a Narrative or Descriptive Essay: - Essay Writing: The Narrative Essay
- Essay Writing: The Descriptive Essay
For a Personal Statement or Statement of Purpose: - Writing the Personal Statement
For a Poster Presentation: - INDOT Poster Design Handout
- Visual Rhetoric
- Color Theory Presentation
For a PowerPoint Presentation: - Designing an Effective PowerPoint Presentation
- Using Fonts with Purpose
For a Report: - Handbook on Report Formats
- Writing Engineering Reports
For a Résumé: - Résumés
- Résumé Design
- Résumé Workshop
For a Visual Analysis Paper: - Visual Rhetoric: Analyzing Visual Documents
For a White Paper: - Writing a White Paper
- Prioritizing Your Concerns for Effective Business Writing
To Revise, Proofread, and Polish Your Writing: - Proofreading Your Writing
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- Types of Assignments & Best Practices
- Tables & Figures
- Thesis & Project Guide
The most common types of writing assignments you will encounter at MLTS- How to approach a writing assignment
- Expository writing & research papers
- Compare & Contrast paper
- Book & Literature Reviews
- Reflective writing
- Online discussion posts
- Thesis/Project
As a graduate student, you will be assigned a variety of types of writing projects. A good rule of thumb in approaching any writing project is to ask yourself: for whom am I writing and why? Or, who is my audience and what do they expect from my writing? Your assignments will almost invariably require you to make one or more arguments. A good argument is well-written, logical, and supported by evidence. Expository writing involves understanding, explaining, analyzing, and/or evaluating a topic. It includes your standard graduate school essay, book review, or research paper where your instructor requires you to analyze and/or study a topic. In general, your audience for such assignments will be your course instructor. You can think of such writing assignments as your instructor asking you to make an argument. Your instructor wants to gauge your creative thinking skills and how well you understand the course material by seeing how well you can make an argument related to that material. Remember: a good argument is well-written, logical, and supported by evidence. An expository paper is therefore not about you (at least not directly); it is about the facts you have learned and researched and the argument you have built from those facts. Therefore, unless you are quoting someone, you should avoid using first person pronouns (the words I, me, my, we, us, our ) in your writing. Let your facts and arguments speak for themselves instead of beginning statements with "I think" or "I believe." A compare & contrast assignment is a type of expository & research paper assignment. It is important to organize your writing around the themes you are comparing & contrasting. If, for example, you are assigned to compare & contrast, say, Augustine's Confessions and The Autobiography of Malcolm X , a common mistake students make is to write the first part of their essay strictly about Augustine's Confessions , and the second part of the essay strictly about The Autobiography of Malcolm X . In a good compare & contrast essay, you instead explore an issue in every paragraph or two, and show how, in this case, both Augustine & Malcolm X share common ground or differ on that issue. Then, move onto another issue and show how both Augustne and Malcolm X covered it. Unless your instructor directs you otherwise, you should not use first person pronouns ( I, me, my ) in such a paper. A book review assignment is meant to be an analysis of a book, not a chapter-by-chapter summary of a book. Instead of organizing your paper sequentially (the first paragraph is about chapter 1, the second paragraph is about chapter 2, etc.), organize your paragraphs around the themes of the book that are thread throughout the book. Topics to consider in a book review include (but are not limited to): - What are the author's arguments, and how successful is she in making those arguments?
- What sort of sources does the author utilize?
- What methodology/methodologies does the author utilize?
- What are the strengths and weaknesses of the book?
A literature review is similar to a book review assignment in that it is meant to be an analysis of a theme or themes across several books/articles. What have various authors written about your topic? That said, as you will typically have less space to talk about each work (perhaps a paragraph or less for each work as opposed to multiple pages), you might end up moving from one author's findings to another. For a literature review in a thesis, think of a literature review as a mini-essay within your broader thesis with its own mini-introduction, thesis statement, and conclusion. Unless your instructor directs you otherwise, book reviews and literature reviews should be written like expository & research papers. In particular, you should not use first person pronouns ( I, me, my ). So, instead of writing: "I think this book is a good analysis of ___," write: "This book is a good analysis of ___." Reflective essays are especially common in theology courses. Reflective writing requires that you explicitly write about yourself and your own views. To put it another way, you typically have two audiences to write for in such an assignment: your instructor and yourself. As such, and unlike a standard expository paper, such essays require you to write about yourself using first person pronouns ( I, me, my) and use statements like “I think” and “I believe.” Otherwise, a reflective essay shares a lot with expository writing. You are still making arguments, and you still need evidence from cited sources! Unless your instructor tells you otherwise, you should still include a good title, introduction paragraph, thesis statement, conclusion, and bibliography. For online courses, you will likely have to take part in classroom or group discussions online, in which you will be encouraged or even required to respond to your classmates. Such writing assignments often include a reflective element. Discussion posts are almost always shorter than essays and as such may not need long introductions or conclusions. That said, a discussion post is not like a Facebook or social media post! Good discussion posts are long and well-written enough to convey one or more thoughtful, insightful observations; you cannot just "like" someone else's post or only write "Good job!" If you decide to challenge or critique a classmate’s post—and you are certainly encouraged to do so!—you should do so in a respectful and constructive manner. As your main audience for online discussions are your own classmates and, to a lesser extent, your instructor, it is often okay to use relatively more informal language and to refer to yourself using first person pronouns ( I, me, my ). Finally, as with reflective essays, discussion posts still benefit from evidence. Even if a discussion post is relatively less formal than an essay, if you quote, paraphrase, or draw ideas from outside sources, you still must cite them! If the online medium does not allow for footnotes, use parenthetical references for citations (see chapter 19 of Turabian). Those of you taking preaching courses or earning a DMin degree will have to write and submit your sermons. On one hand, your main audience for such a writing assignment is the congregation to whom you may preach. The language, tone, message, level of detail, etc. of a good sermon will depend on the precise context of your congregation and the message you want to impart. Therefore, unlike an expository essay or a reflective essay, you have a lot more freedom in how you chose to organize your sermon, as well as how formal or not you want the language to be. On the other hand, in submitting such assignments, you also have a secondary audience: your instructor. As such, you may still need to include citations, even if you would not read them out loud in your sermon. In submitting a sermon as an assignment, you may also need to include some sort of write up or commentary, which your instructor may require to be expository and/or reflective in nature. Those of you earning an MAR or DMin will finish your coursework by proposing, researching, writing, and defending a thesis or project. A thesis/project should be an original contribution to your field of study. To put it another way, the audience for your thesis/project is not just your advisor, but the broader academic and/or ministerial community. A good thesis/project can go on to become the first draft of a published academic journal article or a chapter or two of a book. Your thesis/project should be largely expository, but it may also include reflective sections. It is never too early to start thinking about what you want to do for your thesis/project! You can try to make your thesis/project writing process easier by writing your course papers on topics within or adjacent to what you think you want to do for your thesis/project; that said, if you do so, you will need to cite these earlier works in your final thesis. See our citation guide for help with that. For more information on writing a thesis or project, from choosing a topic to submitting it, check out our Thesis & Project Guide . Tips for Composing Good Academic Prose- Proofread, proofread, proofread!
