L. Langstraat, Associate Professor of English
Colorado State University
presents multiple, even conflicting, perspectives on a topic or event, in order to provide a rich context and present an aesthetically appealing product for an audience. Your multigenre project should reflect the following:
You should not only include documents that relate to a general topic or event, but you should ensure that the documents forward a point of significance, a rhetorical purpose.Documents should be created and organized in order to lead readers through the project, to help them understand your focus and purpose. A series of seemingly unconnected pieces, though they may share a similar topic, will not result in a strong multigenre project. Instead, readers should experience a sense of cohesion, a sense of connection and transition between each generic document in the project. You can create coherence through transitional pieces between genres, your table of contents, etc.
Begin with an informal In this proposal, you have an opportunity to think-in-writing about your plans for your multigenre research. This is an informal piece of writing about your research interests, the questions guiding those interests, and the potential genre documents you’d like to produce. We’ll then give you feedback and suggestions about your ideas and guide you in the right direction for research. Your proposal should include: a list of 5 questions that might guide your research; an explanation of WHY you’re interested in this topic; ideas about primary and secondary sources that might be useful? Ideas about genres are you thinking about producing for your project (see list of genres); and a projection of how you will ensure that those genres can are connected, so that the mgp becomes a coherent whole, a clear argument?
includes at least 8 documents (including an Introduction, Table of Contents, 5 documents of different genres, and a works cited page) that offer a sustained argument about your chosen issue. By creating documents in different genres (e.g., the academic research essay, editorials, feature stories, brochures, short fiction, charts, scripts, etc.), you learn to write for multiple audiences, multiple purposes, and multiple forums.
Past students have “packaged” their MGPs as a CD, a scrapbook, a photo album, a patient file, an employee handbook, a manual, a newspaper, a magazine—the options are endless! Just be sure to offer us a table of contents (TOC) that provides an overview of and title for each document.
helping us understand the issue you’re addressing, offering us insight about why you chose the genres you chose, etc. The intro is your chance to help us understand why this topic is important, how we should “read” your documents, etc. The intro may be written as a letter to readers, a magazine article, an editorial, etc.
Aim for a good balance of genres, and be sure that at least three of your documents use the sources you’ve gathered from your library research. By writing a traditional researched essay, a brochure that utilizes your research sources, a chart or other visual, a story drawing from the information you’ve gathered, a quiz based on researched sources, etc.—by approaching your research findings in a creative way, your MGP helps an audience understand many different perspectives about your topic. Some of the documents you’ll include may be more time-intensive than others. But the 5 documents that make up the body of your MGP should show your knowledge, creativity, and ability to persuade your audience(s) toward your central claim.
As you cite sources for each document, your citation approach should be appropriate for each genre. It’s a rare ghost story, for example, that includes parenthetical citation practices! But there are creative ways to ensure that you a) give credit to the source from which you draw information (e.g., discussing that info in your introduction, using endnotes/acknowledgment pages, etc.), and b) establish your credibility as a writer who has conducted significant research to support your opinion.
A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.
Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.
Best practices, moodle how-to guides.
The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:
Types of rubrics: holistic, analytic/descriptive, single-point
Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.
Advantages of holistic rubrics:
Disadvantages of holistic rubrics:
Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.
Advantages of analytic rubrics:
Disadvantages of analytic rubrics:
Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.
Advantages of single-point rubrics:
Disadvantage of analytic rubrics: Requires more work for instructors writing feedback
You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.
Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.
Helpful strategies for defining grading criteria:
Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:
Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.
For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.
For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.
Well-written descriptions:
Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric
Prior to implementing your rubric on a live course, obtain feedback from:
Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.
