how to make an assignment plan

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22 Develop an Assignment Plan

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

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

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

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

Download the assignment planner worksheet .

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

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

Table of contents

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

How to Structure an Assignment?

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

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

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

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

Main Steps of Assignment Writing

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

The research part

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

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

Planning your text

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

Writing major parts

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

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

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

Expert Tips for your Writing Assignment

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

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

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

Will I succeed with my assignments?

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

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

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

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

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• Guide Framework
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• Learning & Reflection
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• Reading & Note-Taking
• Exam Writing & Preparation
• Group Work & Collaboration
• Motivation & Goal Setting
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Assignment planning steps.

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Planning and Structuring Assignments

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Steps to planning your writing

Understanding the assignment, planning your content, structuring your answer, writing your answer, signposting language.

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Planning is an essential part of writing a successful assignment and ensuring you reach your full potential. Key benefits to a clear plan are that it:

• Helps you to manage and make efficient use of your time
• Ensures that you understand and appropriately fulfil the assignment criteria
• Makes the writing process easier and helps you to produce a coherent and well-structured assignment.  

At the start of writing your assignments, it is helpful to create a schedule to help organise your time and break the assignment process up into manageable chunks. Your schedule should include:

• Analysing the question
• Research, reading and note taking
• Planning your answer
• Writing the first draft
• Time to meet with your tutor or module lead (if needed)
• 1 st edit, further research, amendments
• Proofing and formatting

What type of assignment is it?

It’s crucial to understand what type of assignment you are being asked to produce – is it an essay, a literature review, a report, annotated bibliography, or a piece of reflective writing? Each type of assignment has different conventions and will have different requirements to be successful.

Understanding the title

Break down your question to make sure you understand what is being asked of you and what your focus should be.

Questions can usually be split into three sections:

• Instruction words – these will guide/instruct you in how you should approach addressing the question . A list of definitions for commonly used instruction verbs can be downloaded at the bottom of this box.
• Topic words – these will tell you the primary subject of the assignment and may draw your attention to an aspect of the subject that should be given consideration in your response.
• Limiting words – these function as restrictions that help narrow the scope of the question and focus your response.

Let’s look at an example:

The green topic words give us our focus – these can be used as key search terms in Library Search as a way of kickstarting your research on the topic. The red term acts as a restriction – if we started to write about how Batman’s actions had impacted crimes in neighbouring cities, or on a national scale, this would fall outside of the boundaries of the question, and therefore would not gain any marks in this particular assignment.

Question the question

Once you understand the assignment type and have analysed the question, there are a few more questions you should ask:

• Are there key concepts/theories that you will need to define?
• Are there particular aspects of the topic that you want to emphasise?
• If you are required to make a judgement, or give a verdict on something, how will you make this decision?
• Are you going to impose any of your own limiting factors? (This can be a helpful way of focusing a very broad question topic. You can impose your own limiting factors by including them in the introduction of your essay)

Practical considerations

Finally, there are a few practical considerations before you start your essay plan:

• What’s the word count?
• What’s the referencing style? For help with APA referencing look here [insert hyperlink]
• How am I being asked to present my work? Can I include subheadings? What are the requirements for font and size?

It’s useful to know these from the start to save time making changes later in the process.

• Essay terms explained Download our list of instruction words and their definitions to help identify the tasks from your assignment briefs and assessment criteria.
• Essay planning template An A3 guide to essay structure and what each section should include.

Prior knowledge and resources

As you start to plan your answer, the first step should be to consider what you already know about the topic. Think about what has been covered in your lectures/seminar/labs/reading – you may already have quite a lot of relevant information to help you. Likewise, check to see if there are any online reading lists available as these are a very useful starting point.

From here you should have a good idea of what aspects of the question you will need to research in greater detail and where to focus your reading.

When you are reading, your note taking should be an active process. This means engaging with the text rather than just being a passive reader mindlessly highlighting large chunks of text. Here are some key tips to make sure you are an active reader/note-taker:

• Keep your notes selective and concise
• Write notes in your own words as this will help your understanding of the topic
• If you do want to use any direct quotations, keep them short and purposeful. Also, remember to note down the page number straight away so you don’t struggle to find it later!
• Look out for links between what you are reading and what you’ve previously read - do authors agree/disagree? Are theories/models well supported/poorly supported? Are there key challenges?
• Use sub-headings to organise your notes as this well help when you come to write your essay plan.
• Don’t be afraid of making your notes memorable – use colours, underlining and highlighting to draw attention to important information.

For more information, visit our online study guides to critical writing and effective reading .

Throughout this process you should try to reflect on your position in relation to the question and start thinking about what your conclusion might be. This is especially important for questions that are looking for you to give your verdict or opinion on a topic/debate. To help support this it can be useful to try and sum up your argument in one or two short sentences; this helps to ensure that your argument is clear and will help keep your response well-structured and coherent once you start writing.

Now that you’ve completed your reading, it’s time to structure your writing:

• Establish links between different parts of your reading through mind-mapping or identifying common themes.
• Create headings to organise your links – these will become the basis for your paragraphs.
• Start to structure these headings into a logical order and consider how you will order and use these examples to construct and support your response to the assignment.
• There are several different ways you can structure your response, and this might be dependant on what your assignment is asking you to do. For example, if your assignment is organised around themes it might be structured something like this:

Alternatively, if you were contrasting two theories it might look like this:

Of course, these aren’t the only ways to structure your writing and it’s likely that you will need to adapt your plan for each assignment depending on what is required. However, remember that a plan should always help to organise your content so that your response is clear, coherent and well-structured. 

In the same way that essays have a clear structure (introduction, main body, conclusion), the paragraphs within your essay should also follow a pattern. Considering how you structure your paragraphs is important as it helps to improve the clarity of your writing by presenting your chosen evidence and subsequent critical response in a clear and effective way.

Paragraphs should be TIED together:

• Topic sentence – The first sentence of your paragraph should introduce the main topic, theme or next step of your argument. It should summarise what the reader can expect from your paragraph. If the paragraph links directly to the question or assessment criteria you’ve been set, think about what key words make this clear to the reader.  
• Introduce evidence - Before discussing your evidence, it is helpful to signpost to the reader what aspect of the literature you will talk about in more detail. This can be achieved by drawing their attention to something interesting or contextually important that will be relevant in the following section of the paragraph.  
• Evidence – This is where you introduce references and highlight how these support your argument. You could also include counterpoints to your position within this section (and why these challenges are not upheld) or you could have this as a separate paragraph – the choice is up to you!  
• Discussion – Your paragraph should end with your interpretation of the evidence and how this links back to the assignment topic. Within these sentences you may explore ideas such as relevance, significance, impact and future directions – for more help with this, check out our guide to critical writing [insert hyperlink]

Let’s look at this in an example:

"As noted by Alexander (2017), talk has always been an essential component of teaching, and, consequently, learning. Evidence has demonstrated that talking about prose can enhance written responses to texts through increasing student confidence about qualities such as character, theme, and motifs ( Coultas , 2006). Despite this however, the most recent version of the National Curriculum has hugely decreased the role of speaking and listening; this includes even going so far as to remove speaking and listening from formal assessment in GCSE specifications. Furthermore, as noted by Yandell (2013), this has included moving the focus of talk as a collaborative experience to only being on the speaker, thus relegating listening as a key skill. Parallel to this, the types of talk discussed within the classroom has considerably narrowed, to the extent that what students now understand as spoken English, is little more than public speaking. Consequently, teachers are now faced with the responsibility of instilling the foundational skills of speaking and listening in students at an earlier age, to ensure that they have the necessary skills to navigate the complex social world.

Linking your ideas

Signposting language is also a key part of academic writing. Signposts are words or phrases that show a link between two ideas and can also be used to signal transition in your writing. This helps to make your writing more coherent and avoids any jarring changes of topic that leave your reader struggling to understand the connection between two paragraphs. Likewise, you can use signposting to develop your argument by identifying ideas that support or contrast one another, or ideas/findings that have built upon the outcomes of prior work. Ultimately, signposting helps to show the reader the structure of your argument and the direction of your response.

