university assignment words

Essays: task words

Written Assignments

Explore what different task words mean and how they apply to your assignments

You'll need to understand what your assignments are asking you to do throughout your studies. Your assessments use 'task words' that explain what you need to do in your work.  

Task words are the words or phrases in a brief that tell you what to do. Common examples of task words are 'discuss', 'evaluate', 'compare and contrast', and 'critically analyse'. These words are used in assessment marking criteria and will showcase how well you've answered the question.

None of these words have a fixed meaning. Your lecturers may have specific definitions for your subject or task so you should make sure you have a good idea of what these terms mean in your field. You can check this by speaking to your lecturer, checking your course handbook and reading your marking criteria carefully.

Task words and descriptions

• Account for : Similar to ‘explain’ but with a heavier focus on reasons why something is or is not the way it is.
• Analyse : This term has the widest range of meanings according to the subject. Make a justified selection of some of the essential features of an artefact, idea or issue. Examine how these relate to each other and to other ideas, in order to help better understand the topic. See ideas and problems in different ways, and provide evidence for those ways of seeing them. 
• Assess : This has very different meanings in different disciplines. Measure or evaluate one or more aspect of something (for example, the effectiveness, significance or 'truth' of something). Show in detail the outcomes of these evaluations.
• Compare : Show how two or more things are similar.
• Compare and contrast : Show similarities and differences between two or more things.
• Contrast : Show how two or more things are different.
• Critically analyse : As with analysis, but questioning and testing the strength of your and others’ analyses from different perspectives. This often means using the process of analysis to make the whole essay an objective, reasoned argument for your overall case or position.
• Critically assess : As with “assess”, but emphasising your judgments made about arguments by others, and about what you are assessing from different perspectives. This often means making the whole essay a reasoned argument for your overall case, based on your judgments.
• Critically evaluate : As with 'evaluate', but showing how judgments vary from different perspectives and how some judgments are stronger than others. This often means creating an objective, reasoned argument for your overall case, based on the evaluation from different perspectives.
• Define : Present a precise meaning. 
• Describe : Say what something is like. Give its relevant qualities. Depending on the nature of the task, descriptions may need to be brief or the may need to be very detailed.
• Discuss : Provide details about and evidence for or against two or more different views or ideas, often with reference to a statement in the title. Discussion often includes explaining which views or ideas seem stronger.
• Examine : Look closely at something. Think and write about the detail, and question it where appropriate.
• Explain : Give enough description or information to make something clear or easy to understand.
• Explore : Consider an idea or topic broadly, searching out related and/or particularly relevant, interesting or debatable points.
• Evaluate : Similar to “assess”, this often has more emphasis on an overall judgement of something, explaining the extent to which it is, for example, effective, useful, or true. Evaluation is therefore sometimes more subjective and contestable than some kinds of pure assessment.
• Identify : Show that you have recognised one or more key or significant piece of evidence, thing, idea, problem, fact, theory, or example.
• Illustrate : Give selected examples of something to help describe or explain it, or use diagrams or other visual aids to help describe or explain something.
• Justify : Explain the reasons, usually “good” reasons, for something being done or believed, considering different possible views and ideas.
• Outline : Provide the main points or ideas, normally without going into detail.
• Summarise : This is similar to 'outline'. State, or re-state, the most important parts of something so that it is represented 'in miniature'. It should be concise and precise.
• State : Express briefly and clearly. 

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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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5 tips on writing better university assignments

Lecturer in Student Learning and Communication Development, University of Sydney

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University life comes with its share of challenges. One of these is writing longer assignments that require higher information, communication and critical thinking skills than what you might have been used to in high school. Here are five tips to help you get ahead.

1. Use all available sources of information

Beyond instructions and deadlines, lecturers make available an increasing number of resources. But students often overlook these.

For example, to understand how your assignment will be graded, you can examine the rubric . This is a chart indicating what you need to do to obtain a high distinction, a credit or a pass, as well as the course objectives – also known as “learning outcomes”.

Other resources include lecture recordings, reading lists, sample assignments and discussion boards. All this information is usually put together in an online platform called a learning management system (LMS). Examples include Blackboard , Moodle , Canvas and iLearn . Research shows students who use their LMS more frequently tend to obtain higher final grades.

If after scrolling through your LMS you still have questions about your assignment, you can check your lecturer’s consultation hours.

2. Take referencing seriously

Plagiarism – using somebody else’s words or ideas without attribution – is a serious offence at university. It is a form of cheating.

In many cases, though, students are unaware they have cheated. They are simply not familiar with referencing styles – such as APA , Harvard , Vancouver , Chicago , etc – or lack the skills to put the information from their sources into their own words.

To avoid making this mistake, you may approach your university’s library, which is likely to offer face-to-face workshops or online resources on referencing. Academic support units may also help with paraphrasing.

You can also use referencing management software, such as EndNote or Mendeley . You can then store your sources, retrieve citations and create reference lists with only a few clicks. For undergraduate students, Zotero has been recommended as it seems to be more user-friendly.

Using this kind of software will certainly save you time searching for and formatting references. However, you still need to become familiar with the citation style in your discipline and revise the formatting accordingly.

3. Plan before you write

If you were to build a house, you wouldn’t start by laying bricks at random. You’d start with a blueprint. Likewise, writing an academic paper requires careful planning: you need to decide the number of sections, their organisation, and the information and sources you will include in each.

Research shows students who prepare detailed outlines produce higher-quality texts. Planning will not only help you get better grades, but will also reduce the time you spend staring blankly at the screen thinking about what to write next.

During the planning stage, using programs like OneNote from Microsoft Office or Outline for Mac can make the task easier as they allow you to organise information in tabs. These bits of information can be easily rearranged for later drafting. Navigating through the tabs is also easier than scrolling through a long Word file.

4. Choose the right words

Which of these sentences is more appropriate for an assignment?

a. “This paper talks about why the planet is getting hotter”, or b. “This paper examines the causes of climate change”.

The written language used at university is more formal and technical than the language you normally use in social media or while chatting with your friends. Academic words tend to be longer and their meaning is also more precise. “Climate change” implies more than just the planet “getting hotter”.

To find the right words, you can use SkELL , which shows you the words that appear more frequently, with your search entry categorised grammatically. For example, if you enter “paper”, it will tell you it is often the subject of verbs such as “present”, “describe”, “examine” and “discuss”.

Another option is the Writefull app, which does a similar job without having to use an online browser.

5. Edit and proofread

If you’re typing the last paragraph of the assignment ten minutes before the deadline, you will be missing a very important step in the writing process: editing and proofreading your text. A 2018 study found a group of university students did significantly better in a test after incorporating the process of planning, drafting and editing in their writing.