Above Average (4) | Sufficient (3) | Developing (2) | Needs improvement (1) | |
---|---|---|---|---|
(Thesis supported by relevant information and ideas | The central purpose of the student work is clear and supporting ideas always are always well-focused. Details are relevant, enrich the work. | The central purpose of the student work is clear and ideas are almost always focused in a way that supports the thesis. Relevant details illustrate the author’s ideas. | The central purpose of the student work is identified. Ideas are mostly focused in a way that supports the thesis. | The purpose of the student work is not well-defined. A number of central ideas do not support the thesis. Thoughts appear disconnected. |
(Sequencing of elements/ ideas) | Information and ideas are presented in a logical sequence which flows naturally and is engaging to the audience. | Information and ideas are presented in a logical sequence which is followed by the reader with little or no difficulty. | Information and ideas are presented in an order that the audience can mostly follow. | Information and ideas are poorly sequenced. The audience has difficulty following the thread of thought. |
(Correctness of grammar and spelling) | Minimal to no distracting errors in grammar and spelling. | The readability of the work is only slightly interrupted by spelling and/or grammatical errors. | Grammatical and/or spelling errors distract from the work. | The readability of the work is seriously hampered by spelling and/or grammatical errors. |
The audience is able to easily identify the central message of the work and is engaged by the paper’s clear focus and relevant details. Information is presented logically and naturally. There are minimal to no distracting errors in grammar and spelling. : The audience is easily able to identify the focus of the student work which is supported by relevant ideas and supporting details. Information is presented in a logical manner that is easily followed. The readability of the work is only slightly interrupted by errors. : The audience can identify the central purpose of the student work without little difficulty and supporting ideas are present and clear. The information is presented in an orderly fashion that can be followed with little difficulty. Grammatical and spelling errors distract from the work. : The audience cannot clearly or easily identify the central ideas or purpose of the student work. Information is presented in a disorganized fashion causing the audience to have difficulty following the author’s ideas. The readability of the work is seriously hampered by errors. |
Advanced (evidence of exceeding standards) | Criteria described a proficient level | Concerns (things that need work) |
---|---|---|
Criteria #1: Description reflecting achievement of proficient level of performance | ||
Criteria #2: Description reflecting achievement of proficient level of performance | ||
Criteria #3: Description reflecting achievement of proficient level of performance | ||
Criteria #4: Description reflecting achievement of proficient level of performance | ||
90-100 points | 80-90 points | <80 points |
A to Z | Search
Sample assignments.
This page provides two downloadable documents: a set of Low Stakes writing assignments, and guidelines for High Stakes writing assignments. The documents are available in .docx copies to allow for revision and customization. You’re welcome to take what you need, please keep the Augsburg logo intact (other downloadable logos are available here ).
Click HERE to download a full set of sample Low Stakes assignment prompts.
Click HERE to download a set of sample High Stakes assignment guidelines.
You can learn more about the benefits of differentiating between low and high stakes assignments in Peter Elbow’s (1997) essay, “High stakes and low stakes in assigning and responding to writing” from Writing to Learn: Strategies for Assigning and Responding to Writing across the Discipline: New Directions for Teaching and Learning.
low stakes writing is:.
High stakes writing assignments:.
Click HERE to download a more detailed set of sample High Stakes assignment guidelines.
UN Partner Toolkit for hosting UN Volunteers
© unv, 2020, create a description of assignment (doa), create an interesting and accurate description of assignment (doa) to attract the best candidates.
UN Volunteers are motivated to serve – to help society and drive equality. Many seek a social calling, to work with people, make connections and have new experiences in cultures and places outside of their own.
For others, it is purely instrumently as they look to build skills and understanding in the UN system. Foremost, they all want to engage in challenging and meaningful work activities and know the impact of their efforts.
Help us shortlist your ideal interview candidates. Describe your ideal volunteer to speed up our search and ensure candidates are relevant to your needs.
Provide you and a potential UN Volunteer with clarity on roles and responsibilities. It forms the basis of a productive working relationship and enhanced performance.
Inspire the strongest and best qualified candidates to apply. Guide their applications and interview prep with clear job criteria. Suggest meaningful work and how your volunteer will change our world.
Compel UNV (fully funding) donors to fund your assignment.
• Simply create a DOA in Unified Volunteering Platform using our templates online - see on-screen and PDF guides .
• Or, write your own - see our standard DOA in " Templates and Forms " tab in the document library for tips.
• Use formulations in full (no abbreviations or acronyms).
• Avoid using jargon or limiting language .
• Take inspiration from our posted assignments .
• Ask UNV for help identifying relevant examples or explore our database of description of assignment .
• Encourage applications from volunteers who are new to the UN, by asking for fresh perspectives and diverse backgrounds and not insisting on previous experience in your organization or system.
Clear, simple, unexaggerated – choose an attention-grabbing meaningful title that intrigues potential volunteers to read more.
Volunteers want to make an impact. Describe your cause and how your organization is making an impact in achieving the Sustainable Development Goals.