In terms of your planning and structuring, you should think carefully about to use signposting language to link the ideas between your paragraphs, signal key transitions develop your argument. Some examples are included below:

To reference other parts of your essay

• As noted above
• As previously stated,
• Given the evidence outlined earlier in the essay

To introduce a supporting point

• In the same way,

To introduce a contrasting point

• Against this,
• A clear challenge for
• By contrast

To introduce reason/outcomes

• Consequently,
• Taken together the evidence seems to suggest
• Accordingly,

To introduce a conclusion

• As this essay has demonstrated
• From the evidence detailed here, it seems that
• In summary,
• In conclusion,
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How to Write a Plan for Your Assignment

“Give me six hours to chop down a tree and I will spend the first four sharpening the axe.” ― Abraham Lincoln

Lincoln’s wise words ring true for all walks of life and none more so than university assignments. Assignments are a key part of the university. Students who learn how to plan an assignment early on in their university career will find their assignments less daunting, easier to write and crucially, more highly graded. Below are some key tips on how you can successfully plan a great assignment.

Read the Question!

This might seem obvious, but not fully understanding the question is a surprisingly common (and totally avoidable) stumbling block for students. Make sure you understand exactly what is being asked of you and if you aren’t 100% sure, seek clarification from your peers or your tutor. Try breaking the question down to ensure you cover everything asked.

Reading widely is absolutely key for a successful assignment. It will be obvious to any marker if the student has not read key texts. By limiting your reading, you immediately limit your essay. You don’t have to read every article or textbook before writing your assignment plan, you may well discover some along the way. The footnotes and bibliographies of the earlier articles and textbooks you do read are a great source of further reading.

When you do your reading, it is essential that you make notes.

Top tip: when making notes on an article or book always include the full reference with your notes – this will save you time and stress when you come to your footnotes and bibliography.

Create a Skeleton Plan

A good early technique when creating an assignment plan is to begin with a skeleton of what your final essay may contain. This needn’t be greatly detailed and you may add or drop things from it as you progress with your research and the essay itself, but starting with a basic outline helps to give you early direction and focuses your reading.

Draft, then Redraft

An assignment draft is essential, it gives you the opportunity to see your thoughts and ideas on the page and see if they link together in the way you envisage. Once you have written your first assignment draft, take a break, and then come back with a fresh pair of eyes. This is key for spotting any errors and inconsistencies in the essay. Your second assignment draft should iron out these inconsistencies, make the assignment a coherent whole and leave you with minor refinements before deadline day.

Find what Works for You

While all of the above are solid techniques for assignment planning, every student is different. Some people like doing mind maps, some bullet points; others just jump straight into the writing. It may take some time to discover what works best for you when writing assignments, so don’t be afraid to experiment!

A good assignment plan equals a good assignment. Remember Uncle Abe’s advice; don’t just start hacking at that assignment, give yourself the tools to do the job properly and efficiently.

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NCI LIBRARY

Academic writing skills guide: structuring your assignment.

• Key Features of Academic Writing
• The Writing Process
• Understanding Assignments
• Brainstorming Techniques
• Planning Your Assignments
• Thesis Statements
• Writing Drafts
• Structuring Your Assignment
• How to Deal With Writer's Block
• Using Paragraphs
• Conclusions
• Introductions
• Revising & Editing
• Proofreading
• Grammar & Punctuation
• Reporting Verbs
• Signposting, Transitions & Linking Words/Phrases
• Using Lecturers' Feedback

Keep referring back to the question and assignment brief and make sure that your structure matches what you have been asked to do and check to see if you have appropriate and sufficient evidence to support all of your points. Plans can be structured/restructured at any time during the writing process.

Once you have decided on your key point(s), draw a line through any points that no longer seem to fit. This will mean you are eliminating some ideas and potentially letting go of one or two points that you wanted to make. However, this process is all about improving the relevance and coherence of your writing. Writing involves making choices, including the tough choice to sideline ideas that, however promising, do not fit into your main discussion.

Eventually, you will have a structure that is detailed enough for you to start writing. You will know which ideas go into each section and, ideally, each paragraph and in what order. You will also know which evidence for those ideas from your notes you will be using for each section and paragraph.

Once you have a map/framework of the proposed structure, this forms the skeleton of your assignment and if you have invested enough time and effort into researching and brainstorming your ideas beforehand, it should make it easier to flesh it out. Ultimately, you are aiming for a final draft where you can sum up each paragraph in a couple of words as each paragraph focuses on one main point or idea.

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.

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Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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How to plan an essay: Essay Planning

• What's in this guide
• Essay Planning
• Additional resources

How to plan an essay

Essay planning is an important step in academic essay writing.

Proper planning helps you write your essay faster, and focus more on the exact question.  As you draft and write your essay, record any changes on the plan as well as in the essay itself, so they develop side by side.

One way to start planning an essay is with a ‘box plan’.

First, decide how many stages you want in your argument – how many important points do you want to make? Then, divide a box into an introduction + one paragraph for each stage + a conclusion.

Next, figure out how many words per paragraph you'll need.

Usually, the introduction and conclusion are each about 10% of the word count. This leaves about 80% of the word count for the body - for your real argument. Find how many words that is, and divide it by the number of body paragraphs you want. That tells you about how many words each paragraph can have.

Remember, each body paragraph discusses one main point, so make sure each paragraph's long enough to discuss the point properly (flexible, but usually at least 150 words).

For example, say the assignment is

Fill in the table as follows:

Next, record each paragraph's main argument, as either a heading or  topic sentence (a sentence to start that paragraph, to immediately make its point clear).

Finally, use dot points to list useful information or ideas from your research notes for each paragraph. Remember to include references so you can connect each point to your reading.

The other useful document for essay planning is the marking rubric .

This indicates what the lecturer is looking for, and helps you make sure all the necessary elements are there.

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Writing your assignment

The Writing your assignment resource is designed and monitored by Learning Advisers and Academic Librarians at UniSA.

Part of writing an assignment is creating a plan, and in some courses, you may be tasked with creating a plan as part of your assignment.  A plan should build on your original brainstorming session and be informed by your research. A good place to start is the marking criteria. Use the marking criteria, in conjunction with the assessment instructions, to help you with establishing your plan. 

As you are searching, develop the argument you are going to present as early as you can. In this way, you will be more targeted in trying to find information that will assist you with presenting this argument.  Check that your argument, and your topic paragraphs, fit with the assessment details and the marking criteria before moving forward.  Keep in mind, the plan is a fluid document that may change as you explore your topic further.

What should an essay plan include?

• This is the argument your essay is going to make in response to the assignment question.
• The main points are going to provide the supporting evidence in answer to the assignment question. Each main point will form one of the body paragraphs.
• For example, an introduction, body and conclusion
• Put in your own words the evidence you have sourced and place this under the relevant main point. Ensure you provide an in-text citation with your notes

Note:  Although this video focuses on essay planning, a similar process can be applied to other assignment types.  Watch the Report writing and/or Reflective writing videos to help you consider the structure and content of these types of writing when planning for your assignment.

Here we provide you with a number of example essay plans. Choose the style that suits you best when creating your own. If you are set an assignment task that asks for an essay plan, be sure to check the assignment requirements before creating one.  

• Sample Essay Plan - Simple  (pdf)
• Sample Essay Plan - Linear, structured  (pdf)
• Sample Essay Plan - Mind Map  (pdf)

As you review this sample essay plan, hover over the underlined text for more information. 

Note: In some browsers you may need to click on the highlighted text to read the extra information.

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How to Write an Effective Assignment

At their base, all assignment prompts function a bit like a magnifying glass—they allow a student to isolate, focus on, inspect, and interact with some portion of your course material through a fixed lens of your choosing.

The Key Components of an Effective Assignment Prompt

All assignments, from ungraded formative response papers all the way up to a capstone assignment, should include the following components to ensure that students and teachers understand not only the learning objective of the assignment, but also the discrete steps which they will need to follow in order to complete it successfully:

• Preamble.  This situates the assignment within the context of the course, reminding students of what they have been working on in anticipation of the assignment and how that work has prepared them to succeed at it. 
• Justification and Purpose.  This explains why the particular type or genre of assignment you’ve chosen (e.g., lab report, policy memo, problem set, or personal reflection) is the best way for you and your students to measure how well they’ve met the learning objectives associated with this segment of the course.
• Mission.  This explains the assignment in broad brush strokes, giving students a general sense of the project you are setting before them. It often gives students guidance on the evidence or data they should be working with, as well as helping them imagine the audience their work should be aimed at.  
• Tasks.  This outlines what students are supposed to do at a more granular level: for example, how to start, where to look, how to ask for help, etc. If written well, this part of the assignment prompt ought to function as a kind of "process" rubric for students, helping them to decide for themselves whether they are completing the assignment successfully.
• Submission format.  This tells students, in appropriate detail, which stylistic conventions they should observe and how to submit their work. For example, should the assignment be a five-page paper written in APA format and saved as a .docx file? Should it be uploaded to the course website? Is it due by Tuesday at 5:00pm?