You probably already know to check the spelling of a word if it appears underlined in red. You may even use a grammar checker such as Grammarly . However, no software to date can detect every error and it is not uncommon to be given inaccurate suggestions.

So, in addition to your choice of proofreader, you need to improve and expand your grammar knowledge. Check with the academic support services at your university if they offer any relevant courses.

Written communication is a skill that requires effort and dedication. That’s why universities are investing in support services – face-to-face workshops, individual consultations, and online courses – to help students in this process. You can also take advantage of a wide range of web-based resources such as spell checkers, vocabulary tools and referencing software – many of them free.

Improving your written communication will help you succeed at university and beyond.

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Understanding your assignment questions: A short guide

• Introduction
• Breaking down the question

Directive or task words

Task works for science based essays.

• Further reading and references

It is really important to understand the directive or task word used in your assignment.

This will indicate how you should write and what the purpose of the assignment in. The following examples show some task words and their definitions.

However, it is important to note that none of these words has a fixed meaning. The definitions given are a general guide, and interpretation of the words may vary according to the context and the discipline.

If you are unsure as the exactly what a lecturer means by a particular task word, you should ask for clarification. 

Analyse : Break up into parts; investigate

Comment on : Identify and write about the main issues; give your reactions based on what you've read/ heard in lectures. Avoid just personal opinion. 

Compare : Look for the similarities between two things. Show the relevance or consequences of these similarities concluding which is preferable. 

Contrast : Identify the differences between two items or arguments. Show whether the differences are significant. Perhaps give reasons why one is preferable. 

Criticise : Requires an answer that points out mistakes or weaknesses, and which also indicates any favourable aspects of the subject of the question. It requires a balanced answer. 

Critically evaluate : Weigh arguments for and against something, assessing the strength of the evidence on both sides. Use criteria to guide your assessment of which opinions, theories, models or items are preferable. 

Define : Give the exact meaning of. Where relevant, show you understand how the definition may be problematic. 

Describe : To describe is to give an observational account of something and would deal with what happened, where it happened, when it happened and who was involved. Spell out the main aspects of an idea or topic or the sequence in which a series of things happened. 

Discuss : Investigate or examine by argument; sift and  debate; give reasons for and against; examine the implications. 

Evaluate : Assess and give your judgement about the merit, importance or usefulness of something using evidence to support your argument. 

Examine : Look closely into something

Explain : Offer a detailed and exact rationale behind an idea or principle, or a set of reasons for a situation or attitude. Make clear how and why something happens. 

Explore : Examine thoroughly; consider from a variety of viewpoints

Illustrate : Make something clear and explicit, give examples of evidence

Justify : Give evidence that supports and argument or idea; show why a decision or conclusions were made

Outline : Give the main points/features/general principles; show the main structure and interrelations; omit details and examples

State : Give the main features briefly and clearly

Summarise : Draw out the main points only; omit details and examples

To what extent... : Consider how far something is true, or contributes to a final outcome. Consider also ways in which it is not true.

Task Words:

How to write e.g., discuss, argue etc.

Subject Matter:

What you should be writing about.

Limiting Words:

May narrow or change the focus of your answer. (Important - they stop you from including irrelevant info)

Below are some examples of questions and tips on how you might think about answering them.

Compare acute and chronic pain in terms of pathophysiology and treatment

Compare  - Make sure you are comparing and not just describing the two things in isolation

Acute and chronic pain  - Subject matter

In terms of pathophysiology and treatment  - Important limiting phrase - focus ONLY on these things. Use them as a lens to highlight the differences between acute and chronic pain.

Tip : Assignments that ask you to compare two things can be structured in different ways. You may choose to alternate continually between the two things, making direct comparisons and organising your essay according to themes. Alternatively, you may choose to discuss one thing fully and then the next. If you choose the second approach, you must make the links and comparisons between the two things completely clear. 

With reference to any particular example enzyme, outline the key structural and functional properties of its active site

With reference to any particular example enzyme  - Important limiting phase - focus your answer on a specific example. Use this example to help demonstrate your understanding. 

Outline  - Factual description is needed. You must demonstrate your knowledge and understanding. 

The key structural and functional properties of its active site  - Subject matter

Tip : Assignments that ask you to outline or describe are assessing your understanding of the topic. You must express facts clearly and precisely, using examples to illuminate them. 

There is no convincing evidence for the existence of life outside our solar systems

There is  - Task words not so obvious this time. Try turning the title into a question: 'Is there any convincing evidence for...?'

Convincing  - Important limiting word- there may be evidence but you need to assess whether or not it is convincing. 

For the existence of life outside of our solar system  - Subject matter

Tip : Assignment titles that are on actually a question are often simply asking 'how true is this statement?' You must present reasons it could be true and reasons it might not be, supported by evidence and recognising the complexity of the statement. 

To what extent can nuclear power provide a solution to environmental issues?

Discuss  - Explore the topic from different angles, in a critical way (not purely descriptive)

Nuclear power  - Subject matter

Provide a solution to  - Limiting phrase: discuss ways it can and ways it can't- don't be afraid to take a position based on evidence.

Environmental issues  - Subject matter. Might be an idea to define/ discuss what could be meant by environmental issues? This might be important for your argument. 

Tip : If an assignment is asking a direct question, make sure your essay answers it. Address it directly in the introduction, make sure each paragraph contributes something towards your response to it, and reinforce your response in your conclusion. 

Discuss the issue of patient autonomy in relation to at least one case study 

The issue of patient autonomy  - Subject matter

In relation to at least one case study  - Important limiting phrase - don't just discuss the issue of patient autonomy in general; discuss it in the context of one or more case studies. You should use the case study to illustrate all of your points about patient autonomy. 

Tip : Assignments that ask you to discuss in relation to a case study, or to a placement or own experience, usually want to see a clear link between theory and practice (reality). 

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• Next: Further reading and references >>
• Last Updated: Nov 13, 2023 4:28 PM
• URL: https://libguides.bham.ac.uk/asc/understandingassignments

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Essay and Assignment Writing Guide

The following resources can provide you with strategies to help you with your essay and assignment writing.

The basics of essay writing

A general outline of the steps to writing essays at university.

• Essay and assignment planning

Some helpful advice and strategies about getting started and constructive planning of your essay or assignment.

• Answering assignment questions

This guide will help you to better answer and understand your essay questions. It also provides a list of common terms used in assignment questions and their definitions.

• Editing checklist

This checklist outlines questions to ask yourself as you are writing your final draft or editing your assignment.

• Writing a critical review

Need to write a critical review? Not sure what it is? See our guide for tips on writing a critical review.

Writing an annotated bibliography

This is an assignment that allows you to get acquainted with the material available on a particular topic. This guide to writing an annotated bibliography offers some general advice on getting started.