- Find evidence to support your thesis statement from good quality sources
- Use quotations as evidence, not filler
- Be careful not to turn long sentences into run-on sentences
- Relatively longer paragraphs are generally better than short ones
- Make sure your paper flows well from one idea to the next
- When possible, avoid using the passive voice
- Be precise and crystal-clear in your statements and arguments
- Use the present tense when paraphrasing an author or setting up a quotation
- Use repetition of words carefully
First and most importantly: Proofread your paper over before you submit it to make sure that it reads well and is without errors! Read your paper over as you are writing it. Check over your work with spell check. Before you submit it, read it over one last time to catch anything you missed. If possible, consider reading the work out loud: you will be more likely to spot problems in your writing than if you read it in your head. If you are able to do so, ask a friend or schedule an appointment with the Writing Center for a review. Another pair of eyes can often spot a mistake or problem that the writer has overlooked. Find evidence to support your thesis from good quality sources. Your research and writing should be based on the study of reputable primary and secondary sources. Typically, this means books published by academic presses and academic journal articles. Wikipedia, YouTube, random websites, and dictionary entries are generally not considered to be good sources for academic writing, although there are instances when it is acceptable to use and cite them, like if you were researching how topics in Black theology are represented or misrepresented on Wikipedia. If you need help in finding good resources for your paper, consult a librarian. Quotations are meant to be evidence to support your argument; they are not filler to meet a length requirement. While you must quote and paraphrase sources, you should not quote or paraphrase more than you need. When possible, consider paraphrasing over quoting. Keep in mind that your writing assignments are supposed to showcase your thinking and writing, not the thinking and writing of whoever you are citing. Be careful not to turn long sentences into run-on sentences. Long sentences are not always bad: when well-written, a long sentence can read better and help convey complex ideas better than a series of short sentences. A run-on sentence, on the other hand, occurs when multiple sentences are inappropriately lumped into a single sentence. Therefore, when reading your paper over, keep an eye out for any sentence that you can break into multiple sentences. Relatively longer paragraphs are generally better than short ones. If your paragraph is three sentences or less, consider if you can write more about that paragraph's topic or incorporate it into another paragraph. If a paragraph represents one idea, then a longer paragraph typically shows that you have better considered and flushed out that idea. That said, if your paragraph is longer than a page, you could probably shorten it or break it into two paragraphs. Make sure your paper flows well from one idea to the next. Does your third paragraph make sense following your second paragraph? Do you drop ideas and only pick them up much later? Cut and paste sentences and paragraphs around as necessary. When possible, avoid using the passive voice. This can be tricky! The passive voice is when you use the verb “to be” next to and in conjunction with another verb to make the object of the sentence into the subject. For example, compare the active sentence: “Kate Turabian wrote the book” to its passive equivalent: “The book was written by Kate Turabian.” Grammatically speaking, in the latter, passive sentence, "The book" is the subject, even though in a real world active sense, it is the object. Writers consider passive sentences not as good because, like in the above example, they can be wordier than necessary and take the focus off the real subject. There are exceptions in which it is good to use the passive voice. For example, if you were writing an article about Kate Turabian, it would be better to write: “Kate Turabian was born in 1893” instead of “Kate Turabian’s mother gave birth to her in 1893.” The former sentence keeps Kate Turabian, the focus of the paper, as the subject, while the latter sounds a little weird (maybe English speakers are too squeamish, but we typically do not recount someone's birth in that way). At its worst, the passive voice can obscure the subject and make facts unclear. Consider the sentence: "Jackie Robinson's signing with the Brooklyn Dodgers in 1946 was considered a crucial moment in the Civil Rights movement." With the passive voice, the reader does not know who exactly considered that so? Did all Americans in 1946 think this? Did some specific people come to recognize it later? Compare that sentence to: "Martin Luther King, Jr. considered Jackie Robinson's signing with the Brooklyn Dodgers in 1946 a crucial moment in the Civil Rights movement." Be precise and crystal-clear in your statements and arguments. Similar to how the passive voice can make facts unclear, overly general language can make for weak arguments. Consider the argument: "Many people now support same-sex marriage." Many people? Which people? "Many" and "people" are very general terms and do not tell us much in this statement; the more specific you can be, the better your argument: - Despite official church statements, many American Catholics now support same-sex marriage.
- [Specific number]% of Chicagoans now support same-sex marriage.
- Many South African theologians, including [so-and-so] and [so-and so], now support same-sex marriage.
In general, use the present tense when paraphrasing an author or setting up a quotation. While you should use the past tense when writing about events in the past, you should in general use the present tense when discussing a scholar's writing. Scholarship is a ongoing discussion. When you read and discuss an author's work, that author is making an argument right now in the present, even if she is dead. So, do not write: Carl Jung wrote: "The psyche... Carl Jung said, "The psyche... Carl Jung argued that... but instead: Carl Jung writes: "The psyche... Carl Jung says, "The psyche... Carl Jung argues that... Use repetition of words carefully. When done well, repeating words can sound good and emphasize ideas. When done poorly, repetition sounds monotonous. Avoid, for example, starting too many sentences or paragraphs with the same word, or overutilizing the same verb. If you need help in bringing variety to your word choices, purchase a thesaurus or check out thesaurus.com . - << Previous: Formatting
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How to Start an AssignmentLast Updated: January 29, 2024 Fact Checked This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 110,731 times. Getting started on an assignment or homework can often times be the hardest step. Putting off the assignment can make the problem worse, reducing the time you have to complete the task and increasing stress. By learning how to get started and overcome the urge to procrastinate, you can get your assignments done on schedule and with less stress, opening up more free time. Restructuring Your Assignment![what do you need to write an assignment Man with headphones on working on his assignment.](https://www.wikihow.com/images/thumb/f/f1/Start-an-Assignment-Step-1-Version-2.jpg/v4-460px-Start-an-Assignment-Step-1-Version-2.jpg) - For example, you might research areas of a report that you find most interesting before moving on to other areas.
- If your math assignment has different types of questions, try doing those that you enjoy the most before moving on to the others.
- You might also try tackling smaller or easier tasks first so you can cross a few items off your list. Seeing that you've already made progress may help you feel motivated to continue.
![what do you need to write an assignment Step 2 Start working for five minutes.](https://www.wikihow.com/images/thumb/e/ef/Start-an-Assignment-Step-2-Version-2.jpg/v4-460px-Start-an-Assignment-Step-2-Version-2.jpg) - Promise yourself that you will meet your goal of working for five minutes on the assignment.