For illustrations of these five components in action, visit our gallery of annotated assignment prompts .

For advice about creative assignments (e.g. podcasts, film projects, visual and performing art projects, etc.), visit our  Guidance on Non-Traditional Forms of Assessment .

For specific advice on different genres of assignment, click below:

Response Papers

Problem sets, source analyses, final exams, concept maps, research papers, oral presentations, poster presentations.

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Essential Study Skills

• Introduction to Time Management
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• Exploring the Labour Market
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How do you plan an assignment ?

If a task seems too difficult or you don’t know where to start, breaking it into smaller tasks can help make it easier to do. An assignment tracker is a document that you can use to break big assignments into smaller, more manageable steps. This module will show you how to plan out the time you need to complete your assignments.

Strategies for Using the Assignment Tracker

Breaking Down Assignments

• How to Use the Assignment Tracker

Step 1: Gather Information

• If possible, print off a hard copy of the assignment.
• Read the entire assignment out loud.
• Brainstorm ideas.

Step 2: Calculate the Assignment Time

Use the chart below to calculate how long you should spend on an assignment. For every 5% the assignment is worth, you should plan to work 2 hours.

Step 3: Use the Assignment tracker

Fill out your assignment tracker:

• Assignment Tracker Template (PDF)
• Assignment Tracker Template (Word)

Watch the video and use the steps below to learn how to fill out the template. Make sure to start work at least two weeks before your assignment is due. You can also download the How to Use Assignment Tracker video transcript

Instructions for filling out the assignment tracker template

• Fill out the beginning of the form with the name of the course, the assignment title and value, the hours of work required, today’s date and the due date.
• In the ‘Stages’ column, create a list of all of the things that you need to do to complete this assignment, e.g. brainstorming ideas, creating an outline, writing a rough draft. Use one line for each stage.
• Give yourself a completion deadline for each task.
• Check off each task as you finish them.
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How to Create Study Plans

Last Updated: April 1, 2024 Approved

This article was co-authored by Alexander Ruiz, M.Ed. and by wikiHow staff writer, Jennifer Mueller, JD . Alexander Ruiz is an Educational Consultant and the Educational Director of Link Educational Institute, a tutoring business based in Claremont, California that provides customizable educational plans, subject and test prep tutoring, and college application consulting. With over a decade and a half of experience in the education industry, Alexander coaches students to increase their self-awareness and emotional intelligence while achieving skills and the goal of achieving skills and higher education. He holds a BA in Psychology from Florida International University and an MA in Education from Georgia Southern University. wikiHow marks an article as reader-approved once it receives enough positive feedback. In this case, 93% of readers who voted found the article helpful, earning it our reader-approved status. This article has been viewed 179,196 times.

Whether you're a university student or simply learning something new on your own, study time is crucial if you want to do well in your classes. With a study plan, the time you need simply becomes a part of your day so you don't have to worry about an exam or deadline sneaking up on you. The process can seem daunting if you haven't made your own study plan before, but never fear! We've compiled all the most useful tips for you to get the most out of your study time. We'll start with advice on how to work studying into your schedule, then give you some bonus tips on how to structure each study session to max out your productivity.

Carve out time to study every day.

• For example, you might study for an hour in the morning, a half-hour at lunchtime, and another half-hour in the afternoon before work.
• If you're working while going to school, include your study plan on your school schedule and let your manager know that you're not available for work during those times.

Schedule backward from exams and deadlines.

• Plan on getting papers and other assignments done early so you have time to edit and polish them before you turn them in. This also helps you avoid the stress of trying to do the entire thing at the last minute.

Include enough study time each week for each class.

• For example, if you're taking a Spanish class for 3 credit hours, schedule 9 hours of study for that class each week.
• If a subject comes easily to you or you're taking a class that's mostly a review of stuff you already know, you can probably get away with less time studying.

Study at around the same time every day.

• If you have seasonal activities, plan your study schedule around those activities even when they're not going on. For example, suppose you play intramural soccer during the spring, with practice on Mondays and games on Thursdays. Schedule your study time so it doesn't conflict, then you won't have to change your study plan when soccer starts.

Use your syllabus to plan each study session.

• For example, suppose you have a history class on Tuesdays and Thursdays. Your instructor assigns reading to prepare for the class. Your study plan might be to read for 1 hour on Monday, review lecture notes for 15 minutes on Tuesday, read for 1 hour on Wednesday, then review lecture notes for 15 minutes on Thursday.

Break up larger assignments.

• For example, if you have a research paper due in 3 weeks, you might research the first week, write the first draft the second week, then edit and proofread the week the paper's due.

Study the most difficult things first.

• If you manage to conquer something that was giving you trouble before, you'll feel more motivated to tackle easier parts of the material.
• While you don't want to completely neglect material you feel confident about, a quick review is usually all you'll need to keep it fresh if you feel like you already know it well.

Plan for regular breaks to maintain focus.

• This isn't just goofing off—without regular breaks, your brain will internalize less of what you study. Taking frequent breaks helps you get the most out of your study sessions.
• Keeping your study blocks short also helps you stay on task because you know a break is coming up soon. It's easy for your mind to wander if you've been sitting and staring at the same material for an hour.

Review as soon after class as possible.

• For example, if you have 2 classes on Mondays, Wednesdays, and Fridays, you might plan a half-hour study session on those evenings to go over what you covered in each class that day.
• Go through your notes and fill in any areas that might be hard to understand or difficult to read. For example, if you were writing really fast, your notes might be illegible if you don't go back to them for several weeks.
• Reviewing soon after class can also help you identify concepts you don't understand or questions you might have for your instructor. That way, you can send them an email or take advantage of their office hours to get an answer immediately, rather than waiting until right before the exam.

Add a cumulative review every week.

• For example, if you're taking 4 classes, you might schedule a 2-hour study block on Saturdays in which you spend 30 minutes doing a cumulative review for each class.
• Cumulative review also helps you understand how the later things you learn build on the earlier things you learned. You'll likely notice new connections between parts of the class that you wouldn't have noticed otherwise.
• This is especially important for classes that have a cumulative final exam. If you've done a cumulative review every week, you'll have a lot less work to do to get ready for that big final.

Include extra study sessions before exams.

• For example, suppose you have a chemistry exam coming up. You normally study chemistry for an hour on Mondays, Wednesdays, and Fridays, then for 2 hours on Saturday. If you have free time on Tuesdays and Thursdays, you might add an hour of study on those days the week before the exam.

Evaluate your plan regularly and tweak it if necessary.

• If you had an exam for a class that you thought was easy and you did really well on, you probably don't have to study as much for that one. Take some study time from the easy class and use it for one you find more challenging.

Use group study sessions to prepare for exams.

• In classes where problem-solving and thinking are important, working in groups is an asset because you can learn different ways of thinking and approaching problems that you might not have thought of on your own.
• Even if you don't think you work well in groups, give a study group a chance—especially if it's your first year in university—just to see if you get anything out of it. You can always drop the group if you don't feel like you're getting any benefit from it.

Set up a dedicated study area.

• Think about your own needs—everyone's ideal study environment will be different! If you need absolute quiet with no distractions, you might find it best to study in a carrel in the library. But if you need a certain level of ambient noise and movement in the background, a café might be a better choice.

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• Use short bursts of time between classes to quickly review your notes or go through flashcards. [12] X Research source Thanks Helpful 0 Not Helpful 1

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• ↑ https://www.intelligent.com/create-a-study-plan/
• ↑ https://www.stetson.edu/administration/academic-success/media/STUDY%20SCHEDULE.pdf
• ↑ https://students.usask.ca/articles/study-skills.php
• ↑ http://lsc.cornell.edu/how-to-study/studying-for-and-taking-exams/guidelines-for-creating-a-study-schedule/
• ↑ Alexander Ruiz, M.Ed.. Educational Consultant. Expert Interview. 18 June 2020.

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How Do I Create Meaningful and Effective Assignments?