What are the main responsibilities? Who will the volunteer report to (your unit, section, stakeholders)? Volunteers want to be instrumental, gain experience and hone professional skills. Describe the meaningful work your volunteer will do, while giving them room to grow .
List the ‘must have’ and ‘good to have’ languages, skills, key competencies and strengths. Specify technical skills for IT, medical or engineering assignments. Ensure you include computer skills and any necessary functional skills or documentation requirements such as driving licences etc. Do not include fiduciary duties, high levels of accountability, financial responsibilities or delegated financial authority.
Try not to rush your hiring process. Factor in time to find the right volunteer and recognize that a strong candidate will need to make arrangements before starting.
Social calling (making connections, new experiences and living abroad) is a great motivator for prospective volunteers. Clearly outline who they will help, and how. What impact might their assignment have and what can they expect? How will the volunteering experience be good for you both?
What minimum education requirements does the position demand? Secondary, undergraduate, graduate or post-graduate education? What subject areas are most relevant to the assignment and conducive to a successful experience? International Relations, Engineering, Development Studies?
Start with where you are based. Describe your climate, any necessary vaccinations and visas, before helping volunteers imagine how life will be. Mention living conditions, where they might stay and advise them on local medical and security services.
Check against our (above) criteria and create your own description of assignment in UVP (see on-screen and PDF guides) .
This website benefits from the continuous support of UN Online Volunteers. UNV is administered by the United Nations Development Programme (UNDP).
UNDP Information Disclosure Policy.
Assignment samples, assignment instructions & rubrics, useful tools to plan assignments, useful tools to search & organize sources, useful tools to analyze sources & develop your ideas, writing strategies, learning strategies.
Here you can find the complete list of all the student assignment samples as well as practical tools and examples that are hyperlinked as PDF, Word or Excel files across Resource Pages.
This is a full literature review paper written by an OISE student on the topic of Computer-mediated Communication (CMC) and Written Corrective Feedback (WCF) in Writing Centers (WC). Throughout the paper, you will find several annotations. Yellow annotations refer to the structure of the paper, its content and how ideas are developed. Purple annotations refer to writing elements and language elements (e.g., paragraphs, paraphrases, summaries, quotes, stance and voice, cohesion, etc.).
This is an experiential reflection assignment written by OISE student Hongyu Chen about their observations of a Mandarin language class and language teaching methodologies.
These are two examples of annotated bibliographies with slightly different structures. These examples are illustrated and hyperlinked in the following Resource Page:
This is a rubric for an Annotated Bibliography assignment that shows the professor’s expectations and evaluation criteria. Students can use these evaluation criteria as guidelines when working on the assignment. This rubric is hyperlinked in the following Resource Page:
Download this template and use it when planning your work for an assignment. This template is hyperlinked in the following Resource Page:
Download this template and use it to brainstorm keywords for core concepts and related terms when searching sources for your assignment This template is hyperlinked in the following Resource Page:
Download this template and use it to keep track of your library searches when looking for sources for your assignment. At the top, you’ll find an example of how to use the template. This template is hyperlinked in the following Resource Page:
Download this template spreadsheet and use it to record and organize the bibliographic information of the sources you found. It will help you keep track of the sources collected. At the top, you’ll find an example of how to use this spreadsheet. This template is hyperlinked in the following Resource Page:
Download this template spreadsheet and use it to record and organize the key information of the sources you found + your notes about the relevant points from each source after reading them. It will help you when you analyze your sources and need to develop ideas for your assignment. At the top, you’ll find an example of how to use this spreadsheet. This template is hyperlinked in the following Resource Page:
Download this spreadsheet for an example of how you can summarize findings and record your analysis for each source you’ve read. The research topic in this example is assessment practices of online mathematics and statistics courses at the undergraduate level, with a focus on students’ and instructors’ perspectives. You can first browse the overall information of the example sources and pay attention to the final two columns for findings and critical analysis. This example is hyperlinked in the following Resource Page:
This is an example of how to use a table to organize your ideas and visualize the connections among them. These will become the points to include in your assignment. This example is hyperlinked in the following Resource Page:
This is an example of how to use a concept map to organize your ideas and visualize the connections among them. These will become the points to include in your assignment. This example is hyperlinked in the following Resource Page:
This is an example of how to use a literature review matrix to organize your ideas and visualize the connections among them. These will become the points to include in your assignment. This example is hyperlinked in the following Resource Page:
This is an example of how to use an outline to organize your ideas and visualize the connections among them. These will become the points to include in your assignment. This example is hyperlinked in the following Resource Page:
For users with accessibility needs: this example shows a well-structured paragraph featuring three main elements: a topic sentence, supporting statements and a conclusion or transition sentence. For all the other users: you can find this example as an image in the following Resource Page: What are Paragraphs.