- Once you get started, you may find that you don't want to stop working. Otherwise, you can take a break and come back to the assignment, knowing you're at least five minutes closer to finishing than you were before.
![what do you need to write an assignment Step 3 Break up your time.](https://www.wikihow.com/images/thumb/1/19/Start-an-Assignment-Step-3-Version-2.jpg/v4-460px-Start-an-Assignment-Step-3-Version-2.jpg) - Try to set reasonable periods of time that you know you can meet. For example, you might set aside two hours on a Friday to dedicate to your assignment. If you don't have that much time all at once, try to carve out a few 20- or 30-minute blocks.
- You may or may not wish to continue working after your time limit has gone by.
- Have a realistic understanding of how fast you can write and plan your schedule accordingly.
![what do you need to write an assignment Step 4 Get started.](https://www.wikihow.com/images/thumb/5/56/Start-an-Assignment-Step-4-Version-2.jpg/v4-460px-Start-an-Assignment-Step-4-Version-2.jpg) - It can help to read the assignment as soon as you get it and then ask any questions you might have.
- If you're not sure if you understand the assignment, try rewriting it in your own words or explaining it to someone else. If you find you can't or have a lot of questions, you may need more information.
- You should have an overview of the assignment, understand the main task, and understand the technical and stylistic requirements.
- Look for important words in the instructions to understand the assignment. These words might include define, explain, compare, relate, or prove.
- Keep your audience in mind and write a paper that would best deliver information to them.
![what do you need to write an assignment Step 6 Make sure your goals are manageable.](https://www.wikihow.com/images/thumb/6/67/Start-an-Assignment-Step-6.jpg/v4-460px-Start-an-Assignment-Step-6.jpg) - Goals that are too big or not well defined can be difficult to start working towards.
- Smaller and well defined goals can seem easier to achieve than larger ones.
- For example, you could break a research paper down into several smaller tasks: 1) do preliminary research, 2) write an outline, 3) draft an introduction, 4) draft body paragraphs, 5) write conclusion, 6) revise. Each of these is much more do-able on its own.
Changing Your Focus![what do you need to write an assignment Step 1 Change your mood.](https://www.wikihow.com/images/thumb/0/0f/Start-an-Assignment-Step-7.jpg/v4-460px-Start-an-Assignment-Step-7.jpg) - You might want to go for a quick walk after working for a set amount of time.
- Try reading a website or book that you enjoy for a few minutes after working.
- Alternatively, try a quick burst of exercise before setting to work. Exercise releases feel-good chemicals called endorphins and can also help boost your memory. [8] X Research source
![what do you need to write an assignment Step 2 Stay positive.](https://www.wikihow.com/images/thumb/d/d7/Start-an-Assignment-Step-8.jpg/v4-460px-Start-an-Assignment-Step-8.jpg) - Instead of dreading your work, focus on how good it will feel to make progress. You won't have it hanging over your head. You can actually enjoy the weekend instead of feeling guilty.
- Keeping your eye on long-term rewards can help you stay motivated to finish your assignment.
![what do you need to write an assignment Step 3 Avoid procrastination while working.](https://www.wikihow.com/images/thumb/0/03/Start-an-Assignment-Step-9.jpg/v4-460px-Start-an-Assignment-Step-9.jpg) - Avoid moving your workspace constantly.
- Don't get lost on tangential research.
- Don't take constant breaks to get a snack.
![what do you need to write an assignment Step 4 Create some consequences for procrastination.](https://www.wikihow.com/images/thumb/1/19/Start-an-Assignment-Step-10.jpg/v4-460px-Start-an-Assignment-Step-10.jpg) - For every hour you waste procrastinating, you can limit how much television you watch that night.
- If you waste too much time procrastinating, you might deny yourself a favorite snack later on.
![what do you need to write an assignment Step 5 Don't worry about perfection.](https://www.wikihow.com/images/thumb/2/27/Start-an-Assignment-Step-11.jpg/v4-460px-Start-an-Assignment-Step-11.jpg) Community Q&A![what do you need to write an assignment Community Answer](https://www.wikihow.com/images/thumb/f/f5/CommunityAvatar4.png/-crop-104-104-104px-CommunityAvatar4.png) You Might Also Like![what do you need to write an assignment Do Your Homework on Time if You're a Procrastinator](https://www.wikihow.com/images/thumb/d/d8/Do-Your-Homework-on-Time-if-You%27re-a-Procrastinator-Step-17-Version-2.jpg/-crop-342-184-245px-Do-Your-Homework-on-Time-if-You%27re-a-Procrastinator-Step-17-Version-2.jpg) - ↑ https://www.psychologytoday.com/blog/solving-unsolvable-problems/201408/4-steps-stop-procrastinating
- ↑ https://www.psychologytoday.com/blog/friendship-20/201405/the-surefire-first-step-stop-procrastinating
- ↑ http://writingcenter.unc.edu/handouts/procrastination/
- ↑ https://kidshealth.org/en/teens/homework.html
- ↑ http://writingcenter.unc.edu/handouts/understanding-assignments/
- ↑ https://open.alberta.ca/dataset/ab22ff64-3358-4387-9761-8c58878a6b84/resource/3ee38320-17e4-46f9-b24f-c95f9f345eb9/download/ipp7.pdf
- ↑ http://well.blogs.nytimes.com/2013/08/07/how-exercise-can-help-us-learn/
- ↑ https://kidshealth.org/en/teens/happy-life.html
About This Article![what do you need to write an assignment Michelle Golden, PhD](https://www.wikihow.com/images/thumb/6/63/Michelle-Golden.jpg/-crop-100-100-100px-Michelle-Golden.jpg) To start an assignment, try working on the most enjoyable or easiest parts of the assignment first to get the ball rolling. Even if no part of the assignment seems enjoyable or easy, set a timer and try to make yourself work for at least 5 minutes, which is usually enough time to build momentum and overcome procrastination. You can also try breaking your assignment up into smaller, more manageable tasks and scheduling yourself regular breaks so it doesn't seem as overwhelming. To learn how to stay positive and avoid procrastination while working on your homework, scroll down! Did this summary help you? Yes No Reader Success Stories![what do you need to write an assignment Faith Wanjiku](https://www.wikihow.com/images/thumb/f/f2/CommunityAvatar3.png/-crop-72-72-72px-CommunityAvatar3.png) Faith Wanjiku Dec 7, 2018 Did this article help you?![what do you need to write an assignment what do you need to write an assignment](https://www.wikihow.com/images/a/a1/Wpro_v02_50_728x180_2x.jpg) Winnie Wong May 18, 2016 ![what do you need to write an assignment Turab Ahamad](https://www.wikihow.com/images/thumb/f/f2/CommunityAvatar3.png/-crop-72-72-72px-CommunityAvatar3.png) Turab Ahamad Oct 23, 2016 ![what do you need to write an assignment Sofia Madrid](https://www.wikihow.com/images/thumb/0/0a/CommunityAvatar1.png/-crop-72-72-72px-CommunityAvatar1.png) Sofia Madrid Sep 5, 2016 ![what do you need to write an assignment Doha Elabbasi](https://www.wikihow.com/images/thumb/f/f5/CommunityAvatar4.png/-crop-72-72-72px-CommunityAvatar4.png) Doha Elabbasi Sep 27, 2016 ![what do you need to write an assignment Do I Have a Dirty Mind Quiz](https://www.wikihow.com/images/thumb/7/72/Dirty_mind_test.png/-crop-127-140-127px-Dirty_mind_test.png) Featured Articles![what do you need to write an assignment Protect Yourself from Predators (for Kids)](https://www.wikihow.com/images/thumb/6/6f/Categories_Header_Personal.jpg/-crop-127-140-127px-Categories_Header_Personal.jpg) Trending Articles![what do you need to write an assignment Reading Women’s Body Language: Signs & Signals That She’s Flirting](https://www.wikihow.com/images/thumb/e/e0/Read-Women%27s-Body-Language-for-Flirting-Step-18.jpg/-crop-127-140-127px-Read-Women%27s-Body-Language-for-Flirting-Step-18.jpg) Watch Articles![what do you need to write an assignment Wear a Headband](https://www.wikihow.com/images/thumb/a/a5/Wear-a-Headband-Step-6-Version-8.jpg/-crop-127-140-127px-Wear-a-Headband-Step-6-Version-8.jpg) - Terms of Use
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- How to write an expository essay