• Reflective writing

Many uni assignments feature reflective components. Although they can vary considerably in terms of their style and scope, here are some common elements and tips to get you started with reflective writing.

Essay and assignment writing guide

• Essay writing basics
• Annotated bibliography
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Formatting your assignments

Illustrated step-by-step guides to help you understand the formatting and presentation expectations of university assignments.

Introduction 

Although formatting your essay, report or dissertation can feel like a lesser priority than the process of research and writing itself, it is an important way to ensure your ideas are given the spotlight through visually accessible, professional presentation. Formatting can be a minefield, especially when you’re formatting at the last minute; it’s important to leave a few days at the end of your essay writing process for working on your formatting, and to spend some time familiarising yourself with the different aspects of formatting.

301 Recommends:

Our Essay Structure and Planning workshop will outline how to analyse your essay question, discuss approaches logically structure all your ideas, help you make your introductions and conclusions more effective, and teach how to link your ideas and ensure all essay content flows logically from the introduction.

Below, you will find some general introductions to the key areas. 

Action: know the rules 

Because formatting rules can vary greatly depending on your department or assignment, it’s crucial to check the formatting specifications in your assignment description/rubric, and any general departmental presentation standards, as a first port of call. Many referencing systems also have specific rules about how to format your work, so make sure to familiarise yourself with the university library’s referencing guides . Many referencing systems also have more detailed style guides available via their websites.

Formatting key information  

Assignment cover sheets .

In some departments, you may be expected to include a cover sheet on the front page of your assignment. This is a page including key information about your assignment, such as your module number, student registration number, essay title, and submission date.

You may be asked to submit a plagiarism declaration and to make your markers aware of any disabilities through the yellow sticker system . If you are asked to include a cover sheet in your assignment, your department should make you aware of where you can access this.

Assignment titles

Place your assignment title at the top of your first page, either centre or left aligned, in bold font. At university, you may be assigned a pre-designed essay title/question, or asked to select from several possible titles. You may also be asked to design your own essay title. Here are some top tips on designing your own title:

• To bring focus to your essay, draft a working title at the essay planning stage. You can come back and review this title in light of your finished essay draft.
• Make sure to use action words in your essay title that reflect the skills your assessors are looking for, both in the assignment description and the marking criteria you have been given. For example, if heavy emphasis is placed on critical analysis, you could use a title like ‘Analyse the effect of…’ See this glossary of essay terms , containing examples that you can use in your own titles. 
• The action words you choose can also help you to reflect the structure of the essay in your question. For example, an essay using the action word ‘Discuss’ might use a for/against/conclusion or advantages/disadvantages/conclusion structure, or an essay using the term ‘Analyse’ might break an issue down into parts, e.g. into key themes, to understand its meaning as a whole. Think about the type of essay you want to write: do you want it to be comparative, look at several topics equally, or do you have a clear argument that you want to put forward? You can then create a question that gives you the opportunity to approach the topic from your own perspective.
• Make sure to include the main terminology you are working with in your assignment title.
• Make sure your question has a realistic scope, without being so broad that you cannot answer it within the limitations of your essay. To limit your question, you could include any limiting factors you are working with, such as specific time periods, geographical regions or sub-themes within the overall topic area. For example, in the title ‘Evaluate the proposition that a global monoculture will destroy diversity and difference’, the broad topic of global monoculture is limited down through a specific sub-focus on diversity and difference.

Stating word counts 

Depending on the instructions you have been given, you may be asked to state your word count, either on your cover sheet or at the beginning of your essay. If you are asked to include this information, make sure your word count accurately reflects the assessment guidance: for example, are references included in your word count?

Visual clarity  

Line spacing .

Most assignment descriptions specify that you should increase the space between each line on the page, from the standard 1.0 spacing to either 1.5 or 2.0 spacing. You are asked to do this to make the essay more visually accessible and easier to read, by breaking up the number of lines on each page. 

Download this step-by-step illustrated guide to line spacing in Microsoft Word and Google Docs.

Fonts 

All non-examination based assignments should be word processed rather than handwritten. Most assignment descriptions will specify that for visual clarity, and to ensure a professional appearance, you should use a plain, sans-serif font such as Arial. For readability, this should be in 11 or 12 point size. Check your departmental or assignment guidance for any specific rules about font choices. 

Page numbering, headers and footers  

Including page numbers in your assignments makes them more accessible. Depending on the departmental guidance you have been given, you may be asked to include these in either the header or the footer of your essay (the blank space above and below where the text would go on a normal page in a word processor). It may also be helpful to include your registration number and the module code of the essay in the same header or footers that specify the page number. 

Download this step-by-step illustrated guide to adding page numbers and using headers and footers in Microsoft Word and Google Docs. 

Page layout   

Margins .

A margin is the amount of blank space on either side of a paragraph in a normal word processor. Traditionally, assignment descriptions specified that the margins should be made wider at the binding edge (the left hand side) of the page, to allow for easier reading of printed essays. However, with the shift to online essays, you might not be asked to do this any more and the default settings on your word processor are likely to be sufficiently wide.

For printed dissertations and theses, you may receive specific guidance about the suitable layout of margins, as these are more likely to be printed: see this university guide on formatting PhD theses . 

Download this step-by-step illustrated guide to adjusting margins in Microsoft Word and Google Docs.

Paragraph alignment 

Most formatting instructions specify that paragraphs should be lined up in a straight line (aligned) on the left hand edge, but left jagged on the right hand edge (like this page). This is called left alignment, or flush-left style, and should be the default alignment setting for your word processor. This style can be helpful for visual accessibility, but check any specific instructions you have been given by your department to see which style of alignment you have been asked to use. 

Download this step-by-step illustrated guide to adjusting paragraph alignment in Microsoft Word and Google Docs.  

Paragraph indentation

You may be asked to add indents to your paragraphs: an indent is an additional small gap between the margin and the beginning of a paragraph (it makes a ‘dent’ in the first line of your paragraph). Indents are used to provide extra clarification that the reader is starting a new paragraph after finishing the last one: therefore, they should not be used in the first paragraph of your essay. Indents are not always required, and whether you are expected to use them may depend on your referencing style , and any formatting instructions you have been given by your department.

Download this step-by-step illustrated guide to indenting paragraphs in Microsoft Word and Google Docs.

Formatting referenced material 

Footnotes and endnotes .

Some referencing systems require you to use footnotes or endnotes to format your references (make sure to check the library’s referencing guide to familiarise yourself with the expected format of your referencing style). Inserting a footnote into your word document when you have cited from a source adds a superscript number (a number formatted in a smaller font) to the sentence. It creates a note with a matching number at the bottom of the page you are working on (in the footer), which you can add the reference information to.

Endnotes work in the same way, but instead of appearing at the bottom of the page, the reference list appears at the end of the document.