Prepared by allison boye, ph.d. teaching, learning, and professional development center.

Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning.  And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment.  This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.

First Things First…

Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor:

• Your goals for the assignment . Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment?  Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general.  For instance, if you want your students to demonstrate critical thinking, perhaps asking them to simply summarize an article is not the best match for that goal; a more appropriate option might be to ask for an analysis of a controversial issue in the discipline. Ultimately, the connection between the assignment and its purpose should be clear to both you and your students to ensure that it is fulfilling the desired goals and doesn't seem like “busy work.” For some ideas about what kinds of assignments match certain learning goals, take a look at this page from DePaul University's Teaching Commons.
• Have they experienced “socialization” in the culture of your discipline (Flaxman, 2005)? Are they familiar with any conventions you might want them to know? In other words, do they know the “language” of your discipline, generally accepted style guidelines, or research protocols?
• Do they know how to conduct research?  Do they know the proper style format, documentation style, acceptable resources, etc.? Do they know how to use the library (Fitzpatrick, 1989) or evaluate resources?
• What kinds of writing or work have they previously engaged in?  For instance, have they completed long, formal writing assignments or research projects before? Have they ever engaged in analysis, reflection, or argumentation? Have they completed group assignments before?  Do they know how to write a literature review or scientific report?

In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78):

1. What are the main units/modules in my course?

2. What are my main learning objectives for each module and for the course?

3. What thinking skills am I trying to develop within each unit and throughout the course?

4. What are the most difficult aspects of my course for students?

5. If I could change my students' study habits, what would I most like to change?

6. What difference do I want my course to make in my students' lives?

What your students need to know

Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment.  However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible.

• First, you will need to articulate the purpose of the assignment . Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose. Your students will appreciate an understanding of how the assignment fits into the larger goals of the course and what they will learn from the process (Hass & Osborn, 2007). Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully.
• If you are asking your students to complete a writing assignment, you should define for them the “rhetorical or cognitive mode/s” you want them to employ in their writing (Flaxman, 2005). In other words, use precise verbs that communicate whether you are asking them to analyze, argue, describe, inform, etc.  (Verbs like “explore” or “comment on” can be too vague and cause confusion.) Provide them with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support.  For those who want assignments to lead to top-down, thesis-driven writing, John Bean (1996) suggests presenting a proposition that students must defend or refute, or a problem that demands a thesis answer.
• It is also a good idea to define the audience you want your students to address with their assignment, if possible – especially with writing assignments.  Otherwise, students will address only the instructor, often assuming little requires explanation or development (Hedengren, 2004; MIT, 1999). Further, asking students to address the instructor, who typically knows more about the topic than the student, places the student in an unnatural rhetorical position.  Instead, you might consider asking your students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper.  In fact, a study by Bean (1996) indicated the students often appreciate and enjoy assignments that vary elements such as audience or rhetorical context, so don't be afraid to get creative!
• Obviously, you will also need to articulate clearly the logistics or “business aspects” of the assignment . In other words, be explicit with your students about required elements such as the format, length, documentation style, writing style (formal or informal?), and deadlines.  One caveat, however: do not allow the logistics of the paper take precedence over the content in your assignment description; if you spend all of your time describing these things, students might suspect that is all you care about in their execution of the assignment.
• Finally, you should clarify your evaluation criteria for the assignment. What elements of content are most important? Will you grade holistically or weight features separately? How much weight will be given to individual elements, etc?  Another precaution to take when defining requirements for your students is to take care that your instructions and rubric also do not overshadow the content; prescribing too rigidly each element of an assignment can limit students' freedom to explore and discover. According to Beth Finch Hedengren, “A good assignment provides the purpose and guidelines… without dictating exactly what to say” (2004, p. 27).  If you decide to utilize a grading rubric, be sure to provide that to the students along with the assignment description, prior to their completion of the assignment.

A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration:

• Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories.

• Set the grading categories yourself, but ask the students to help write the descriptions.

• Draft the complete grading scale yourself, then give it to your students for review and suggestions.

A Few Do's and Don'ts…

Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design. First, here are a few things you should do :

• Do provide detail in your assignment description . Research has shown that students frequently prefer some guiding constraints when completing assignments (Bean, 1996), and that more detail (within reason) can lead to more successful student responses.  One idea is to provide students with physical assignment handouts , in addition to or instead of a simple description in a syllabus.  This can meet the needs of concrete learners and give them something tangible to refer to.  Likewise, it is often beneficial to make explicit for students the process or steps necessary to complete an assignment, given that students – especially younger ones – might need guidance in planning and time management (MIT, 1999).
• Do use open-ended questions.  The most effective and challenging assignments focus on questions that lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the  brainstorming heuristics (Gardner, 2005).
• Do direct students to appropriate available resources . Giving students pointers about other venues for assistance can help them get started on the right track independently. These kinds of suggestions might include information about campus resources such as the University Writing Center or discipline-specific librarians, suggesting specific journals or books, or even sections of their textbook, or providing them with lists of research ideas or links to acceptable websites.
• Do consider providing models – both successful and unsuccessful models (Miller, 2007). These models could be provided by past students, or models you have created yourself.  You could even ask students to evaluate the models themselves using the determined evaluation criteria, helping them to visualize the final product, think critically about how to complete the assignment, and ideally, recognize success in their own work.
• Do consider including a way for students to make the assignment their own. In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment.  Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom.  You might think of ways to encourage students to tap into their own experiences or curiosities, to solve or explore a real problem, or connect to the larger community.  Offering variety in assignment selection can also help students feel more individualized, creative, and in control.
• If your assignment is substantial or long, do consider sequencing it. Far too often, assignments are given as one-shot final products that receive grades at the end of the semester, eternally abandoned by the student.  By sequencing a large assignment, or essentially breaking it down into a systematic approach consisting of interconnected smaller elements (such as a project proposal, an annotated bibliography, or a rough draft, or a series of mini-assignments related to the longer assignment), you can encourage thoughtfulness, complexity, and thoroughness in your students, as well as emphasize process over final product.

Next are a few elements to avoid in your assignments:

• Do not ask too many questions in your assignment.  In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus. Offering an overly specific “checklist” prompt often leads to externally organized papers, in which inexperienced students “slavishly follow the checklist instead of integrating their ideas into more organically-discovered structure” (Flaxman, 2005).
• Do not expect or suggest that there is an “ideal” response to the assignment. A common error for instructors is to dictate content of an assignment too rigidly, or to imply that there is a single correct response or a specific conclusion to reach, either explicitly or implicitly (Flaxman, 2005). Undoubtedly, students do not appreciate feeling as if they must read an instructor's mind to complete an assignment successfully, or that their own ideas have nowhere to go, and can lose motivation as a result. Similarly, avoid assignments that simply ask for regurgitation (Miller, 2007). Again, the best assignments invite students to engage in critical thinking, not just reproduce lectures or readings.
• Do not provide vague or confusing commands . Do students know what you mean when they are asked to “examine” or “discuss” a topic? Return to what you determined about your students' experiences and levels to help you decide what directions will make the most sense to them and what will require more explanation or guidance, and avoid verbiage that might confound them.
• Do not impose impossible time restraints or require the use of insufficient resources for completion of the assignment.  For instance, if you are asking all of your students to use the same resource, ensure that there are enough copies available for all students to access – or at least put one copy on reserve in the library. Likewise, make sure that you are providing your students with ample time to locate resources and effectively complete the assignment (Fitzpatrick, 1989).

The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few:

Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations

Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below.

Online Resources

“Creating Effective Assignments” http://www.unh.edu/teaching-excellence/resources/Assignments.htm This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning,  provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations.

Gardner, T.  (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten. http://www.tengrrl.com/tens/034.shtml This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English .  The website will also link you to several other lists of “ten tips” related to literacy pedagogy.

“How to Create Effective Assignments for College Students.”  http:// tilt.colostate.edu/retreat/2011/zimmerman.pdf     This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments.

“Learner-Centered Assessment” http://cte.uwaterloo.ca/teaching_resources/tips/learner_centered_assessment.html From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind. “Matching Learning Goals to Assignment Types.” http://teachingcommons.depaul.edu/How_to/design_assignments/assignments_learning_goals.html This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals.

Additional References Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass.

Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum , 3.2, pp. 15 – 24.

Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange .  Retrieved Jan. 9, 2008 from http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf

Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4. 

Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines . Boston: Bedford/St. Martin's.

Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments.  Teaching Sociology , 31, pp. 195 – 202.

Leahy, R. (2002). Conducting writing assignments. College Teaching , 50.2, pp. 50 – 54.

Miller, H. (2007). Designing effective writing assignments.  Teaching with writing .  University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from http://writing.umn.edu/tww/assignments/designing.html

MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html .

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How to write an effective project plan in 6 simple steps

Contributing writer

If you’re a Type A personality, project planning might sound like music to your ears. Setting deadlines, organizing tasks, and creating order out of chaos — what’s not to love?

The reality is that project planning isn’t for everyone. In one survey by Association for Project Management, 76% of project professionals said their main project was a source of stress . Poor planning, unclear responsibilities, and overallocation are often the culprits behind the stress. 

An effective project plan helps teams stay within budget, scope, and schedule, while delivering quality work. In short, it gets you to the finish line without the stress.  

What is a project plan?

A project plan, also known as a work plan, is a blueprint of your project lifecycle. It’s like a roadmap — it clearly outlines how to get from where you are now (the beginning of the project) to where you want to go (the successful completion of the project). 

“A project plan is an action plan outlining how…[to] accomplish project goals,” says Jami Yazdani , certified Project Management Professional (PMP), project coach, project management consultant, and founder of Yazdani Consulting and Facilitation . 

A comprehensive project plan includes the project schedule, project scope, due dates, and deliverables. Writing a good project plan is key for any new, complex project in the pipeline.

Why Are Project Plans Important?

Project plans allow you to visualize your entire project, from beginning to end—and develop a clear strategy to get from point A to point B. Project plans steer stakeholders in the right direction and keep team members accountable with a common baseline.  

Project plans help you stay agile

Projects are bound by what is traditionally called the “iron triangle” of project management . It means that project managers have to work within the three constraints of scope, resources (project budget and teams), and schedule. You cannot make changes to one without impacting the other two.    

Modern-day project management has shifted to a more agile approach, with a focus on quality. This means that resources and schedules remain unchanged but a fixed number of iterations (flexible scope) helps teams deliver better quality and more value. 

A project plan puts this “agile triangle” in place by mapping out resources, schedules, and the number of iterations — sprints if you’re using a Scrum framework and work in progress (WIP) limits if you’re using the Kanban methodology . 

As Yazdani points out, “Project plans help us strategize a path to project success, allowing us to consider the factors that will impact our project, from stakeholders to budget to schedule delays, and plan how to maximize or mitigate these factors.” 

Project plans provide complete visibility

A project plan, when created with a comprehensive project management software , gives you 360-degree visibility throughout the project lifecycle. 

As a project manager, you need a single source of truth on team members and their project tasks, project scope, project objectives, and project timelines. A detailed project plan gives you this visibility and helps teams stay on track.

Project plans also help to get everyone involved on the same page, setting clear expectations around what needs to be accomplished, when, and by who. 

“Project plans create a framework for measuring project progress and success,” says Yazdani. “Project plans set clear expectations for…stakeholders by outlining exactly what…will [be accomplished] and when it will be delivered.”

Project plans boost engagement and productivity

A well-written project plan clarifies how each individual team member’s contributions play into the larger scope of the project and align with company goals. When employees see how their work directly impacts organizational growth, it generates buy-in and drives engagement , which is critical to a project’s success. 

“Project plans provide…teams with purpose and direction,” says Yazdani. “Transparent project plans show team members how their individual tasks and responsibilities contribute to the overall success of the project, encouraging engagement and collaboration.”

How To Write A Project Plan in 6 Steps

Writing a project plan requires, well, planning. Ideally, the seeds for a project plan need to be sowed before internal project sign-off begins. Before that sign-off, conduct capacity planning to estimate the resources you will need and if they’re available for the duration of the project. After all, you want to set your teams up for success with realistic end dates, buffer time to recharge or catch up in case of unexpected delays, and deliver quality work without experiencing burnout .

Based on organizational capacity, you can lay down project timelines and map out scope as well as success metrics, outline tasks, and build a feedback loop into your project plan. Follow these project planning steps to create a winning plan:      

1. Establish Project Scope And Metrics

Defining your project scope is essential to protecting your iron, or agile, triangle from crumbling. Too often, projects are hit with scope creep , causing delays, budget overruns, and anxiety.

“Clearly define your project’s scope or overall purpose,” says Yazdani. “Confirm any project parameters or constraints, like budget, resource availability, and timeline,” says Yazdani.

A project purpose statement is a high-level brief that defines the what, who, and why of the project along with how and when the goal will be accomplished. But just as important as defining your project scope and purpose is defining what metrics you’re going to use to track progress.

“Establish how you will measure success,” says Yazdani. “Are there metrics, performance criteria, or quality standards you need to meet?”

Clearly defining what your project is, the project’s overall purpose, and how you’re going to measure success lays the foundation for the rest of your project plan—so make sure you take the time to define each of these elements from the get-go.

2. Identify Key Project Stakeholders 

Get clarity on the team members you need to bring the project to life. In other words, identify the key stakeholders of the project. 

“List individuals or groups who will be impacted by the project,” says Yazdani. 

In addition to identifying who needs to be involved in the project, think about how they’ll need to be involved—and at what level. Use a tool like Confluence to run a virtual session to clarify roles and responsibilities, and find gaps that need to be filled. 

Let’s say you’re managing a cross-functional project to launch a new marketing campaign that includes team members from your marketing, design, and sales departments. 

When identifying your key stakeholders, you might create different lists based on the responsibility or level of involvement with the project:

• Decision-makers (who will need to provide input at each step of the project)
• Managers (who will be overseeing employees within their department) 
• Creative talent (who will be actually creating the project deliverables for the campaign) from each department. 

Give your project plan an edge by using a Confluence template like the one below to outline roles and responsibilities.

Define roles, discuss responsibilities, and clarify which tasks fall under each teammate’s purview using this Confluence template. 

Getting clarity on who needs to be involved in the project—and how they’re going to be involved—will help guide the rest of the project plan writing process (particularly when it comes to creating and assigning tasks).

3. Outline Deliverables

Now is the time to get granular.

Each project milestone comprises a series of smaller, tangible tasks that your teams need to produce. While a big-picture view keeps teams aligned, you need signposts along the way to guide them on a day-to-day or weekly basis. Create a list of deliverables that will help you achieve the greater vision of the project. 

“What will you create, build, design, produce, accomplish or deliver?” says Yazdani. “Clearly outline your project’s concrete and tangible deliverables or outcomes.” Centralize these deliverables in a Trello board with designated cards for each one, like in the example below, so you keep work moving forward.

Each card on a board represents tasks and ideas and you can move cards across lists to show progress.

Defining the concrete items you need your project to deliver will help you reverse-engineer the things that need to happen to bring those items to life—which is a must before moving on to the next step.

4. Develop Actionable Tasks

Task management is an important component of any project plan because they help employees see what exactly they need to accomplish. Drill down those deliverables into actionable tasks to assign to your team. 

You can use either Confluence or Jira for different task management needs. If you want to track tasks alongside your work, like action items from a meeting or small team projects, it’s best to use Confluence. But if a project has multiple teams and you need insight into workflows, task history, and reporting, Jira makes it easy.      

“Let your deliverables guide the work of the project,” says Yazdani. “Break down each deliverable into smaller and smaller components until you get to an actionable task.” If a major deliverable is a set of content pieces, the smaller actionable tasks would be to create topic ideas, conduct research, and create outlines for each topic.  

Once you’ve broken down all of your deliverables into manageable, assignable subtasks, analyze how each of those tasks interacts with each other. That way, you can plan, prioritize, assign, and add deadlines accordingly.  

“Highlight any dependencies between tasks, such as tasks that can’t be started until another task is complete,” says Yazdani. “List any resources you will need to accomplish these tasks.”

When a task has multiple assignees, you need to streamline the workflow in your project plan. Say the content pieces you outlined need to be edited or peer-reviewed. A couple of articles may need an interview with a subject matter expert. Lay down a stage-by-stage process of each piece of content and pinpoint when each team member comes into play so you prevent bottlenecks and adjust timeframes.     

5. Assign Tasks And Deadlines

Assign tasks to your team and collaborate with employees to set deadlines for each task. When you involve employees in setting workloads and deadlines , you increase ownership and boost the chances of delivering quality work on time.  