![](//charunivedita.online/777/templates/cheerup2/res/banner1.gif) How to Write an Expository Essay | Structure, Tips & ExamplesPublished on July 14, 2020 by Jack Caulfield . Revised on July 23, 2023. “Expository” means “intended to explain or describe something.” An expository essay provides a clear, focused explanation of a particular topic, process, or set of ideas. It doesn’t set out to prove a point, just to give a balanced view of its subject matter. Expository essays are usually short assignments intended to test your composition skills or your understanding of a subject. They tend to involve less research and original arguments than argumentative essays . Instantly correct all language mistakes in your textUpload your document to correct all your mistakes in minutes ![what do you need to write an assignment upload-your-document-ai-proofreader](https://www.scribbr.com/wp-content/uploads/2024/01/grammar-check.webp) Table of contentsWhen should you write an expository essay, how to approach an expository essay, introducing your essay, writing the body paragraphs, concluding your essay, other interesting articles, frequently asked questions about expository essays. In school and university, you might have to write expository essays as in-class exercises, exam questions, or coursework assignments. Sometimes it won’t be directly stated that the assignment is an expository essay, but there are certain keywords that imply expository writing is required. Consider the prompts below. The word “explain” here is the clue: An essay responding to this prompt should provide an explanation of this historical process—not necessarily an original argument about it. Sometimes you’ll be asked to define a particular term or concept. This means more than just copying down the dictionary definition; you’ll be expected to explore different ideas surrounding the term, as this prompt emphasizes. Prevent plagiarism. Run a free check.An expository essay should take an objective approach: It isn’t about your personal opinions or experiences. Instead, your goal is to provide an informative and balanced explanation of your topic. Avoid using the first or second person (“I” or “you”). The structure of your expository essay will vary according to the scope of your assignment and the demands of your topic. It’s worthwhile to plan out your structure before you start, using an essay outline . A common structure for a short expository essay consists of five paragraphs: An introduction, three body paragraphs, and a conclusion. Like all essays, an expository essay begins with an introduction . This serves to hook the reader’s interest, briefly introduce your topic, and provide a thesis statement summarizing what you’re going to say about it. Hover over different parts of the example below to see how a typical introduction works. In many ways, the invention of the printing press marked the end of the Middle Ages. The medieval period in Europe is often remembered as a time of intellectual and political stagnation. Prior to the Renaissance, the average person had very limited access to books and was unlikely to be literate. The invention of the printing press in the 15th century allowed for much less restricted circulation of information in Europe, paving the way for the Reformation. The body of your essay is where you cover your topic in depth. It often consists of three paragraphs, but may be more for a longer essay. This is where you present the details of the process, idea or topic you’re explaining. It’s important to make sure each paragraph covers its own clearly defined topic, introduced with a topic sentence . Different topics (all related to the overall subject matter of the essay) should be presented in a logical order, with clear transitions between paragraphs. Hover over different parts of the example paragraph below to see how a body paragraph is constructed. The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press. He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades. Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation. Here's why students love Scribbr's proofreading servicesDiscover proofreading & editing The conclusion of an expository essay serves to summarize the topic under discussion. It should not present any new information or evidence, but should instead focus on reinforcing the points made so far. Essentially, your conclusion is there to round off the essay in an engaging way. Hover over different parts of the example below to see how a conclusion works. The invention of the printing press was important not only in terms of its immediate cultural and economic effects, but also in terms of its major impact on politics and religion across Europe. In the century following the invention of the printing press, the relatively stationary intellectual atmosphere of the Middle Ages gave way to the social upheavals of the Reformation and the Renaissance. A single technological innovation had contributed to the total reshaping of the continent. If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools! - Ad hominem fallacy
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An expository essay is a broad form that varies in length according to the scope of the assignment. Expository essays are often assigned as a writing exercise or as part of an exam, in which case a five-paragraph essay of around 800 words may be appropriate. You’ll usually be given guidelines regarding length; if you’re not sure, ask. An expository essay is a common assignment in high-school and university composition classes. It might be assigned as coursework, in class, or as part of an exam. Sometimes you might not be told explicitly to write an expository essay. Look out for prompts containing keywords like “explain” and “define.” An expository essay is usually the right response to these prompts. An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way. An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research. Cite this Scribbr articleIf you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator. Caulfield, J. (2023, July 23). How to Write an Expository Essay | Structure, Tips & Examples. Scribbr. Retrieved August 24, 2024, from https://www.scribbr.com/academic-essay/expository-essay/ Is this article helpful?![what do you need to write an assignment Jack Caulfield](https://www.scribbr.com/wp-content/uploads/2020/07/jack-originalsquare-250-min.jpg) Jack CaulfieldOther students also liked, academic paragraph structure | step-by-step guide & examples, how to write topic sentences | 4 steps, examples & purpose, how to write an argumentative essay | examples & tips, get unlimited documents corrected. ✔ Free APA citation check included ✔ Unlimited document corrections ✔ Specialized in correcting academic texts Eberly CenterTeaching excellence & educational innovation, creating assignments. Here are some general suggestions and questions to consider when creating assignments. There are also many other resources in print and on the web that provide examples of interesting, discipline-specific assignment ideas. Consider your learning objectives.What do you want students to learn in your course? What could they do that would show you that they have learned it? To determine assignments that truly serve your course objectives, it is useful to write out your objectives in this form: I want my students to be able to ____. Use active, measurable verbs as you complete that sentence (e.g., compare theories, discuss ramifications, recommend strategies), and your learning objectives will point you towards suitable assignments. Design assignments that are interesting and challenging.This is the fun side of assignment design. Consider how to focus students’ thinking in ways that are creative, challenging, and motivating. Think beyond the conventional assignment type! For example, one American historian requires students to write diary entries for a hypothetical Nebraska farmwoman in the 1890s. By specifying that students’ diary entries must demonstrate the breadth of their historical knowledge (e.g., gender, economics, technology, diet, family structure), the instructor gets students to exercise their imaginations while also accomplishing