Download this step-by-step illustrated guide to manually inserting footnotes and endnotes in Microsoft Word and Google Docs.  

References and bibliographies  

Instead of, or alongside footnotes/endnotes, some referencing systems ask you to include a bibliography and/or a reference list at the end of the essay (make sure to check the library’s referencing guide to familiarise yourself with the expected format of your referencing style). A reference list is a list of all the sources you have directly referred to in the essay, which could be ordered numerically or alphabetically, depending on your referencing style.

A bibliography could be used alongside, or instead of, a reference list, depending on your referencing style; here, you list all the sources you have consulted that have influenced your ideas, whether they are included in the essay or not. The way this is ordered also depends on your referencing style. 

If you auto-generate your citations in Microsoft Word or Google Docs, you can auto-generate your bibliography instead of creating it manually: instructions for doing so are in the resource below. If you use a different reference manager, such as Mendeley, Zotero, or Endnote, these have their own specific instructions for auto-generating bibliographies. See the reference management resources offered by the university. 

Download this step-by-step illustrated guide to manually or automatically formatting a bibliography or reference list in Microsoft Word and Google Docs.

Block quotations  

When you need to include a quotation in your essay that is three or more lines long, you can add this as a block quotation. A block quotation appears on a separate line to the other parts of the paragraph, and is indented (i.e. there is a wider gap between a block quotation and the left-hand margin than there is between the rest of the paragraph and the left-hand margin). Block quotations aren’t placed in quotation marks, so the indentation is used to indicate that you are using a quotation.

Check your referencing guide and any departmental guidance to learn more about the specific rules on formatting block quotations in your department. Because they take up large chunks of your word count, and break up the flow of your texts, make sure to use block quotations sparingly: they are especially helpful when you are going to perform close analysis of a large section of text. For more information on different types of quotation and how to use them, see our workshop on paraphrasing and using academic sources.

Download this step-by-step illustrated guide to formatting block quotations in Microsoft Word and Google Docs.

Advanced formatting 

Headings and contents tables .

Most standard short essays do not include headings, other than the essay title and reference list and/or bibliography. Section headings may be required for some longer or more structured types of academic writing, such as reports; reports often follow a very closely prescribed structure, so it is essential to pay very careful attention to the specific guidelines issued with your brief. Make sure that any system you use for numbering your headings and subheadings is consistently applied throughout the document.

Depending on the advice you have been given, and the length and complexity of a lab report, you may also be required to include a table of contents to help the reader navigate between headings. Contents tables are generally standard practice in longer assignments such as dissertations and theses. Make sure to check any departmental guidance you have been given about formatting reports.

Download this step-by-step illustrated guide to formatting headings and contents tables in Microsoft Word and Google Docs.

301 Recommends: Scientific Writing and Lab Reports Workshop

This workshop  will help you to familiarise yourself with some of the specific expectations associated with this assignment format.

Figures and tables 

Some kinds of essays, dissertations and reports will require you to make use of figures (pictures, diagrams, and graphs) and tables (any data in a table format). Figures and tables are normally numbered in sequence, e.g. ‘Table 1’, ‘Figure 4’, and are directly referred to in the text according to their number, rather than according to their location on the page (e.g. ‘as shown in Table 2’ rather than ‘as shown below’). 

If your text is of dissertation or thesis length, or if your text has several figures, it may also be helpful to include a list of figures immediately after the table of contents. Some referencing guides have specific rules about presenting and referencing tables and figures, so make sure to familiarise yourself with these and carefully read any specific instructions about figures and tables in your assignment brief. 

Download this step-by-step illustrated guide to inserting figures and tables and creating lists of figures/tables in Microsoft Word and Google Docs.

Top tips for formatting tables and figures:

• Make sure that any tables or figures you use are placed below the paragraph where you refer to them, and that you have directly referred to all figures and tables in the text of the essay.
• The caption for a table usually acts as its title, so this is placed above the table in the document. The caption for a figure is usually placed underneath the figure. Do not include unnecessary additional titles in the graph image itself, if the title is already included in your image caption. 
• Make sure to label your captions consistently, choosing between ‘Fig.’ or ‘Figure’ and consistently using either a full stop or a colon after the label (i.e. ‘Figure 1:’ or ‘Fig. 1.’) 
• Your caption should clearly and succinctly explain what the figure or table is. If the figure is taken from an external source, you must provide a reference that accurately reflects its copyright status (see these university library guides to inserting and attributing images and figures in university work). 
• Make sure to include legends in any charts you use (a key that helps to explain the data in the chart). Any data series you use should be clearly distinguishable from each other (e.g. avoid printing a report with coloured graphs in black and white!) If you are only using one series of data, a legend is not always necessary. 
• Make sure tables are clear and easy to read, using sans serif fonts, a readable font size, and avoiding unnecessary use of colour. 
• Make sure graphs are clear and easy to read, with clearly and appropriately labelled axes. Be wary of 3D effects that may obscure the clarity of a graph.
• Make sure to avoid presenting the same information in a graph and a table.
• Images and figures in printed essays, such as dissertations and theses, should be large enough for the text and numbers to be legible on the printed copy. Make sure they do not extend beyond the print margins of the document. 

301 Recommends: Displaying Data in Graphs and Tables Workshop

This workshop will provide more technical advice on using graphs and tables in your work. See also this Engineering department guidance on formatting graphs and tables in Engineering lab reports.

Appendices 

Appendices commonly appear in dissertations, theses, and lab reports. An appendix provides supporting information that gives the reader a better understanding of the essay, but that might be too long, detailed or awkward to insert into the main body of the essay without breaking up its flow. Interview questions or transcripts, sample questionnaires, raw data, figures, photographs, large/complex datasets, and diagrams are all examples of information that could be included in an appendix, if it is relevant to do so.

The reader should be able to understand the essay without reference to this supporting information, as all the most important and relevant information needed to answer the question should be included in the body (i.e., the appendix should not be used to make room for content that doesn’t fit within your word count). Your appendices must be clearly signposted and explained in the body of your report, highlighting any information that is essential for your reader to understand. Do not include any appendices that are not referenced in the text itself.

The appendices should be placed in numerical or alphabetical order, and signposted according to this specific system (e.g. ‘Appendix B indicates that…’) They should be clearly labelled, using headings that match up to the in-text reference. Appendices usually appear at the very end of the assignment, after your references/bibliography. Make sure to list any appendices used in your table of contents; if you have been instructed to do so by your department or within your referencing system, you could include a list of appendices separate to your contents list. 

The specific format of the appendix heading, and the reference made to the appendix in the text, depends on your referencing style , so make sure to carefully review this information before you design your appendices.

Download this step-by-step illustrated guide to inserting appendices and creating lists of appendices in Microsoft Word and Google Docs.