After all, you want to move projects forward at a steady pace, but you also want to make sure your teams stay motivated and engaged. So, when writing your project plan, make sure to “set realistic and achievable deadlines for completing tasks and deliverables,” says Yazdani. “Highlight dates that are inflexible and factor in task dependencies. Add in milestones or checkpoints to monitor progress and celebrate successes .”

Use Jira and Confluence to create tasks that live alongside your project plan or meeting agendas.

Once you map out all of your tasks and deadlines, you should have a clear picture of how and when your project is going to come together—and the initial writing process is just about finished.

But that doesn’t mean your project plan is complete! There’s one more key step to the process.

6. Share, Gather Feedback, And Adjust The Project Plan As Necessary

While steps 1 through 5 may make up your initial writing process, if you want your project plan to be as strong and complete as it can be, it’s important to share it with your team—and get their input on how they think it can be improved.

“Share the plan with your project team and key stakeholders, gathering feedback to make adjustments and improvements,” says Yazdani. 

A tool like Confluence helps knowledge flow freely within teams and departments, leading to better teamwork, higher collaboration, and a shared understanding of priorities. Coworkers can use comments, mentions, notifications, and co-editing capabilities to provide and discuss feedback. 

After you gather your team’s feedback —and make any necessary adjustments based on that feedback—you can consider your project plan complete. Hooray! 

But as your project progresses, things may change or evolve—so it’s important to stay flexible and make changes and adjustments as needed.

“Expect to update your plan as you gather more information, encounter changing requirements and delays, and learn from feedback and mistakes,” says Yazdani. “By using your project plan to guide your activities and measure progress, you’ll be able to refine and improve your plan as you move through the project, tweaking tasks and deadlines as deliverables are developed.”

Download a  template to create your project plan and customize it based on your needs.

Example of a simple project plan 

A project plan doesn’t have to be a complicated spreadsheet with multiple tabs and drop-down menus. It’s best to use a project planning tool like Confluence — or at least a project plan template — to make sure you cover every aspect of the project. A simple project plan includes these elements:

• Project name, brief summary, and objective.
• Project players or team members who will drive the project, along with their roles and responsibilities.
• Key outcomes and due dates.
• Project elements, ideally divided into must-have, nice-to-have and not-in-scope categories.
• Milestones, milestone owners, and a project end date.
• Reference material relevant to the project.

Best Practices For Writing Effective Project Plans

A project planning process can quickly turn into a mishmash of goals and tasks that end up in chaos but these best practices can give you a framework to create a project plan that leads to success.

Use Other Project Plans For Inspiration

There’s no need to reinvent the wheel for every new project! Instead, look to other successful project plans for inspiration—and use them as a guide when writing the plan for your project.

“Review templates and plans for similar projects, or for other projects within your organization or industry, to get ideas for structuring and drafting your own plan,” says Yazdani.

To get started, use a Trello project management template and customize it for your project plan by creating unique lists and adding cards under each list.

Build your team’s ideal workflow and mark each stage of the project plan as a list, with cards for each task. 

Get Your Team Involved In The Process

You may be in charge of spearheading the project. But that doesn’t mean that you have to—or even that you should—write the project plan alone. 

“Collaborate with your project team and key stakeholders on crafting a project plan,” says Yazdani. “Input into the project plan supports buy-in to project goals and encourages continued engagement throughout the project.”

With Confluence , you can organize project details in a centralized space and build a project plan collaboratively.

Don’t Let Perfect Be The Enemy Of The Good

You may be tempted to write (and rewrite) your project plan until you’ve got every detail mapped out perfectly. But spending too much time trying to get everything “perfect” can actually hold up the project. So don’t let perfect be the enemy of the good—and instead of getting caught up in getting everything perfect from the get-go, stay willing and flexible to adjust your project plan as you move forward.

“Focus on outcomes, not plan perfection,” says Yazdani. “While it would be awesome for the first draft of our plan to require no changes while also inspiring our team and ensuring project success, our goal shouldn’t be a perfect plan. Our goal is a plan that allows us to successfully deliver on project goals. Responsiveness to changing needs and a shifting environment is more important than plan perfection.”

Use the right tools to succeed with your project plan

Writing a project plan, especially if you’re new to the process, can feel overwhelming. But now that you know the exact steps to write one, make sure you have the tools you need to create a strong, cohesive plan from the ground up—and watch your project thrive as a result. 

Atlassian Together can help with project planning and management with a powerful combination of tools that make work flow across teams.

Guide your team to project success with Atlassian Together’s suite of products.

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• Create an action plan that drives resul ...

Create an action plan that drives results

An action plan outlines precisely how you’re planning to accomplish your goals. It’s the perfect way to approach goals systematically and keep your team on target. In this article, we will cover how to create an action plan in six steps and how to implement it successfully. Plus, learn more about the differences between action plans, project plans, and to-do lists.

It can feel good to make goals. After all, you’re defining what you want to accomplish. But goals won’t do much without clear action steps. ​​An action plan is a popular project management technique that lists your action steps so you know exactly how you’re going to accomplish your goals. 

We’re going to show you how to create this clear roadmap step by step and other tools you should utilize to get the most out of your action plan. Let’s dive in.

What is an action plan?

An action plan is a list of tasks or steps you need to complete to achieve your goals. An effective action plan works like a management plan for your company’s initiatives, outlining the steps you need to take to make these larger goals a success. Once you go through the goal-setting process, create an action plan with specific tasks and timeframes to reach each goal. 

Who needs an action plan?

An action plan is useful for anyone who needs a step-by-step planning process. When you create an action plan, you detail exactly what actions you'll take to accomplish your project goals. These plans can help you organize your to-dos and ensure you have the necessary information and resources to accomplish your goals.

But you can create action plans for more than just strategic planning. Use this tool to reach any specific goals in a systematic way. Try setting up:

Business action plan

Marketing action plan

Corrective action plan

Sales action plan

Project action plan

Personal development action plan

Regardless of the type of action plan you create, make sure you create it in task management software . That way, you can easily share action items and timelines with your team to track progress. Instead of manual status updates and unclear deliverables, your team has one central source of truth for everything they need to do in order to hit their goals. 

Now let’s get into how you can create an action plan that increases your team’s efficiency and accountability.

6 steps to create an action plan

Step 1: set a smart goal.

When it comes to setting goals, clarity is the single most important quality. With the SMART goal method, your goal is clearly defined and attainable. Set specific, measurable, achievable, realistic, and time-bound goals to benefit from this tactic.

For example, your goal could be to deliver your current project (measurable) in four months (time-bound) without overspending (specific). Assuming this goal is both achievable and realistic based on your available resources, it’s a great SMART goal to set for yourself.

Step 2: Identify tasks

Now that your goal is clearly defined and written down, you’ll want to identify the steps you have to take to reach it. Identify all of the tasks that you and your team need to complete to reach milestones and, eventually, the main objective.

Here are a few action plan examples with tasks for different kinds of goals:

Goal: Expand team from seven to nine team members by June.

Meet with Human Resources to discuss the recruitment campaign.

Create a template project to track candidates.

Schedule three interviews per week.

Goal: Select and onboard new work management software to the entire company by the end of Q2.

Apply for the budget.

Create a roll-out plan for Q2.

Schedule training for team members.

Goal: Host 5k charity run in May to raise $15,000 for the local food bank.

Find volunteers and determine responsibilities

Prepare marketing materials and PR plans

Secure sponsors

Step 3: Allocate resources

Once you’ve outlined all of your tasks, you can allocate resources like team members, project budget, or necessary equipment. Whether it’s assigning team members to certain tasks, applying for a budget, or gathering helpful tools—now is the time to plan and prepare.

Sometimes, you can’t allocate all of your resources before you put your action plan in motion. Perhaps you have to apply for funding first or need executive approval before you can move on with a task. In that case, make the resource an action item in your plan so you can take care of it later.

Step 4: Prioritize tasks

When your team is clear on their priorities, they know what work to do first and what work they can reschedule if necessary. No action plan is set in stone, so the best way to empower your team is to let them know what tasks have a high priority and which ones are a bit more flexible.

To make this clear, sort all of your action items by priority and sequence:

Priority: Important and less important tasks.

Sequence: Order in which tasks have to be completed so others can start.