the learning objectives of the course (Walvoord & Anderson, 1989, p. 25). Double-check alignment.After creating your assignments, go back to your learning objectives and make sure there is still a good match between what you want students to learn and what you are asking them to do. If you find a mismatch, you will need to adjust either the assignments or the learning objectives. For instance, if your goal is for students to be able to analyze and evaluate texts, but your assignments only ask them to summarize texts, you would need to add an analytical and evaluative dimension to some assignments or rethink your learning objectives. Name assignments accurately.Students can be misled by assignments that are named inappropriately. For example, if you want students to analyze a product’s strengths and weaknesses but you call the assignment a “product description,” students may focus all their energies on the descriptive, not the critical, elements of the task. Thus, it is important to ensure that the titles of your assignments communicate their intention accurately to students. Consider sequencing.Think about how to order your assignments so that they build skills in a logical sequence. Ideally, assignments that require the most synthesis of skills and knowledge should come later in the semester, preceded by smaller assignments that build these skills incrementally. For example, if an instructor’s final assignment is a research project that requires students to evaluate a technological solution to an environmental problem, earlier assignments should reinforce component skills, including the ability to identify and discuss key environmental issues, apply evaluative criteria, and find appropriate research sources. Think about scheduling.Consider your intended assignments in relation to the academic calendar and decide how they can be reasonably spaced throughout the semester, taking into account holidays and key campus events. Consider how long it will take students to complete all parts of the assignment (e.g., planning, library research, reading, coordinating groups, writing, integrating the contributions of team members, developing a presentation), and be sure to allow sufficient time between assignments. Check feasibility.Is the workload you have in mind reasonable for your students? Is the grading burden manageable for you? Sometimes there are ways to reduce workload (whether for you or for students) without compromising learning objectives. For example, if a primary objective in assigning a project is for students to identify an interesting engineering problem and do some preliminary research on it, it might be reasonable to require students to submit a project proposal and annotated bibliography rather than a fully developed report. If your learning objectives are clear, you will see where corners can be cut without sacrificing educational quality. Articulate the task description clearly.If an assignment is vague, students may interpret it any number of ways – and not necessarily how you intended. Thus, it is critical to clearly and unambiguously identify the task students are to do (e.g., design a website to help high school students locate environmental resources, create an annotated bibliography of readings on apartheid). It can be helpful to differentiate the central task (what students are supposed to produce) from other advice and information you provide in your assignment description. Establish clear performance criteria.Different instructors apply different criteria when grading student work, so it’s important that you clearly articulate to students what your criteria are. To do so, think about the best student work you have seen on similar tasks and try to identify the specific characteristics that made it excellent, such as clarity of thought, originality, logical organization, or use of a wide range of sources. Then identify the characteristics of the worst student work you have seen, such as shaky evidence, weak organizational structure, or lack of focus. Identifying these characteristics can help you consciously articulate the criteria you already apply. It is important to communicate these criteria to students, whether in your assignment description or as a separate rubric or scoring guide . Clearly articulated performance criteria can prevent unnecessary confusion about your expectations while also setting a high standard for students to meet. Specify the intended audience.Students make assumptions about the audience they are addressing in papers and presentations, which influences how they pitch their message. For example, students may assume that, since the instructor is their primary audience, they do not need to define discipline-specific terms or concepts. These assumptions may not match the instructor’s expectations. Thus, it is important on assignments to specify the intended audience http://wac.colostate.edu/intro/pop10e.cfm (e.g., undergraduates with no biology background, a potential funder who does not know engineering). Specify the purpose of the assignment.If students are unclear about the goals or purpose of the assignment, they may make unnecessary mistakes. For example, if students believe an assignment is focused on summarizing research as opposed to evaluating it, they may seriously miscalculate the task and put their energies in the wrong place. The same is true they think the goal of an economics problem set is to find the correct answer, rather than demonstrate a clear chain of economic reasoning. Consequently, it is important to make your objectives for the assignment clear to students. Specify the parameters.If you have specific parameters in mind for the assignment (e.g., length, size, formatting, citation conventions) you should be sure to specify them in your assignment description. Otherwise, students may misapply conventions and formats they learned in other courses that are not appropriate for yours. A Checklist for Designing AssignmentsHere is a set of questions you can ask yourself when creating an assignment. - Provided a written description of the assignment (in the syllabus or in a separate document)?
- Specified the purpose of the assignment?
- Indicated the intended audience?
- Articulated the instructions in precise and unambiguous language?
- Provided information about the appropriate format and presentation (e.g., page length, typed, cover sheet, bibliography)?
- Indicated special instructions, such as a particular citation style or headings?
- Specified the due date and the consequences for missing it?
- Articulated performance criteria clearly?
- Indicated the assignment’s point value or percentage of the course grade?
- Provided students (where appropriate) with models or samples?
Adapted from the WAC Clearinghouse at http://wac.colostate.edu/intro/pop10e.cfm . CONTACT US to talk with an Eberly colleague in person! - Faculty Support
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![what do you need to write an assignment creative commons image](https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png) When you receive a paper assignment, your first step should be to read the assignment prompt carefully to make sure you understand what you are being asked to do. Sometimes your assignment will be open-ended (“write a paper about anything in the course that interests you”). But more often, the instructor will be asking you to do something specific that allows you to make sense of what you’ve been learning in the course. You may be asked to put new ideas in context, to analyze course texts, or to do research on something related to the course. Even if the instructor has introduced the assignment in class, make sure to read the prompt on your own. You’d be surprised how often someone comes to the Writing Center to ask for help on a paper before reading the prompt. Once they do read the prompt, they often find that it answers many of their questions. When you read the assignment prompt, you should do the following: - Look for action verbs. Verbs like analyze , compare , discuss , explain , make an argument , propose a solution , trace , or research can help you understand what you’re being asked to do with an assignment.