For users with accessibility needs: this example shows the structure of a paragraph using the sandwich strategy. For all the other users: you can find this example as an image in the following Resource Page: How to Write Paragraphs
For users with accessibility needs: this example shows how different voices are used within a paragraph. For all the other users: you can find this example as an image in the following Resource Page: What are stance & voice and how to apply them in academic writing
This example with annotations shows how a student writer takes a stance and shifts between voices in a paragraph about Mathematics programs. This example is hyperlinked in the following Resource Page:
Teaching excellence & educational innovation, creating assignments.
Here are some general suggestions and questions to consider when creating assignments. There are also many other resources in print and on the web that provide examples of interesting, discipline-specific assignment ideas.
What do you want students to learn in your course? What could they do that would show you that they have learned it? To determine assignments that truly serve your course objectives, it is useful to write out your objectives in this form: I want my students to be able to ____. Use active, measurable verbs as you complete that sentence (e.g., compare theories, discuss ramifications, recommend strategies), and your learning objectives will point you towards suitable assignments.
This is the fun side of assignment design. Consider how to focus students’ thinking in ways that are creative, challenging, and motivating. Think beyond the conventional assignment type! For example, one American historian requires students to write diary entries for a hypothetical Nebraska farmwoman in the 1890s. By specifying that students’ diary entries must demonstrate the breadth of their historical knowledge (e.g., gender, economics, technology, diet, family structure), the instructor gets students to exercise their imaginations while also accomplishing the learning objectives of the course (Walvoord & Anderson, 1989, p. 25).
After creating your assignments, go back to your learning objectives and make sure there is still a good match between what you want students to learn and what you are asking them to do. If you find a mismatch, you will need to adjust either the assignments or the learning objectives. For instance, if your goal is for students to be able to analyze and evaluate texts, but your assignments only ask them to summarize texts, you would need to add an analytical and evaluative dimension to some assignments or rethink your learning objectives.
Students can be misled by assignments that are named inappropriately. For example, if you want students to analyze a product’s strengths and weaknesses but you call the assignment a “product description,” students may focus all their energies on the descriptive, not the critical, elements of the task. Thus, it is important to ensure that the titles of your assignments communicate their intention accurately to students.
Think about how to order your assignments so that they build skills in a logical sequence. Ideally, assignments that require the most synthesis of skills and knowledge should come later in the semester, preceded by smaller assignments that build these skills incrementally. For example, if an instructor’s final assignment is a research project that requires students to evaluate a technological solution to an environmental problem, earlier assignments should reinforce component skills, including the ability to identify and discuss key environmental issues, apply evaluative criteria, and find appropriate research sources.
Consider your intended assignments in relation to the academic calendar and decide how they can be reasonably spaced throughout the semester, taking into account holidays and key campus events. Consider how long it will take students to complete all parts of the assignment (e.g., planning, library research, reading, coordinating groups, writing, integrating the contributions of team members, developing a presentation), and be sure to allow sufficient time between assignments.
Is the workload you have in mind reasonable for your students? Is the grading burden manageable for you? Sometimes there are ways to reduce workload (whether for you or for students) without compromising learning objectives. For example, if a primary objective in assigning a project is for students to identify an interesting engineering problem and do some preliminary research on it, it might be reasonable to require students to submit a project proposal and annotated bibliography rather than a fully developed report. If your learning objectives are clear, you will see where corners can be cut without sacrificing educational quality.
If an assignment is vague, students may interpret it any number of ways – and not necessarily how you intended. Thus, it is critical to clearly and unambiguously identify the task students are to do (e.g., design a website to help high school students locate environmental resources, create an annotated bibliography of readings on apartheid). It can be helpful to differentiate the central task (what students are supposed to produce) from other advice and information you provide in your assignment description.