Tips and resources

• Use this 301 proofreading checklist to check over your work when you are finished.
• Use the University Library referencing guide for advice about referencing and formatting that is specific to your referencing style. If you need extra clarification about formatting rules, it is often possible to download an extended style guide from the official website for a specific referencing system. 
• For further training on referencing, using reference generators, and using images in your work, see the University Library workshop programme .

Related information

Academic Writing

Proofreading

Essay structure and planning

Scientific writing and lab reports

Creating accessible Word documents

The Summer Skills Spark: 5 weeks to ignite your research skills

Are you working on a dissertation or research project this summer? 

The Summer Skills Spark offers workshops to support you through every step of the process. You'll have opportunities to plan your projects, develop your research skills, explore dissemination techniques, and consider a future career in research. 

Collaboration between 301 Academic Skills Centre, the University Library, Digital Learning, and the Careers and Employability Service.

Academic Phrasebank

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The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological ‘nuts and bolts’ of writing organised according to the main sections of a research paper or dissertation (see the top menu ). Other phrases are listed under the more general communicative functions of academic writing (see the menu on the left). The resource should be particularly useful for writers who need to report their research work. The phrases, and the headings under which they are listed, can be used simply to assist you in thinking about the content and organisation of your own writing, or the phrases can be incorporated into your writing where this is appropriate. In most cases, a certain amount of creativity and adaptation will be necessary when a phrase is used. The items in the Academic Phrasebank are mostly content neutral and generic in nature; in using them, therefore, you are not stealing other people’s ideas and this does not constitute plagiarism. For some of the entries, specific content words have been included for illustrative purposes, and these should be substituted when the phrases are used. The resource was designed primarily for academic and scientific writers who are non-native speakers of English. However, native speaker writers may still find much of the material helpful. In fact, recent data suggest that the majority of users are native speakers of English. More about  Academic Phrasebank .

This site was created by  John Morley .  

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Assignment writing guides and samples

If you're looking for useful guides for assignment writing and language skills check out our range of study skills resources

Essay writing

• Writing essays [PDF 240KB] . Tips on writing a great essay, including developing an argument, structure and appropriate referencing. 
• Sample essay [PDF 330KB] . A sample of an essay that includes an annotated structure for your reference.  

Writing a critical review

• Writing a critical review [PDF 260KB] . Tips on writing a great critical review, including structure, format and key questions to address when writing a review. 
• Sample critical review [PDF 260KB] . A sample of a critical review that includes an annotated structure for your reference.  

Writing a business-style report

• Writing a business-style report [PDF 330KB] . A resource for business and law students Find out how to write and format business-style reports.
• Sample of a business-style report [PDF 376 KB] . A resource for business and law students. A sample of a business-style report with an annotated format.  

Investigative report sample

• Sample of an investigative report [PDF 500KB] . A resource for science, engineering and technology students. How to write an investigative report, including an annotated format.  

Assignment topics and editing

• Interpreting assignment topics [PDF 370 KB] . Find out how to interpret an assignment topic, including understanding key words and concepts. 
• How to edit your work [PDF 189KB] . A guide for all students about how to edit and review their work.   

Language skills

• Building your word power (expanding your knowledge of words) [PDF 306KB]. A guide to expanding your knowledge of words and communicating your ideas in more interesting ways.
• Handy grammar hints [PDF 217KB] .  A guide to getting grammar and style right in your assignments.

Resources relevant to your study area

Science, engineering and technology.

• Writing a critical review [PDF 260KB].  Tips on writing a great critical review, including structure, format and key questions to address when writing a review. 
• Sample critical review [PDF 260KB] . A sample of a critical review that includes an annotated structure for your reference. 
• Sample of an investigative report [PDF 500KB] . A resource for science, engineering and technology students. How to write an investigative report, including an annotated format. 
• How to edit your work [PDF 189KB] . A guide for all students about how to edit and review their work.  
• Building your word power (expanding your knowledge of words) [PDF 306KB]. A guide to expanding your knowledge of words and communicating your ideas in more interesting ways. 
• Handy grammar hints [PDF 217KB] . A guide to getting grammar and style right in your assignments. 

Health, Arts and Design

• Sample essay [PDF 330KB] . A sample of an essay that includes an annotated structure for your reference. 
• Writing a critical review [PDF 260KB]. Tips on writing a great critical review, including structure, format and key questions to address when writing a review. 
• Sample critical review [PDF 260KB]. A sample of a critical review that includes an annotated structure for your reference. 
• How to edit your work [PDF 189KB] . A guide for all students about how to edit and review their work. 
• Handy grammar hints [PDF 217KB]. A guide to getting grammar and style right in your assignments.

Business and Law

• Sample essay [PDF 330KB]. A sample of an essay that includes an annotated structure for your reference. 
• Writing a business-style report [PDF 330KB]. A resource for business and law students. Find out how to write and format business-style reports.
• Sample of a business-style report [PDF 376 KB]. A resource for business and law students. A sample of a business-style report, with an annotated format. 
• Interpreting assignment topics [PDF 370 KB]. Find out how to interpret an assignment topic, including understanding key words and concepts. 
• How to edit your work [PDF 189KB]. A guide for all students about how to edit and review their work.

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Study Support: Assignment Planning

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Assignment Planning

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Introduction to Planning your Assignment

During your studies you will be required to submit assignments which may include essays, reports and reflective writing. It is important that you spend time planning your assignment before you begin to write your first draft which will help to ensure that you answer the question and meet the assessment criteria.  This section will provide you with information regarding understanding the assignment question, managing your time, searching for relevant academic research and writing an assignment plan.

Your programme will require your assignments to be structured and formatted in a particular way.  You should always follow any instructions or guidance that you have been issued with, if you are unsure, please contact your Personal Tutor or Student Support Officer for advice.

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It is important that you read the assignment question several times to ensure that you fully understand what you are being asked to do and avoid losing valuable marks.

Some students find it helpful to highlight the keywords in the assignment task including any verbs such as Assess and Evaluate.   

The Impact that the use of Electri c C ars has on the  Environment

Also carefully read the assessment criteria, find out what the word count is, the referencing style that you need to use and how the assignment needs to be presented.

If you are unsure about what you are being asked to do you need to speak to your lecturer or tutor.

It is important that you plan when you will be able to work on an assignment to ensure that you make the most of the time available and hand your work in on time. You could use an online calendar to help you manage your time and the assignment writing process can be divided into the following steps:

• Understand the assignment question
• Search for information
• Plan the assignment
• Write the first draft of the assignment
• Edit assignment
• Proofread assignment
• Submit assignment

Further information is also available from the Managing your Time page.

This stage involves searching for print and online sources that will provide you with the information that you need. You could start by thinking about what you already know about the subject.  A useful starting point could be your lecture notes and the module reading list. 