Unless the instructor has specified otherwise, most of your paper assignments at Harvard will ask you to make an argument. So even when the assignment instructions tell you to “discuss” or “consider,” your instructor generally expects you to offer an arguable claim in the paper. For example, if you are asked to “discuss” several proposals for reaching carbon neutral by 2050, your instructor would likely not be asking you to list the proposals and summarize them; instead, the goal would be to analyze them in relation to each other and offer some sort of claim—either about the differences between the proposals, the potential outcomes of following one rather than another, or something that has been overlooked in all of the proposals. While you would need to summarize those proposals in order to make a claim about them, it wouldn’t be enough just to summarize them. Similarly, if you’re asked to compare sources or consider sources in relation to each other, it is not enough to offer a list of similarities and differences. Again, this type of assignment is generally asking you to make some claim about the sources in relation to each other. - Consider the broader goals of the assignment. What kind of thinking is your instructor asking you to do? Are you supposed to be deciding whether you agree with one theorist more than another? Are you supposed to be trying out a particular method of analysis on your own body of evidence? Are you supposed to be learning a new skill (close reading? data analysis? recognizing the type of questions that can be asked in a particular discipline?)? If you understand the broader goals of the assignment, you will have an easier time figuring out if you are on the right track.
- Look for instructions about the scope of the assignment. Are you supposed to consult sources other than those you have read in class? Are you supposed to keep your focus narrow (on a passage, a document, a claim made by another author) or choose your own focus (raise a question that is sparked by course texts, pair texts in a new way)? If your instructor has told you not to consider sources outside of those specified in the assignment, then you should follow that instruction. In those assignments, the instructor wants to know what you think about the assigned sources and about the question, and they do not want you to bring in other sources.
- If you’re writing a research paper, do not assume that your reader has read all the sources that you are writing about. You’ll need to offer context about what those sources say so that your reader can understand why you have brought them into the conversation.
- If you’re writing only about assigned sources, you will still need to provide enough context to orient the reader to the main ideas of the source. While you may not need to summarize the entire text, you will need to give readers enough information to follow your argument and understand what you are doing with the text. If you’re not sure whether you should assume that readers are familiar with the ideas in the text, you should ask your instructor.
- Ask questions! If you’re not sure what you’re supposed to do, email your instructor or go to office hours and ask.
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![what do you need to write an assignment](https://community.canvaslms.com/skins/images/EF3E327BBD15083217EE372FCF44B75E/responsive_peak/images/icon_anonymous_message.png) Living DemocracyWhy is my completion cirlce not showing, padlet access restricted after embedding in canvas, storyline assignments no longer registering submis..., verification that you are about to submit a quiz o..., only available to students with link, myclasses.tegrity.com refused to connect., community help, view our top guides and resources:. To participate in the Instructure Community, you need to sign up or log in: What Is a Professional Polish Draft in Screenwriting?![what do you need to write an assignment what do you need to write an assignment](https://screencraft.org/wp-content/uploads/2024/08/Polish-Script-768x435.jpg) Every screenwriter has completed a polish draft on their own—hopefully many. In the final stage, you conduct last-second checks for grammar, spelling, and formatting errors; read through your script to quicken the pacing; whittle down the dialogue to its core in each line; ensure that your story and structure are consistent; and add creative foreshadowing, plants, and payoffs throughout the script. These are the things every screenwriter should be doing before they send in any draft to any competition, fellowship, or industry insider. You do all you can to make your script the best it can possibly be in your eyes and capabilities. With that known, we’re not discussing that type of polish draft (check out our final draft checklist for that). Instead, we’re taking it to the next level to discuss what entails writing a professionally polished draft. ![what do you need to write an assignment what do you need to write an assignment](https://screencraft.org/wp-content/uploads/2020/07/SC-Virtual-Pitch-Spring-2023-Blog-728-x-90.jpg) What Is a Professional Polish Draft?A professional polish draft is one that a screenwriter is contractually obligated to write while under contract with a production company, streamer, network, or studio. Polish rewrites are even detailed in the Writer’s Guild of America Schedule of Minimums , which mandates guild minimums for guild members under guild signatory contracts. We’ll be discussing both guild and non-guild professional polish rewrites in this section. Typically, the average industry contract—whether guild or non-guild—breaks down like this: - Either you sold a script and are contractually allowed the first go-ahead on the initial rewrite or you've been assigned to write a screenplay based on your employer’s intellectual property or idea.
- If you’ve sold the script to them, disregard this contractual step. If you’re under assignment, the first thing you will need to do is write an outline. This is usually the first pay level of your assignment contract .
- Once you request the first rewrite, you’ll generally have two weeks to a month to complete it, with two weeks being the usual timeframe.
- Once you hand that rewrite in, you’ll likely be given more notes for another, unless you are replaced. Rinse and repeat.
- But then, if you haven’t been replaced, once the script is close to going into production, you’re going to be asked to do a polish rewrite likely.
What Does a Polish Draft Entail?A polish rewrite involves making minor requested changes to various elements of the script, all aimed at preparing the script for production. At this stage, polish does not include substantial changes to the plot, character arcs, structure, or major scenes or sequences. That’s what a rewrite entails. Instead, you’re tasked with tweaking the script to the point where it can go out to the crew and the cast, and be cemented as the official shooting draft of the script. What Changes Do You Make in a Polish Draft?The answer to this question will depend on the case-by-case scenario of each screenwriting contract and production. However, here are the general guidelines on what to expect in notes for a polished draft. Filling Plot HolesPlot holes are going to happen. It’s not usually about outright bad screenwriting, especially when you’re working under contract with multiple notes coming your way throughout the whole development, writing, and rewriting process. You’ll always see in completed features that despite the accolades and box office success of successful films, there are almost always plot holes—big or small—present within the final cut of the film. The polish draft ensures that plot holes are minimized and kept as small as possible in the overall story. The notes you receive will identify plot hole concerns that you need to address before production begins. You’ll need to: - Delete scenes
- Cut down scenes
- Extend scenes
All for the betterment of the eventual film. Touching Up DialogueDialogue is at its best when it is at its lowest amount of words. Polish drafts will task you with saying as much as possible with the least amount of dialogue. Directors, actors, line producers, and other production people usually know when a scene is too wordy or is going to be too long because of the dialogue. An overly long scene means more time needed on set, more lines for actors to memorize, and more minutes added to the eventual run-time. - Delete dialogue
- Correct dialogue
- Replace dialogue
- Rewrite dialogue
- Add dialogue for expositional purposes