Different instructors apply different criteria when grading student work, so it’s important that you clearly articulate to students what your criteria are. To do so, think about the best student work you have seen on similar tasks and try to identify the specific characteristics that made it excellent, such as clarity of thought, originality, logical organization, or use of a wide range of sources. Then identify the characteristics of the worst student work you have seen, such as shaky evidence, weak organizational structure, or lack of focus. Identifying these characteristics can help you consciously articulate the criteria you already apply. It is important to communicate these criteria to students, whether in your assignment description or as a separate rubric or scoring guide . Clearly articulated performance criteria can prevent unnecessary confusion about your expectations while also setting a high standard for students to meet.
Students make assumptions about the audience they are addressing in papers and presentations, which influences how they pitch their message. For example, students may assume that, since the instructor is their primary audience, they do not need to define discipline-specific terms or concepts. These assumptions may not match the instructor’s expectations. Thus, it is important on assignments to specify the intended audience http://wac.colostate.edu/intro/pop10e.cfm (e.g., undergraduates with no biology background, a potential funder who does not know engineering).
If students are unclear about the goals or purpose of the assignment, they may make unnecessary mistakes. For example, if students believe an assignment is focused on summarizing research as opposed to evaluating it, they may seriously miscalculate the task and put their energies in the wrong place. The same is true they think the goal of an economics problem set is to find the correct answer, rather than demonstrate a clear chain of economic reasoning. Consequently, it is important to make your objectives for the assignment clear to students.
If you have specific parameters in mind for the assignment (e.g., length, size, formatting, citation conventions) you should be sure to specify them in your assignment description. Otherwise, students may misapply conventions and formats they learned in other courses that are not appropriate for yours.
Here is a set of questions you can ask yourself when creating an assignment.
Adapted from the WAC Clearinghouse at http://wac.colostate.edu/intro/pop10e.cfm .
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Home > Resources > Sample assignment descriptions
A collection of assignment descriptions from actual USC courses. The assignment descriptions follow best practices in terms of connecting the assignment to the course learning objective(s), providing a narrative overview of the assignment, indicating the steps required to complete the assignment, and referencing how the assignment will be graded.
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Guides & tips.
In this guide, we invite instructors to think through the different sections of an assignment sheet and perhaps take a fresh look at their own assignment sheets. At the bottom of the page, you’ll find some insights into more effective assignment sheets from Writing Consultants working in the CAS Writing Center .
Keep assignment sheets short (~1 page if possible)..
Main navigation, timeline for course descriptions.
Since publishing a course description involves a process of drafting, consultation with the Associate Director and the PWR1 or PWR 2 Course Coordinator, and then revision, the drafting and submission process begins well before that quarter begins. In general, the final, revised course descriptions for a quarter will be due by week five of the previous quarter. So, for instance, the final course descriptions for a Winter Quarter course will be due by week 5 of Autumn Quarter. This timeline ensures the courses will be coded and uploaded online by the time registration opens.
An effective section description includes these elements:
We use templates for our course descriptions in PWR 1 and PWR 2 to help maintain consistency in assignment titles, design, and lengths as well as work load across sections. The templates balance pre-established scaffolding (assignment titles and requirements) with opportunities for customization according to the instructor's interests and pedagogical style. Follow the templates linked here to provide the foundation for your own PWR 1 or PWR 2 course description. Please note that you cannot change assignment lengths or assignment names.
To see examples of course descriptions, you can view section descriptions and videos for the current PWR 1 and PWR 2 courses through the PWR Courses site. Descriptions and videos for Advanced PWR courses can be found linked from our Advanced PWR page .
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.
Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :
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.
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 …”
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.”
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.”
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.
Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:
Who is your audience.
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.
Relation words Ask you to demonstrate how things are connected.
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.
More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:
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.
You’ll find a much more detailed discussion of these concepts in our handout on audience .
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 .
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 .
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.
Your instructors are not fooled when you:
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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Sample assignment description.
Assignment Overview
Using what you have learned from the lesson notes, readings, and videos shared in this module, reflect on what you think the role of the educational assistant would be in the process of assessment and evaluation of student learning in the classroom environment. Apply your knowledge of the theory and concepts discussed in this module to complete all of the requirements for this assignment.
You will be assessed on your achievement of the following course learning outcomes:
Estimated completion time : 1 hour
How to Proceed
Complete assignment in Word or a compatible word processing application. Your answers should be well-structured, written in full sentences, and focused on clarity and understanding. Specific attention should also be paid to grammar and spelling.