The  Online Library  website provides you with access to different resources that you can search to find both print and online resources.

Further information is available from the Academic Research section.

Assignment Plan

After you have read and made notes on the different sources the next stage is to create an assignment plan. It is important that you check the assessment criteria and the word count which will help you you to identify topics that you may need to research further.  

Most assignments follow the structure displayed in the table below:

• Assignment Plan Template

Generative AI Online Videos

The following online videos will provide you with information regarding using Generative AI tools in your assignments:

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Essays types of assignment.

Many assignments need to be written in the form of an essay. The structure of essay-style assignments varies but should generally include an introduction, a main body and a conclusion. You'll find detailed guidance under the Assessment tab of your module website for each assignment. The following is a general list of sections you should include:

• introduction
• references.

Each of these is discussed in more detail.

You should write the full question (title) at the top of your assignment. It'll contain keywords (known as content and process words).  Understanding the question  has more information on these.

• Introduction

An introduction provides your reader with an overview of what your essay will cover and what you want to say. It's generally a paragraph or two to define key terms and themes and indicate how you intend to address the question. It should:

• set out the aims of the assignment and signpost how your argument will unfold
• introduce the issue(s) and give any essential background information
• include major debates that lie behind the question
• define the keywords and terms used in the question/title
• be between 5% and 10% of the total word count.

Some students prefer to write the introduction at an early stage, others wait until they've almost completed the assignment. If you write it early, don't allow it to constrain what you want to write. It's a good idea to check and revise the introduction after the first draft.

The main body of your essay should present your case. Each main point should have its own paragraph and be written in full sentences. You should use evidence to support the arguments you make in this section, referencing your sources appropriately.

You can set out the issues and supporting evidence whichever way you feel is appropriate for the essay. You may find more guidance on this on your module website but in general you can choose to:

• deal with all of the supporting and all of the challenging evidence separately
• take each issue in turn, describing and evaluating it before moving on to the next issue
• describe all the issues first before moving on to your evaluation of them.

How to order your arguments

Although you'll need to clearly describe the issues related to the essay title (for example the concepts and theoretical positions), you're expected to go further than mere description. An essay question might expect you to take one of the following approaches.

• Make an argument by examining competing positions. This type of essay requires you to make a balanced and well-argued case for the strength of one position over another.
• Present an unbiased discussion. You might do this by comparing and contrasting things (such as arguments put forward by individual scholars).
• Explain something in a discursive way to explore all the elements involved in a particular concept or theory in an even-handed way.

In all cases, you'll be expected to:

• clearly describe what your essay is trying to do and define any essential terms
• present an argument that is balanced
• base any conclusions you draw on evidence
• present evidence using references to the original published work.

Your conclusion should be a short section to sum up how your essay has answered the question, reinforce your introduction, and include a reference to the wording of the title. Try to focus on the question but avoid repeating what you wrote in the introduction.

If your essay has presented evidence or data, ensure that the conclusions you draw are valid in light of that evidence and data. Draw your conclusions cautiously: use phrases such as 'the evidence suggests that ...', or 'one interpretation is that ...' rather than 'this proves that ...'.

Your conclusion should:

• summarise the key elements of your argument clearly and concisely
• demonstrate how you've answered the question
• perhaps suggest what needs to be considered in the future.

It should not:

• include any new arguments, ideas or examples
• be too long, for an assignment of fewer than 1,500 words a conclusion of 50-100 words is probably enough
• repeat examples, phrases or sentences from the main body of your essay.

You should include a list of sources (including module materials) that are mentioned in the essay. Find out more in the OU library's  referencing and plagiarism  area.

Adding an appendix or appendices

Whether you can or can't add appendices to an essay depends on your module or assignment. You need to check with your tutor when and how an appendix can be added to an assignment.

Related links

• Preparing assignments
• Writing in your own words

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8 Understanding the assignment brief

When faced with an assignment, ask yourself the following: Do you know what the assignment is asking you to do? Are you certain that you know how to interpret the question that has been set (i.e. what approach you are expected to take)? Understanding the assignment brief and interpreting the question correctly are essential requirements.

Assignment keywords can inform you about topics, resources or a particular area that you should focus on. These ‘content’ words tend to be nouns. Other keywords and phrases instruct you on the approach that you should take in answering the assignment, often expressed as imperatives such as ‘Assess the impact of…’ or ‘Explain the importance of …’. These are ‘process words’ or ‘command verbs’.

Table 1 Keywords (‘process words’) and phrases frequently used in assignment questions [ Tip: hold Ctrl and click a link to open it in a new tab. ( Hide tip ) ]   highlights some important process words and phrases that are frequently used in assignment questions. The table also indicates the style or approach expected for the piece of writing. While the explanations provided here are generally accepted, you should consider process words in the context of the question as a whole. If you are in doubt about the wording of a question, you should consult your tutor. Box 2 in the previous section has further useful tips on writing assignments.

Activity 3 An effective assignment

In your view, and based on what has been discussed so far in this session, what do you think an effective assignment (piece of academic writing such as an essay or dissertation) should demonstrate at postgraduate level?

Write down your thoughts. You may wish to use a mind map for this activity.

We don’t expect you to have noted everything down! You may have picked up on a few of these points however, and we will be exploring these further a little later on, but do take the time to reflect on the following at this point.

An effective assignment (piece of academic writing at postgraduate level) would:

• show that you understand the subject and have addressed the learning outcomes
• show you have answered the question being asked and interpreted this correctly
• meet the requirements of the assignment (the assignment brief) fully
• be focused and well-structured and written in a coherent manner, with sentences and paragraphs that link logically
• use different theories, examples, arguments and perspectives to create a discussion of the topic
• show that you have read more widely and engaged with the subject at a deeper level
• be referenced correctly in the style of your discipline
• use formal language with correct use of grammar, punctuation and spelling
• express your arguments clearly and concisely
• adopt a style and ‘academic voice’ (tone) that is suited to the task and target audience.

Templates for college and university assignments

Include customizable templates in your college toolbox. stay focused on your studies and leave the assignment structuring to tried and true layout templates for all kinds of papers, reports, and more..

Keep your college toolbox stocked with easy-to-use templates

Work smarter with higher-ed helpers from our college tools collection. Presentations are on point from start to finish when you start your project using a designer-created template; you'll be sure to catch and keep your professor's attention. Staying on track semester after semester takes work, but that work gets a little easier when you take control of your scheduling, list making, and planning by using trackers and planners that bring you joy. Learning good habits in college will serve you well into your professional life after graduation, so don't reinvent the wheel—use what is known to work!

University of Virginia School of Law

The Last Word

Illustration by Alex Fine

Double Hoo Melissa Hutson ’01 (College ’98) has reached the upper echelons of law practice in private equity financing.  