Typically, clients make these requests by providing page-by-page notes, specifying the page numbers where changes are needed, and offering simple instructions on how to implement them. Read More: The Single Secret of Writing Great Dialogue Shortening ScenesOnce again, the film is about to go into production. The production is going to find every way it can to cut down costs and streamline shooting days. Sometimes this means shortening scenes. This process also influences the film's pacing. While post-production will officially decide the final timing, why shoot overly long scenes when you can schedule shorter ones to speed up production? Combining Scenes, Dialogue, and LocationsThis is where the production needs come into play. Remember, the movie only starts with the screenplay. Beyond you, there are dozens upon dozens (hundreds for bigger productions) at work prepping for an expensive shoot. Corners will need to be cut financially. The production will need to take advantage of every single location and shooting day they have. Because of this, polish rewrites will usually entail you having to combine scenes (which, in turn, involve combining dialogue from one scene to another). And, sometimes, this may mean that you need to utilize the same locations for certain scenes so the eventual production can take advantage of locations and utilize them to their full extent. Specific Casting NeedsCasting changes happen often. The original script may have a certain type of character in its original draft, only to have the hiring of a certain actor closer to production change the character’s dynamics and necessities when it comes to background, dialogue, dialect, ethnicity, gender, sexuality, etc. Little (and sometimes major) tweaks may be necessary right before production. Budgetary CutsThe powers that be may need you to cut action sequences, on-location scenes, and any number of other expensive elements in the current draft all because they are trying to tighten their budget and schedule before production begins. MPAA Ratings CutsIf your script is full of profanity, nudity, and violence, and the powers that be decide to pursue a PG-13 or PG rating, they will ask you to cut down on those elements to adhere to MPAA Guidelines . Polish drafts are less time-consuming for screenwriters compared to the usual rewriting process. These examples may seem daunting, but they usually come in a simple and easy-to-apply way. Read More: 7 Studio Jobs That Give Screenwriters an Edge Check out our Preparation Notes so you start your story off on the right track!![what do you need to write an assignment Preparation Notes](https://screencraft.org/wp-content/uploads/2023/03/ScreenCraft-Preparation-Notes.png) Ken Miyamoto has worked in the film industry for nearly two decades, most notably as a studio liaison for Sony Studios and then as a script reader and story analyst for Sony Pictures. He has many studio meetings under his belt as a produced screenwriter, meeting with the likes of Sony, Dreamworks, Universal, Disney, Warner Brothers, as well as many production and management companies. He has had a previous development deal with Lionsgate, as well as multiple writing assignments, including the produced miniseries Blackout, starring Anne Heche, Sean Patrick Flanery, Billy Zane, James Brolin, Haylie Duff, Brian Bloom, Eric La Salle, and Bruce Boxleitner, the feature thriller Hunter’s Creed, and many Lifetime thrillers. Follow Ken on Twitter @KenMovies and Instagram @KenMovies76 Get Our Screenwriting Newsletter!Get weekly writing inspiration delivered to your inbox - including industry news, popular articles, and more! Facebook CommentsFree download. ![what do you need to write an assignment what do you need to write an assignment](https://screencraft.org/wp-content/uploads/2024/08/1080x1080_screenplay.jpg) Screenwriting Resources:![what do you need to write an assignment what do you need to write an assignment](https://screencraft.org/wp-content/uploads/2022/06/SC-Drama-2022-Thumbnail-600-x-600.jpg) $ 15.00 Original price was: $15.00. $ 12.00 Current price is: $12.00. Add to cart Popular Posts![what do you need to write an assignment what do you need to write an assignment](https://screencraft.org/wp-content/uploads/2018/01/SC-Blog_tv-scaled.jpg) Recent Posts![what do you need to write an assignment what do you need to write an assignment](https://screencraft.org/wp-content/uploads/2024/08/Forrest-Gump-scaled.jpg) Next Related Post![what do you need to write an assignment what do you need to write an assignment](https://screencraft.org/wp-content/uploads/2024/06/Furiosa-768x432.jpeg) Get Our Newsletter!Developing your own script. We'll send you a list of our free eCourses when you subscribe to our newsletter. No strings attached. You Might Also Like![what do you need to write an assignment what do you need to write an assignment](https://screencraft.org/wp-content/uploads/2024/06/Furiosa-scaled.jpeg) - Hidden Name
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Volume 57 | ISSUE 1: August 23, 2024Teaching at pitt: educating during times of conflict. By JOSIE RUSH I was in sixth grade math class when the September 11th attacks occurred. I remember my teacher pulled open the folding walls that separated our classroom from the one next to us — the only classroom with a working television in the wing. We watched the chaos unfold on a tiny screen as both instructors cried, and throughout the day many students’ parents arrived to take them home. When we returned to classes the next day, there were more American flags around the school, several prayer circles around the flagpole, but no mention of what we had just watched happen or how the world had changed. I don’t know what a “good” lesson would have looked like on Sept. 12, 2001, but in a world that feels increasingly marked by conflict, I do find myself questioning the role education should play. What are effective strategies for teaching during times of conflict? What sort of learning is possible for our students and ourselves? This brief article offers general suggestions and considerations for facilitating learning in difficult times. Design with inclusion and equity in mindMany strategies for teaching during conflict overlap with strategies for inclusive and equitable teaching , drawing from frameworks like trauma-informed pedagogies and intercultural pedagogies . Starting the semester by collaboratively creating participation guidelines with students, for instance, or integrating opportunities for student choice in assignments helps transparently signal that you value and respect students’ experiences, while also giving you more chances to get to know your students and their needs. Center instructional practices that help you build relationships in the classroom and make learning more accessible. Balance consistency with flexibilityWhen individuals are impacted by war, violence and other types of conflict, they may have difficulty concentrating or retaining information, increased anxiety, or even struggle to find motivation for daily activities. Maintain consistency with things like due dates, where assignments are posted, and how students can communicate with you outside of class to cultivate a sense of stability and allow them to use their mental energy to demonstrate learning, not track down information on Canvas. Simultaneously, designing for flexibility, through mechanisms like deadline windows or by posting recordings of lectures to Canvas , demonstrates empathy and offers students more opportunities for success during uncertain and challenging times. Determine needs and capacityHow we teach during conflict, and how/if we decide to directly address conflict in our classroom can depend on a range of factors, including our own positionalities and context. We might decide we need to learn more about a conflict before addressing it with the class, or we might determine there’s not enough time in class to discuss the conflict thoughtfully and thoroughly (though, in this case, it’s still a good idea to acknowledge the conflict and the potential impact it may have on individuals). Check in with your students to gauge their willingness to engage around the topic. If you do decide to discuss the conflict, consider having students do some learning beforehand about the conflict’s history and systemic nature, and ask them to come to class with questions. Remind students of communication guidelines or invite them to add to those guidelines for the conversation. Be clear about the best ways for students to exit the classroom if they feel the need and point out campus and community resources that individuals can go to for support. Have clear and transparent goals for activitiesShare what you hope students will learn by addressing the conflict, and find out what students hope they’ll learn, too. When students understand that they’re meant to be gaining knowledge about a place or group via discussion, for example, as opposed to “winning” a debate, they’re better able to make effective decisions that help them meet their learning goals. Additionally, when we keep the goals of activities in mind, we can make room for student-choice and increase accessibility. If you want students to engage in reflection, for example, can they still demonstrate that skill if they reflect through an audio recording instead of by writing a paragraph? If students aim to practice sharing their experiences with others, can they still do this if they have a choice between speaking in front of the class or sharing their thoughts asynchronously on Canvas? Connect and collaborateConnect with students during and after the activity to encourage reflection and get feedback. What did students learn? Are there remaining questions? Do students have any suggestions for how to structure a similar activity in the future? Additionally, consider reaching out to colleagues to learn about their own approaches to teaching during conflict, including strategies they use to care for their own well-being. Teaching during conflict is an ongoing process that requires community, and here at the Center for Teaching and Learning , we’re always happy to work with you and support your efforts. Check out our Teaching in a Time of Conflict page for more information or schedule a consultation with us . Josie Rush is a senior teaching consultant in the University Center for Teaching and Learning. Write my essay. On-the-spot help from genuine prosGet prompt, quality help with your essays from well-versed experts. 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To construct an assignment structure, use outlines. These are pieces of text that relate to your topic. It can be ideas, quotes, all your thoughts, or disparate arguments. Type in everything that you think about. Separate thoughts scattered across the sheets of Word will help in the next step. Then it is time to form the text.
Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing. Read the prompt the entire way through once. This gives you an overall view of what is going on.
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 ...
Table of contents. Step 1: Prewriting. Step 2: Planning and outlining. Step 3: Writing a first draft. Step 4: Redrafting and revising. Step 5: Editing and proofreading. Other interesting articles. Frequently asked questions about the writing process.
Put the assignment in writing, making sure to explain… The writing task (what you want them to do) The student writer's role; Audience; Format (length, resources to be used, manuscript details, etc.) Expectations for process (draft dates, peer review workshops, revision dates) Criteria for evaluation; Discuss the assignment in class ...
Tip 3: Plan Your Work. Effective planning is a cornerstone of assignment writing. Develop a structured plan that includes creating a timeline for your assignment. Break down the work into smaller tasks, allocate sufficient time for research, outlining, drafting, and proofreading. A well-organized plan will keep you on track and reduce stress.
When you receive a paper assignment, your first step should be to read the assignment prompt carefully to make sure you understand what you are being asked to do. Sometimes your assignment will be open-ended ("write a paper about anything in the course that interests you"). But more often, the instructor will be asking you to do something ...
Here are five tips to help you get ahead. 1. Use available sources of information. Beyond instructions and deadlines, lecturers make available an increasing number of resources. But students often ...
The essay writing process consists of three main stages: Preparation: Decide on your topic, do your research, and create an essay outline. Writing: Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion. Revision: Check your essay on the content, organization, grammar, spelling ...
Understanding the question is the first and most important step when starting your assignments and helps to ensure that your research and writing is more focused and relevant. This means understanding both the individual words, and also the general scope of the question. A common mistake students make with their assignments is to misinterpret ...
Before you start researching or writing, take some time to analyse the assignment topic to make sure you know what you need to do. Understand what you need to do. Read through the topic a few times to make sure you understand it. Think about the: learning objectives listed in the course profile - understand what you should be able to do after ...
Make sure you recap the key points and arguments you made in your assignment, including supporting evidence if needed. Expert tip: Make sure that you don't introduce any new ideas in your conclusion; this section is purely for summarising your previous arguments. 9. Getting over writer's block.
Here are some practical tips that will keep your work focused and effective: - Critical thinking - Academic writing has to be characterized by critical thinking, not only to provide the work with the needed level, but also because it takes part in the final mark. - Continuity of ideas - When you get to the middle of assignment, things ...
Writing Task OWL Resource List - Purdue OWL® Writing Task OWL Resource List is a comprehensive guide for students and writers who need to complete various types of writing assignments. It provides links to helpful resources on topics such as academic writing, research, grammar, citation, and more. Whether you need to write an essay, a report, a resume, or a creative piece, you can find useful ...
Most academic writing assignments have a central task or a couple of central tasks—essentially jobs you need to do in your paper. Assignments typically ask you to "take a stand," "argue" for one position or another, "support one position," "explain" or "analyze" a complex text or data set or historical event, "do a close ...
nment. Some people find it easiest to write the introduction first, whereas others leave it until. the end. Neither approach is right or wrong, so write the assignment in whichever order feels best. for you. The introduction might be up to around 10% of the word count (e.g. up to 200 words for a 2000 word ass.
A compare & contrast assignment is a type of expository & research paper assignment. It is important to organize your writing around the themes you are comparing & contrasting. If, for example, you are assigned to compare & contrast, say, Augustine's Confessions and The Autobiography of Malcolm X, a common mistake students make is to write the first part of their essay strictly about Augustine ...
For example, you could break a research paper down into several smaller tasks: 1) do preliminary research, 2) write an outline, 3) draft an introduction, 4) draft body paragraphs, 5) write conclusion, 6) revise. Each of these is much more do-able on its own. Method 2.
Take the ideas, possibilities, sources, and/or examples you've generated and write them out in the order of what you might address first, second, third, etc. Use subpoints to subordinate certain ideas under main points. Maybe you want to identify details about what examples or supporting evidence you might use.
When you read the assignment prompt, you should do the following: Look for action verbs. Verbs like analyze, compare, discuss, explain, make an argument, propose a solution, trace, or research can help you understand what you're being asked to do with an assignment. Unless the instructor has specified otherwise, most of your paper assignments ...
The structure of your expository essay will vary according to the scope of your assignment and the demands of your topic. It's worthwhile to plan out your structure before you start, using an essay outline. A common structure for a short expository essay consists of five paragraphs: An introduction, three body paragraphs, and a conclusion.
After creating your assignments, go back to your learning objectives and make sure there is still a good match between what you want students to learn and what you are asking them to do. If you find a mismatch, you will need to adjust either the assignments or the learning objectives. For instance, if your goal is for students to be able to ...
Happily, the terms refer to mental activity we all perform regularly; the terms just need decoding. "Analyze" means two things in this specific assignment prompt. First, you need to divide the two tales into parts, elements, or features. You might start with a basic approach: looking at the beginning, middle, and end.
Revise and Edit After writing your reflection paper, take the time to revise and edit. Look for clarity, coherence, and conciseness. Ensure that your paper is free from grammatical errors and that your ideas flow logically. Now with generative AI, you need to read and re-read everything to make sure your tone and voice is coming through.
After you create the assignment, select the Submission Type - "Online" from the menu and then "Student Annotation." You can then upload your PDF. Once you save the assignment, you won't see the PDF unless you view it as a student.
If you're under assignment, the first thing you will need to do is write an outline. This is usually the first pay level of your assignment contract . Once you request the first rewrite, you'll generally have two weeks to a month to complete it, with two weeks being the usual timeframe.
Starting the semester by collaboratively creating participation guidelines with students, for instance, or integrating opportunities for student choice in assignments helps transparently signal that you value and respect students' experiences, while also giving you more chances to get to know your students and their needs.
When you hand off your assignment to one of our writers, you're paying for top-notch, spot-on work done fast. To make sure you're totally happy, our skilled team sticks to a clear plan for tackling your "write my essay" requests. ... When we write an essay for you, we want to make sure you're 100% happy with the final product. So, feel free to ...
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