Submit your assignment in rich text format (.rtf) to your instructor through the LEARN Dropbox. Include in your file name the course code, assignment name, and your name (e.g. EDUA 1010_Assignment 1_JDoe.rtf).
Your assignment must be completed and submitted to Dropbox before beginning Module 2.
Your instructor will use the attached grading rubric to evaluate your assignment. Review this marking rubric carefully before beginning this assignment.
This assignment is worth 50 marks or 10% of your final grade.
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For information regarding prerequisites for this course, please refer to the Academic Course Catalog .
View this course’s outcomes, policies, schedule, and more.*
*The information contained in our Course Guides is provided as a sample. Specific course curriculum and requirements for each course are provided by individual instructors each semester. Students should not use Course Guides to find and complete assignments, class prerequisites, or order books.
The purpose of this course is to document significant evidences that program outcomes have been met and provide student evidence of experiences available to current and prospective employers.
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After reading the Course Syllabus and Student Expectations , the student will complete the related checklist found in the Course Overview.
Discussions are collaborative learning experiences. Therefore, the student will complete the Video Discussion: Class Introductions in a visual presentation format. The visual presentation must include recorded presentation and will have a maximum time limit of 5 minutes. The student will be creative with the presentations. The student is required to reply to 2 other classmates’ threads. Each reply must be at least 150 words.
The purpose of the Proposal Paper Assignment is for the student to select an area of focus, service, or argument. The student must choose one option to focus on. Once the student has chosen his/her focus, he/she may select a topic within that focus. The student may not switch focus nor topic after the assigned Module: Week. The student should select the focus and topic he/she is most interested in so that he/she can be fully engaged with the topic. The student will use the template provided to complete the Proposal Assignment. Then, the student will receive peer feedback. (CLO: A, B, C, D)
Once the student has chosen a topic and a focus, he/she will begin researching that topic more thoroughly. All research must be from primary sources that are scholarly and peer-reviewed. The student is to find a minimum of 10 scholarly sources and 2 scholarly biblical sources (not including the Bible) about the chosen topic. Sources must prompt or align (support) with the student’s opinion as well as oppose the opinion. The sources the student chooses must broaden the depth of knowledge and challenge personal opinion or stance on the need or the argument. The student will use the template provided in Canvas to complete the Annotated Bibliography Assignment. (CLO: A, B, C, D)
By this point, the student should have completed an in-depth reading of his/her sources and extracted data, quotes, and paraphrases that will be used in the outline. The 3-tier outline provides an organized method for keeping track of the source information that matches the details/notes being collected. The purpose of this 3-tier outline is for the student to plan out the Aviation Capstone Paper, think through the layout, and formulate the thesis statement incorporating a minimum of 2 lenses with two subheadings of support and oppose the need or the issue. Finally, the student will begin to weave a Biblical worldview into the topic of the paper. A 3-tier outline has 3 levels of information. The student must utilize the 3-Tier Outline Template provided in Canvas. Then, the student will receive peer feedback. (CLO: A, B, C, D)
The purpose of the Implementation Site Information Assignment is for the student to identify a final implementation site and to confirm a mentor. Utilizing the Implementation Site Information Template , the student will select an implementation site and mentor. The student must be sure to review the implementation information on the template to ensure he/she can fulfill the required expectations at the implementation site. The questions within the Implementation Site Information Template are designed to help the student think through the implementation in terms of integrating the thesis. The questions are also designed to help the student think through the specific details of the implementation itself. Signatures are acknowledging the validity of the substance of the student’s answers to questions. This means that all persons signing the document need to be able to read the questions and answers before signing. (CLO: G)
The Aviation Capstone Peer Review involves researching and writing a 10–12-page paper about the topic chosen: developing a service that addresses a need or developing an argument that addresses an issue. Then, the student will receive peer feedback. See Aviation Capstone Paper in Canvas for assignment description. A template is provided called Aviation Capstone Template and should be used to ensure proper APA formatting. (CLO: A, B, C, D, E, F, G, H)
The purpose of this assignment is for the student to document the 24-hour implementation experience. The student must use the Implementation Site Daily Log Form provided in Canvas. It will be important for the student’s presentation that he/she records these events daily. This way the student will obtain the most accurate record of his/her tasks and reflections. The student may use one log sheet each day while at the implementation site or the student may combine the entire experience into one log. Log sheet(s) must be filled out completely and thoroughly. They must demonstrate thoughtfulness and reflection in content. (CLO: A, B, C, D)
The mentor interview is an important component of the student’s implementation. This is an opportunity for the student to talk about his/her thesis topic and conclusions with an expert in the aviation field. The goal of this interview should be for the student to use his/her mentor’s expertise to speak to the conclusions of his/her thesis and to integrate the conclusion with the implementation itself. The student should utilize the Mentor Interview and Reflection Paper Template in Canvas. (CLO: A, B, C, D)
Utilizing the peer-review feedback from the Proposal Paper, 3-Tier Outline, Initial Draft of Aviation Capstone Paper, and the many other elements of the Aviation Capstone Project, the student will complete the final draft of the Aviation Capstone Paper. The student must utilize the Aviation Capstone Template in Canvas to ensure proper APA formatting.