Among the deals she has worked on are Bain Capital and Hellman & Freidman’s $17 billion acquisition of athenahealth, Blackstone’s $1.6 billion acquisition of Interior Logic Group, and AbbVie’s $63 billion acquisition of Allergan. She joined Kirkland in 2015, after first rising through the ranks and becoming partner at Simpson Thacher & Bartlett.

Tell us a little about what a typical day might be like for you.

One of the things I like most about my job is that every day is different. My work varies wildly from representing large-cap sponsors on multibillion-dollar transactions to representing companies on small financings. I’m also a member of Kirkland’s executive committee and help lead the U.S. debt finance group, so I have a fair amount of management duties that keep me busy as well. Truly, no day is the same, and I wouldn’t have it any other way.

What makes a good private equity lawyer?

Fundamentally, we are in the client service business. We need to be responsive to our clients’ demands, while proactively advising them on risks and considerations they have not yet contemplated. Ultimately, our clients want to get the deal done, so being commercial, constructive and creative in our approach is critical to achieving a successful outcome for our clients.

What were the secrets to your success?

I’ve found success, first and foremost, by working hard. The best way to improve as a transactional lawyer is to get lots of reps, and I’ve been fortunate to have done thousands of transactions throughout my 23-year career alongside the brightest, most sophisticated, most knowledgeable colleagues and clients. In addition to being committed to the job, it’s important to me to always be kind and respectful to everyone with whom I work — my clients, my peers and attorneys who work for me. When you do your part to make a fairly difficult job as enjoyable as possible, everyone benefits.

Your father, John Hutson, was the judge advocate general of the Navy. How did being in a military family shape you?

As a young lawyer, my father was my No. 1 professional inspiration. He was passionate about his career and incredibly dedicated, while also being a wonderful father and husband. He was very driven but never compromised his morals and ethics, and prioritized doing good. I’ve always strived to live up to his example. Being in the military, we moved around every couple of years, which forced me to deal with change and the unknown. I was constantly put into new situations with people I didn’t know, and it taught me to hone my interpersonal skills. This has served me well in my law career.

What lessons learned at UVA and/or UVA Law have served you well?

UVA taught me to be a truly well-rounded lawyer. I not only received an amazing education, but also got involved in numerous activities at the Law School outside the classroom. This allowed me to see the bigger picture and understand how I could effect change in different ways. At Kirkland, we love to hire UVA Law students because they are the full package—bright, knowledgeable and have strong interpersonal skills.

What do you do to decompress from your work life?

Spending time with my husband, Matt, and our three daughters, Eloise, Adelaide and Georgia, brings me immeasurable joy. Witnessing my daughters grow, learn and explore the world together fills my heart with a sense of pride and fulfillment. My family is a constant gentle reminder of what truly matters.

You have the last word. What do you want to say?

After decades of practicing law, I know this to be true: The most successful lawyers are those who are genuinely interested in what they do. Don’t be afraid to take every opportunity you get and discover what fulfills you. 

Mary M. Wood Chief Communications Officer

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Infectious disease outbreaks currently being reported on by CDC. Listings include those outbreaks for which content is currently published on the CDC website.

Recent investigations reported on CDC.gov

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Please see the Travelers’ Health site for a complete list.

In the last two years, CDC has sent scientists and doctors out more than 750 times to respond to health threats. Learn more below.

• Investigating Foodborne Outbreaks
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• Ebola Outbreak History Announced September 2022
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Full schedule and bracket for the 2024 College World Series

College baseball's race to Omaha begins this week.

Sixty-four teams prepare to enter the regional stage of the 2024 College World Series tournament, which starts on Friday . Only 16 of those teams will move on to the super regionals, where the College World Series field eventually narrows down to its final eight. That group will go to Omaha, Nebraska for the Men's College World Series double-elimination bracket to determine this year's champion .

Most of college baseball's conference tournaments concluded this past weekend, determining 30 automatic bids for conference winners. The remaining 34 spots will be filled by teams that earn at-large bids for strong regular season and conference tournament performances. Sixteen of the best teams in college baseball get to host the regional matchups and also receive automatic bids to the tournament ahead of Monday's selection show.

After Monday's official bracket reveal, here's the full schedule for the 2024 College World Series.

COLLEGE WORLD SERIES: How does the tournament work? Explaining college baseball's CWS format

College World Series schedule 2024

• Selection show: Monday, May 27, noon ET | ESPN2
• Regionals: Friday, May 31 - Monday, June 3
• Super regionals: Friday, June 7 - Sunday, June 9 OR Saturday, June 8 - Monday, June 10
• College World Series Final: Saturday, June 22 - Sunday, June 23/Monday, June 24

2024 Men's College World Series: Regional host sites

The following schools earned the right to host a regional in this year's tournament. Here are the sites for each regional competition, as well as the host school and team record for each as announced on Sunday.

• Athens, Georgia – Georgia (39-15)
• Chapel Hill, North Carolina – North Carolina (42-13)
• Charlottesville, Virginia – Virginia (41-15)
• Clemson, South Carolina – Clemson (41-14)
• Bryan-College Station, Texas – Texas A&M (44-13)
• Corvallis, Oregon – Oregon State (42-14)
• Fayetteville, Arkansas – Arkansas (43-14)
• Greenville, North Carolina – East Carolina (43-15)
• Knoxville, Tennessee – Tennessee (50-11) 
• Lexington, Kentucky – Kentucky (40-14) 
• Norman, Oklahoma – Oklahoma (37-19) 
• Raleigh, North Carolina – NC State (33-20) 
• Santa Barbara, California – UC Santa Barbara (42-12) 
• Stillwater, Oklahoma – Oklahoma State (40-17) 
• Tallahassee, Florida – Florida State (42-15)
• Tucson, Arizona – Arizona (36-21)

2024 Men's College World Series: National seeds (top 16)

The following teams earned national seeds in this year's tournament, as announced on Monday's selection show.

• Tennessee Volunteers
• Kentucky Wildcats
• Texas A&M Aggies
• North Carolina Tar Heels
• Arkansas Razorbacks
• Clemson Tigers
• Georgia Bulldogs
• Florida Seminoles
• Oklahoma Sooners
• N.C. State Wolfpack
• Oklahoma State
• Virginia Cavaliers
• Arizona Wildcats
• UC Santa Barbara
• Oregon State Beavers
• East Carolina Pirates

2024 Men's College World Series: Regional brackets and schedules

The regional bracket is a double-elimination bracket, so a team isn't eliminated until they've lost twice. Winners of the initial matchups play each other; the losers also play each other. The winners of the second games advance to the regional finals.

Winners of the regional finals advance to the best-of-3 super regional stage.

Seeds below are solely within the regional matchups and differ from the national seeds listed above.