When you’re organizing and prioritizing your action items , you’ll notice that some action items are dependent on others. In other words, one task can’t begin until the previous task is completed. Highlight these dependencies and factor the sequence into your prioritization. This reduces bottlenecks , removing obstacles that would make a less important action item delay a high-priority item.  

Step 5: Set deadlines and milestones

When your team knows what they're working towards, they have the context to effectively prioritize work and the motivation to get great work done. Team members tend to be more motivated when they directly understand how their work is contributing to larger goals.

To engage your teammates from the get go, assign deadlines to all action items and define milestones . Milestones mark specific points along your project timeline that identify when activities have been completed or when a new phase starts

Create a timeline or Gantt chart to get a better overview of your prioritized tasks, milestones, and deadlines. Your timeline also serves as a visual way to track the start and end dates of every task in your action plan. You can use it as a baseline to make sure your team stays on track.

Step 6: Monitor and revise your action plan

Your ability to stay on top of and adapt to changes is what makes you a great project manager. It’s crucial that you monitor your team’s progress and revise the plan when necessary.

Luckily, your action plan isn’t set in stone. The best way to track potentially changing priorities or deadlines is to use a dynamic tool like a work management software . That way, you can update to-dos and dependencies in real time, keep your team on the same page, and your action plan moving.

Action plan vs. plan B vs. project plan vs. to-do list

So how exactly does an action plan differ from all these other plans and lists? To clear this up once and for all, we’re going to explain what these plans are and when to use which plan to maximize your team’s efforts.

Action plan vs. plan B

You may have heard the terms action plan and plan B used interchangeably. But in fact, an action plan and plan B are two completely different types of plans. Here’s how to tell them apart:

Your action plan outlines actions in much detail so you and your team know exactly what steps to take to reach your goal.

A plan B is a secondary action plan, an alternative strategy, that your team can apply if your original plan fails. Whether that’s because of an internal issue or an external factor—having a plan B is a great way to be prepared for the worst case scenario.

Action plan vs. project plan

A project plan is a bit more complicated than an action plan. Project plans are blueprints of the key elements your team needs to accomplish to successfully achieve your project goals. A project plan includes seven elements:

Goals and project objectives

Success metrics

Stakeholders and roles

Scope and budget

Milestones and deliverables

Timeline and schedule

Communication plan

Once you’ve created a project plan, use an action plan to outline and document how your team will execute your tasks and hit your goals. This will ensure that everyone on your team knows what their responsibilities are and what to get done by when.

Action plan vs. to-do list

A to-do list is typically used to write down single tasks that don’t necessarily lead to one common goal. To-do lists can change daily and are much less organized than action plans. An action plan will follow specific steps and include tasks that all lead to the completion of a common goal.

How to implement your action plan successfully

You know how to create an action plan, but in order to implement it successfully, you need to use the right tools and use them correctly. Here are our top five tips to ensure your action plan is effective:

Use task management software

Streamline your action plan by keeping all of your tasks and timelines in one central source of truth. Task management software, like Asana , is perfect for your action plan because it allows you to keep track of pending tasks, declare task ownership, assign dependencies, and connect with your team in real time or asynchronously .

Use or create templates

Create or use a template that lists all the action items with notes, status, priority, and ownership. When you create a template that fits your project type, you can reuse it time and time again.

Set up real-time alerts and assign dependencies

Make sure all action items are time-bound and that you assign dependencies. That way, your team can react when an item is ready for them and easily track what other items depend on theirs. 

Check action items off as you complete them

When action items are completed, check them off! Make sure it’s visible to everyone and happens in real time so the person responsible for the next action item can start their work as soon as possible.

Discuss late or pending tasks

If you run into issues or delays, talk to your team to uncover potential bottlenecks and find solutions that keep the action plan on track. You can add notes directly into your action plan or set up calls to discuss more complex issues.

Ready, set, action plan

Like Benjamin Franklin once said: “If you fail to plan, you are planning to fail.” Creating an action plan helps you stay focused, on track, and brings your goals to life.

Plan to succeed with a structured action plan and helpful tools like Asana’s task management software. Connect and align with your team in a central source of truth while staying flexible enough to revise your action plan when necessary.

Related resources

7 steps to complete a social media audit (with template)

How to accomplish big things with long-term goals

What are objectives and key results (OKRs)?

Fix these common onboarding challenges to boost productivity

Navigating the Assessment Period: Top tips from peer mentors

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Manage stress, keep healthy and ace your assessments with these tips from fellow students!

With the assessment period approaching, peer mentors from RMIT share their top tips on how to effectively navigate this challenging period.

Start early and stay organised

Supriya Bajaj, who is studying Masters of Analytics, says that for students approaching assessments, her advice would be to start early, stay organised, and reach out for help if needed.

“Break down your tasks into manageable chunks, prioritize effectively, and utilize resources such as peer mentors, academic support services, and study groups.” 

“Remember to take breaks and practice self-care to maintain balance and reduce stress.”  

Focus on small portions

When writing an assignment, Law student Meg Whittaker says breaking up everything into small portions helps her from becoming overwhelmed. 

“If I have a 1000-word assignment with 1 section worth 30% and one section worth 70%, I write myself a note that the first section should only be 300 words and the second part should be around 700 words,” she said.  

“For exams – try to do something similar with your timing. Break down the weight of 1 mark into how many minutes to spend on that section.”  

Look after your basic needs

When it comes to planning for assessments, self-care should be a top priority according to Bachelor of Social Sciences student Alex Ashton.

"I think it's really important for students to make sure they're looking after their most basic needs."

“Have ingredients in the house for easy meals, drink some water and schedule time for walks.”

Alex says that simplifying tasks can help students feel a sense of reward in the build up to their assessments.

“When things become really overwhelming, I find it helpful to plan for the week, just writing down one or two tasks to achieve each day.”

“It gives me a sense of achievement when I do get the things done.”  

Use library resources

Bachelor of Business student Ananya Sadana has a simple message for students thinking about their assessments.

“Start timely and don’t leave things for the last minute.”

“Use the various resources that RMIT provides to help with assignments."

From one-on-one consultations to referencing tips, students have never been more prepared for their assessments. Plus, the  Library will be open longer hours  to give you more time to study.

Check out some of the other hints and tips below to see how you can best prepare for upcoming assessments.

It’s midnight and I want to get feedback on my assignment as soon as possible. Which service should I use?

Studiosity is a 24/7 online study support service; all RMIT students studying higher education, vocational education or higher degree by research at an Australian campus have free access to Studiosity.

Through Studiosity, students can access up to 15 sessions of:

• Connect Live – get help from an expert in writing, English, referencing, study skills, maths, biology, chemistry, physics and more
• Writing Feedback – upload your draft and get expert feedback and Citation Assist in just a few hours. This service cannot edit or proofread your work.

I need a step-by-step plan to help me organise my assignments. Which tool should I use?

Assignment planner.

Get a step-by-step plan with tips and advice for completing your presentations and written assignments. You can save, print, or import plans into your personal calendar.

I need to acknowledge the sources in my assignment. Where should I start?

Referencing tips.

Easy Cite lets you look up referencing tips and examples in a selection of common styles used at RMIT.

The styles included are RMIT Harvard, AGLC4, APA, Chicago A: footnotes and bibliography, Chicago B: author-date, IEEE, and Vancouver.

Easy Cite includes as many examples of reference types as possible. If the style guides shown here do not include your specific reference or citation type, consider applying the format from similar types within Easy Cite for your reference and citation, or check the relevant style manual.

What kind of support can I get from one-on-one study support consultations?

One-on-one consultations.

One-on-one study support consultations can help with research, referencing, academic English, writing skills, math and science queries, or study techniques.

A team of RMIT academic skills advisors and librarians can help you either in-person or online.

Which service allows me to connect with another student who can help with coursework, general study skills and academic confidence?

Peer mentoring.

Peer mentoring allows you to connect with peers who have recent experience with course content and studying at RMIT.

It’s a casual, friendly, and student-led service. You can ask a couple of quick questions or build an ongoing connection both online and face-to-face.

Peer mentors are current student volunteers that are happy to help other students build their own academic confidence by sharing their own experiences. Mentors for academic courses have completed the course within the previous 12 months and received a grade of 75% or above.

Who answers my questions when I use Ask the Library webchat?

Ask the library.

Get help from a librarian or an academic skills advisor. They can assist you with your studies, coursework, assessment, finding information and using the Library. 