The Aviation Capstone involves researching and writing a 10–12-page paper about the topic chosen: developing a service that addresses a need or developing an argument that addresses an issue. Once a topic has been established, it will take research to establish the service or position being addressed.
An Aviation Capstone Paper, also known as a thesis paper, starts with a question addressing a topic, gives informative details regarding that topic, integrates a biblical worldview into the topic, weaves an implementation correlating to the thesis, and draws a conclusion summarizing a solution or stance. Throughout the research, the student will clearly identify, understand, evaluate, and construct a conclusion either addressing a need or formulating a stance (argument) on an issue. The student is required to look through a minimum of 2 different lenses that address the topic of study. These lenses can be from an array of viewpoints; moral, ethical, economical, scientific, historical, etc., but the final lens must be from the biblical perspective, integrating biblical worldviews into the capstone. A template is provided in Canvas called Aviation Capstone Template and should be used to ensure proper APA formatting. References quoted in the body of the paper should be listed on a Reference page.
A minimum of 24 in-text citations must be used to support the contents of your paper. Cite works according to the APA format. The student must have at minimum 10 scholarly sources and 2 scholarly Biblical sources. The student may not include the Bible as part of the 12 minimum sources. (CLO: A, B, C, D, E, F, G, H)
While at the Implementation Site, the student must have a mentor who is supervising and guiding the experience. To gain insight into how the implementation is progressing, the student must be sure to provide the Mentor Evaluation Form to his/her mentor at the end of the implementation period. The purpose of this form is to provide the student and the professor feedback regarding student performance during the implementation week. Once the form is complete, including signatures, the student must to upload the completed Mentor Evaluation Form to the assignment page. (CLO: A, B, C, D, E, F, G, H)
The student presentation should incorporate all aspects of thinking on the topic chosen: an examination of Scripture, research, discussions, and conclusions based on knowledge, experience, and reflection of efforts. A Biblical worldview should be intrinsically and purposefully woven throughout the entire presentation. The presentation should demonstrate mastery of thesis, content, implementation, and reflection of the Aviation Capstone Project. (CLO: A, B, C, D, E, F, G, H)
Using the many course outcomes discussed within each Module: Week, as well as the required reading How to Win Friends and Influence People , in 500–750 words (excluding Title and Reference pages), the student will reflect on what he/she has learned in this course and how this course has fostered his/her academic, professional, and personal growth. The Reflective Essay Assignment must include at least 3 citations of the Bible and at least 3 citations of How to Win Friends and Influence People , for a total of at least 6 in-text citations in current APA format. (CLO: C, D, E, G, H)
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Assignment description template. This template ties an assignment to the course learning objective it is meant to measure, briefly describes the assignment essentials, outlines the steps to complete the assignment, and references the grading rubric that will be used to assess the assignment. Download this file. recommended template to follow ...
While you might include others objectives, or tweak the language of these a bit to fit with how you teach rhetoric, these objectives should appear in some form on the assignment sheet and should be echoed in your rubric. Due dates or timeline, including dates for drafts. This should include specific times and procedures for turning in drafts.
Instructors can often help students write more effective papers by giving students written instructions about that assignment. Explicit descriptions of assignments on the syllabus or on an "assignment sheet" tend to produce the best results. These instructions might make explicit the process or steps necessary to complete the assignment.
See the Service Learning Assignment for a full description. You will write a 4-6 page paper integrating what you have learned in class and what you have learned in the field experience. The emphasis for this assignment will be on your ability to demonstrate critical reflection about your field experience.