All times ET. Games will be broadcast across ESPN networks and ESPN+ .

Athens, Georgia

• No. 1 Georgia vs. No. 4 Army | May 31, 1 p.m.
• No. 2 UNC Wilmington vs. No. 3 Georgia Tech | May 31, 7 p.m.

Regional winner plays Raleigh regional winner in super regional.

Chapel Hill, North Carolina

• No. 1 North Carolina vs. No. 4 Long Island | May 31, Noon
• No. 2 LSU vs. No. 3 Wofford | May 31, 6 p.m.

Regional winner plays Tucson regional winner in super regional.

Charlottesville, Virginia

• No. 1 Virginia vs. No. 4 Penn | May 31, Noon
• No. 2 Mississippi State vs. No. 3 St. John's | May 31, 7 p.m.

Regional winner plays Fayetteville regional winner in super regional.

Clemson, South Carolina

• No. 1 Clemson vs. No. 4 High Point | May 31, 7 p.m.
• No. 2 Vanderbilt vs. No. 3 Coastal Carolina | May 31, Noon

Regional winner plays Stillwater regional winner in super regional.

Bryan-College Station, Texas

• No. 1 Texas A&M vs. No. 4 Grambling | May 31, 1 p.m.
• No. 2 Louisiana vs. No. 3 Texas | May 31, 6 p.m.

Regional winner plays Santa Barbara regional winner in super regional.

Corvallis, Oregon

• No. 1 Oregon State vs. No. 4 Tulane | May 31, 9 p.m.
• No. 2 UC Irvine vs. No. 3 Nicholls | May 31, 4 p.m.

Regional winner plays Lexington regional winner in super regional.

Fayetteville, Arkansas

• No. 1 Arkansas vs. No. 4 SE Missouri State | May 31, 3 p.m.
• No. 2 Louisiana Tech vs. No. 3 Kansas State | May 31, 8 p.m.

Regional winner plays Charlottesville regional winner in super regional.

Greenville, North Carolina

• No. 1 East Carolina vs. No. 4 Evansville | May 31, 1 p.m.
• No. 2 Wake Forest vs. No. 3 VCU | May 31, 6 p.m.

Regional winner plays Knoxville regional winner in super regional.

Knoxville, Tennessee

• No. 1 Tennessee vs. No. 4 Northern Kentucky | May 31, 1 p.m.
• No. 2 Southern Miss vs. No. 3 Indiana | May 31, 7 p.m.

Regional winner plays Greenville regional winner in super regional.

Lexington, Kentucky

• No. 1 Kentucky vs. No. 4 Western Michigan | May 31, 7 p.m.
• No. 2 Indiana State vs. No. 3 Illinois | May 31, 1 p.m.

Regional winner plays Corvallis regional winner in super regional.

Norman, Oklahoma

• No. 1 Oklahoma vs. No. 4 Oral Roberts | May 31, 1 p.m.
• No. 2 Duke vs. No. 3 UConn | May 31, 7 p.m.

Regional winner plays Tallahassee regional winner in super regional.

Raleigh, North Carolina

• No. 1 N.C. State vs. No. 4 Bryant | May 31, 7 p.m.
• No. 2 South Carolina vs. No. 3 James Madison | May 31, 2 p.m.

Regional winner plays Athens regional winner in super regional.

Santa Barbara, California

• No. 1 UC Santa Barbara vs. No. 4 Fresno State | May 31, 9 p.m.
• No. 2 San Diego vs. No. 3 Oregon | May 31, 3 p.m.

Regional winner plays Bryan-College Station regional winner in super regional.

Stillwater, Oklahoma

• No. 1 Oklahoma State vs. No. 4 Niagara | May 31, 7 p.m.
• No. 2 Nebraska vs. No. 3 Florida | May 31, 3 p.m.

Regional winner plays Clemson regional winner in super regional.

Tallahassee, Florida

• No. 1 Florida State vs. No. 4 Stetson | May 31, Noon
• No. 2 Alabama vs. No. 3 UCF | May 31, 6 p.m.

Regional winner plays Norman regional winner in super regional.

Tucson, Arizona

• No. 1 Arizona vs. No. 4 Grand Canyon | May 31, 9 p.m.
• No. 2 Dallas Baptist vs. No. 3 West Virginia | May 31, 3 p.m.

Regional winner plays Chapel Hill regional winner in super regional.

2024 Men's College World Series: Omaha bracket and schedule

• Game 1: TBD vs. TBD, 2 p.m. | ESPN
• Game 2:  TBD vs. TBD, 7 p.m. | ESPN
• Game 3: TBD vs. TBD, 2 p.m. | ESPN
• Game 4:  TBD vs. TBD, 7 p.m. | ESPN
• Game 5: TBD vs. TBD, 2 p.m. | ESPN
• Game 6:  TBD vs. TBD, 7 p.m. | ESPN
• Game 7: TBD vs. TBD, 2 p.m. | ESPN
• Game 8:  TBD vs. TBD, 7 p.m. | ESPN
• Game 9: TBD vs. TBD, 2 p.m. | ESPN
• Game 10:  TBD vs. TBD, 7 p.m. | ESPN
• Game 11: TBD vs. TBD, 2 p.m. | ESPN
• Game 12:  TBD vs. TBD, 7 p.m. | ESPN
• Game 13 (if necessary): TBD vs. TBD, 2 p.m. | TBD
• Game 14 (if necessary):  TBD vs. TBD, 7 p.m. | TBD
• MCWS Final Game 1 : TBD vs. TBD, 7:30 p.m. | ESPN
• MCWS Final Game 2 : TBD vs. TBD, 2 p.m. | ABC
• MCWS Final Game 3 (if necessary) : TBD vs. TBD, 7 p.m. | ESPN

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Use strong passwords, protect identity, create passwords that are unique and hard to guess. use two step verification where it is available..

Create a Strong Password

Create complex passwords or passphrases.

A good password will meet the following requirements

An English uppercase character ( A-Z )

An English lowercase character ( a-z )

A number ( 0-9 ) and/or symbol (such as  ! ,  # , or  % )

Ten or more characters total.

Passphrases are longer and more complex than passwords. They are easier to remember and create, but more difficult to guess. Avoid using birthdays, common words, names and even any variant of the actual word "password".

Keep your passwords private and don't share them with anyone . Support services will never ask you for your password by phone or by email.

Use a Password Manager

As long as there are passwords, we will need password managers.

The strongest passwords are created by password managers, software that generates and keeps track of complex and unique passwords for all of your accounts. All you have to remember is the password to the password manager. When choosing a password manager, choose one that supports 2-step verification.

Using the same password for all your accounts is very risky. If your account for any service is compromised, all of your accounts are put at risk. Use a unique password for every account.

Set Up Two-Factor Authentication

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