Get an immediate response during business hours. 

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• Monday to Thursday: 9am-8pm
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Should you give job applicants an assignment during the interview process? Be thoughtful about the ask

Hiring is a time-consuming and expensive endeavor. Companies need candidates who offer the right skills and experience for a given role, and who align with their organization’s vision and mission.

To find the best fit, many companies still lean on a strategy that continues to generate debate : the assignment. Some candidates believe their experience and interviews should give prospective employers enough information to determine whether they will fit the role. Employers have to ask themselves whether they are willing to turn off a strong candidate by asking them to do additional work.

Is the assignment valuable enough to the evaluation process that they cannot move someone forward without it? Sometimes it is—sometimes they help an employer decide between two strong candidates. And if they are necessary, how can employers make assignments fair and equitable for the candidate or candidates?

When done right, assignments help assess practical skills and problem-solving abilities, giving a clearer picture of a candidate beyond what their resume or interview reveals. But employers should be thoughtful about the ask. While it may make sense for roles that require specific technical expertise or creative thinking, it isn’t appropriate for all roles—so assignments should always be given with a clear reason for why they are needed.

Plus, they don’t just benefit the employer. For job seekers, an assignment during the interview process might also help them stand out from the competition. It can also offer a window into what their day-to-day in the new role might entail. Remember that the candidate should be interviewing the company, too. Having a test run of the work they’d be asked to do is a great way to see whether they believe the role is a fit.

However, there is a rift in how people perceive the assignment as part of the interview process. Workers today span many generations, each with unique values and expectations. Whereas older workers often prioritize stability and loyalty, younger millennials and Gen Zers are more focused on flexibility and work well-being, Indeed data shows .

This mindset impacts the amount of time and energy a candidate is willing to devote to each application. After multiple rounds of interviews and prep, taking on an in-depth assignment may feel like a bridge too far—especially if the expectations for the assignment are not clearly communicated ahead of time.

Some candidates are wary of providing free labor to a company that may use their work and not hire them. Hiring managers should be clear about how the work will be used. They may also consider offering compensation if the assignment requires more than a couple hours of someone’s time, or if they plan to use the work without hiring the candidate.

The key for early career candidates in particular is to ensure their time and efforts are respected. This is a win-win for employers: By providing clarity and transparency, they not only elicit the additional information they want from candidates, but they demonstrate that the organization is transparent and fair.

Equity is also imperative: Which candidates are being asked to complete assignments? Is the hiring team consistent in giving out assignments across ages, experience levels, and roles? There should always be a process and clear evaluation criteria in place to ensure fairness.

As we adapt to the rapidly evolving world of work, we must continue to think critically about each step in the hiring process. Candidate assignments can be a valuable tool, but only with appropriate respect for job seekers’ time and contributions.

With the right strategy, we can bridge the gap between generations in the workplace and build a hiring culture that values efficiency, talent, and integrity.

Eoin Driver is the global vice president of talent at Indeed.

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• Fannie Mae  CEO: Beyoncé is right. Climate change has already hit the housing market—and  homeowners aren’t prepared
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• Outdated laws prevent gig economy workers from getting benefits. This pilot program shows the path forward
• No, combustion engines won’t be supplanted by electric vehicles—and they’re  critical for sustainable transport

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• Harvard Referencing Generator

Free Harvard Referencing Generator

Generate accurate Harvard reference lists quickly and for FREE, with MyBib!

🤔 What is a Harvard Referencing Generator?

A Harvard Referencing Generator is a tool that automatically generates formatted academic references in the Harvard style.

It takes in relevant details about a source -- usually critical information like author names, article titles, publish dates, and URLs -- and adds the correct punctuation and formatting required by the Harvard referencing style.

The generated references can be copied into a reference list or bibliography, and then collectively appended to the end of an academic assignment. This is the standard way to give credit to sources used in the main body of an assignment.

👩‍🎓 Who uses a Harvard Referencing Generator?

Harvard is the main referencing style at colleges and universities in the United Kingdom and Australia. It is also very popular in other English-speaking countries such as South Africa, Hong Kong, and New Zealand. University-level students in these countries are most likely to use a Harvard generator to aid them with their undergraduate assignments (and often post-graduate too).

🙌 Why should I use a Harvard Referencing Generator?

A Harvard Referencing Generator solves two problems:

• It provides a way to organise and keep track of the sources referenced in the content of an academic paper.
• It ensures that references are formatted correctly -- inline with the Harvard referencing style -- and it does so considerably faster than writing them out manually.

A well-formatted and broad bibliography can account for up to 20% of the total grade for an undergraduate-level project, and using a generator tool can contribute significantly towards earning them.

⚙️ How do I use MyBib's Harvard Referencing Generator?

Here's how to use our reference generator:

• If citing a book, website, journal, or video: enter the URL or title into the search bar at the top of the page and press the search button.
• Choose the most relevant results from the list of search results.
• Our generator will automatically locate the source details and format them in the correct Harvard format. You can make further changes if required.
• Then either copy the formatted reference directly into your reference list by clicking the 'copy' button, or save it to your MyBib account for later.

MyBib supports the following for Harvard style:

🍏 What other versions of Harvard referencing exist?

There isn't "one true way" to do Harvard referencing, and many universities have their own slightly different guidelines for the style. Our generator can adapt to handle the following list of different Harvard styles:

• Cite Them Right
• Manchester Metropolitan University (MMU)
• University of the West of England (UWE)

Daniel is a qualified librarian, former teacher, and citation expert. He has been contributing to MyBib since 2018.

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• Public Health Infrastructure Grant
• Frequently Asked Questions
• Health Department Profiles
• CDC's Public Health Infrastructure Grant (PHIG) is a groundbreaking investment supporting critical public health infrastructure.
• The goal is to support health departments across the United States.
• One hundred and seven health departments and three national public health partners received funding through this 5-year grant (12/1/2022 - 11/30/2027)
• The purpose is to implement activities that strengthen public health outcomes.
• PHIG is a funding model that gives health departments the flexibility to direct funds towards specific organizational and community needs.

In January 2024, CDC awarded $4.35 billion through the Public Health Infrastructure Grant ( OE22-2203: Strengthening U.S. Public Health Infrastructure, Workforce, and Data Systems ) to help U.S. health departments promote and protect health in their communities.

The total award includes $4.01 billion for health departments and $340 million for three national public health partners.

CDC expects to award more than $5 billion over the 5-year grant period. This includes $4.01 billion for health departments and $340 million for three national public health partners.

The purpose is to create a stronger, more resilient public health system that is ready to face future health threats.

Recipient Health Department Profiles‎

Funding recipients.

Funding was awarded to:

• One hundred seven (107) public health departments in all 50 states, Washington D.C., 8 territories/freely associated states, and 48 large localities (cities serving a population of 400,000 or more and counties serving a population of 2,000,000 or more based on the 2020 U.S. Census). Award amounts were based on a funding formula that included population size and community resilience. As of January 2024, a total of $4.01 billion for health departments [$3.685 billion in fiscal year (FY)23 and $325 million in FY24] has been awarded. Recipient-specific information is provided on the Health Department Profiles .
• Three national partners that support the work of the 107 funded health departments. The Association of State and Territorial Health Officials (ASTHO) , National Network of Public Health Institutes (NNPHI) , and Public Health Accreditation Board (PHAB) received a total of $340 million ($155 million in FY23 and $185 million in FY24) . These organizations provide training and technical assistance, evaluate the program, and facilitate coordination and communication across recipients and CDC.

Strategies and outcomes

The three strategies of this grant are Workforce, Foundational Capabilities, and Data Modernization. Recipients are expected to achieve several key outcomes by the end of the 5-year performance period (see image below). Ultimately, this grant will lead to accelerated prevention, preparedness, and response to emerging health threats. Improved outcomes in other public health areas are also anticipated.

All work done as part of this grant is grounded in three key principles:

• Data and evidence drive planning and implementation.
• Partnerships play a critical role in grant program success.
• Resources are directed to support diversity and health equity.

Recipient resources

Technical assistance ‎, phig project officer assignments‎, fiscal year 2023 funding‎, fiscal year 2024 funding‎.

CDC's Public Health Infrastructure Grant (PHIG) is a significant investment in America's public health system, directly supporting infrastructure (i.e., people, services, and systems) improvements within health departments.

For Everyone

Public health.