Sample Assignment Descriptions. As part of a term-long unit on the theme of "Exploration" in a Discussion Skills course for new international students (American English Institute - Winter 2018), I developed a place-based mini-unit that invited students to explore their environment at the University of Oregon.
Alongside the TILT framework, Winkelmes and colleagues developed a template to support instructors in planning out the purpose, tasks, and criteria for an assignment. Evidence gathered from use of this Transparent Assignment Template demonstrated its ability to promote academic success and reduce achievement gaps for underrepresented and nontraditional students (Winkelmes et al., 2016).
A transparent assignment description makes explicit to students the purpose of the work you are asking them to do, the skills and knowledge they will need to use to complete the assignment, the steps to success, and ways they can evaluate their work. This does not mean that you are making the work of the assignment too easy for students or ...
Prepare an assignment description or handout that. Comprises the key parts - situation (background information, audience, relevance), task (what to do), stages (a timeline for completing key stages of the assignment), and evaluation criteria (specific grading scheme, special policies) Uses plain language - avoids jargon
With a Master's in Neuroscience and Cognitive Applied Sciences and a PhD in Applied Social Psychology, she has prior teaching experience within the field of Social Sciences. Sara brings a lens of equity, diversity, and inclusion, and a focus on wellness strategies, to teaching and learning. She has expertise in inclusive and accessible ...
Your Assignment: After reading your teacher's directions closely, write a starter outline and get feedback on it. When writing this outline, focus on the categories of information required in the paper and the examples provided. The purpose of this outline is to demonstrate that you have an organized way to answer the assignment description ...
Sample Assignment Description. Sample Assignment: Multigenre Project. L. Langstraat, Associate Professor of English. Colorado State University. A Multigenre Project presents multiple, even conflicting, perspectives on a topic or event, in order to provide a rich context and present an aesthetically appealing product for an audience.
Rubric Best Practices, Examples, and Templates. A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects ...
Cover common mistakes in the original assignment description or when discussing the assignment, use low-stakes writing to reiterate the points; If you don't have time to teach a writing topic, such as citation style, link students to effective guides; Key high stakes writing resources: Harvard College Disciplinary Writing Guides
A Well-Written Assignment Description can. Help us shortlist your ideal interview candidates. Describe your ideal volunteer to speed up our search and ensure candidates are relevant to your needs. Provide you and a potential UN Volunteer with clarity on roles and responsibilities. It forms the basis of a productive working relationship and ...
Assignment Samples. Literature Review (student sample) (366.38 KB, PDF) This is a full literature review paper written by an OISE student on the topic of Computer-mediated Communication (CMC) and Written Corrective Feedback (WCF) in Writing Centers (WC). Throughout the paper, you will find several annotations.
Sample Assignment Descriptions Essay Assignments. The Self-Reflection and Final Portfolio assignments are standard across all sections. Instructors have flexibility with regard to the other assignments. The grade weights are suggestions, but the portfolio and self-reflection must carry at least 20% of the total grade. It must be clear to ...
Double-check alignment. After creating your assignments, go back to your learning objectives and make sure there is still a good match between what you want students to learn and what you are asking them to do. If you find a mismatch, you will need to adjust either the assignments or the learning objectives.
The assignment. descriptions follow best practices in terms of connecting the assignment to the course. learning objective (s), providing a narrative overview of the assignment, indicating the steps. required to complete the assignment, and referencing how the assignment will be graded. After reviewing the sample assignment descriptions, use ...
Under assignment (or task ), tell students what they are supposed to do clearly and succinctly. Including a central motivating question can be helpful, though sometimes the assignment will call for students to develop that question themselves. In the comments section (or additional information) you can include elaborations, warnings, guiding ...
An outline of the major assignments (including word counts for PWR 1 and word and minute counts for PWR 2), describing the rationale and goals of each assignment, and providing a sample topic that students might use to fulfill the assignment. If you are writing a description for PWR 1 or PWR 2, use the PWR 1 and PWR 2 templates for the required ...
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 ...
Sample Assignment Description. Assignment Overview. Using what you have learned from the lesson notes, readings, and videos shared in this module, reflect on what you think the role of the educational assistant would be in the process of assessment and evaluation of student learning in the classroom environment.
The Aeronautics Capstone: Advanced Research Concepts course is a culminating effort of the entire learning experience for the student in the School of Aeronautics.