• ...is an important factor/concept/idea/ to consider because... • … will be argued/outlined in this paper.
Introducing evidence for your argument
• Smith (2014) outlines that.... • This evidence demonstrates that... • According to Smith (2014)… • For example, evidence/research provided by Smith (2014) indicates that...
Giving the reason why your point/evidence is important
• Therefore this indicates... • This evidence clearly demonstrates.... • This is important/significant because... • This data highlights...
Concluding a point
• Overall, it is clear that... • Therefore, … are reasons which should be considered because... • Consequently, this leads to.... • The research presented therefore indicates...
Editing and proofreading (reviewing)
Once you have finished writing your first draft it is recommended that you spend time revising your work. Proofreading and editing are two different stages of the revision process.
Editing considers the overall focus or bigger picture of the assignment
Proofreading considers the finer details
As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.
Editing checklist
Have I answered the question accurately?
Do I have enough credible, scholarly supporting evidence?
Is my writing tone objective and formal enough or have I used emotive and informal language?
Have I written in the third person not the first person?
Do I have appropriate in-text citations for all my information?
Have I included the full details for all my in-text citations in my reference list?
There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.
Proofreading checklist
Is my spelling and grammar accurate?
Are they complete?
Do they all make sense?
Do they only contain only one idea?
Do the different elements (subject, verb, nouns, pronouns) within my sentences agree?
Are my sentences too long and complicated?
Do they contain only one idea per sentence?
Is my writing concise? Take out words that do not add meaning to your sentences.
Have I used appropriate discipline specific language but avoided words I don’t know or understand that could possibly be out of context?
Have I avoided discriminatory language and colloquial expressions (slang)?
Is my referencing formatted correctly according to my assignment guidelines? (for more information on referencing refer to the Managing Assessment feedback section).
This chapter has examined the experience of writing assignments. It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.
Academic writing requires clear and logical structure, critical thinking and the use of credible scholarly sources.
A thesis statement is important as it tells the reader the position or argument you have adopted in your assignment. Not all assignments will require a thesis statement.
Spending time analysing your task and planning your structure before you start to write your assignment is time well spent.
Information you use in your assignment should come from credible scholarly sources such as textbooks and peer reviewed journals. This information needs to be paraphrased and referenced appropriately.
Paraphrasing means putting something into your own words and synthesising means to bring together several ideas from sources.
Creating an argument is a four step process and can be applied to all types of academic writing.
Editing and proofreading are two separate processes.
Academic Skills Centre. (2013). Writing an introduction and conclusion . University of Canberra, accessed 13 August, 2013, http://www.canberra.edu.au/studyskills/writing/conclusions
Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.
Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39 (3), 162-163.
Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1).
Ultimate Study Skills Guide: Tips, Tricks, and Strategies for Every Grade
Because they really do need to learn how to learn.
It’s not an exaggeration to say that study skills are life skills. Taking good notes, creating a focused workspace, managing distractions, making plans—any and all of these are skills people of all ages use every single day. Taking time to teach good study skills up front can equip students to succeed in school and beyond.
We’ve broken down many of the top study skills students need, including examples by grade level. Remember that there are a lot of different ways to study successfully. Offer students options and help them find the strategies that work best for them.
Study Spaces
Organization and time management study skills, learning styles, taking and using notes, effective reading study skills, completing assignments, test taking, finding help.
Choosing the right place to study is the first step to good study skills. Teach students to consider these elements.
Choose Your Space
For some students, this means a dedicated study space like a desk in their room. Others may prefer to curl up in a chair with a lap desk or work at a table in a common space. Whichever they choose, it should be an area that’s dedicated to study while they’re using it.
Source: organizeandarrangeit/Instagram
Elementary School: Many students begin doing homework on the dining room or kitchen table, where parents can supervise. As students get older, encourage them to explore other spaces too, especially those where they can work independently.
Middle School: By this age, kids will probably need a dedicated study space of their own, where they can keep supplies and works-in-progress. If that’s not possible, create a bin or box where they can store stuff while they’re not using it, then pull it out when it’s time to study.
High School: Older students should be able to carve out a study space pretty much anywhere, since that’s something they’ll need to be able to do in the working world too. As long as they’re able to concentrate and get their work done, don’t be too picky about where they choose to do it.
Make Yourself Comfortable
“Comfortable” looks different for every person, so don’t assume all kids need to be sitting at a desk to work well. At the same time, they shouldn’t be so comfortable that they’ll fall asleep!
Elementary School: When kids are doing independent reading, let them choose any spot they like. For other work, make sure they have a sturdy writing surface, like a table or lap desk. Ensure they have enough light to see what they’re doing, and teach them good posture if they’re sitting in a chair so they don’t develop stiff muscles.
Middle and High School: Show them how to adjust the font size on screens so they’re not squinting to read. Encourage them to use blue light filters if they’re spending a lot of time on computers.
Manage Distractions
Learning to concentrate while ignoring distractions is a key life skill, and one that we all need to develop. Some students will have no trouble tuning things out, while others are going to need a lot of help with this one.
Elementary School: Kids at this age are very easily distracted, so their study space should be as calm as possible. If a quiet room isn’t available, they might need noise-canceling headphones or even a white-noise machine to help them concentrate. Muting the TV isn’t enough—be sure it’s off completely. Remind friends and siblings to leave kids alone while they’re working.
Middle School: These kids are old enough to recognize distractions but might still have trouble handling them. Encourage them to turn off phones and electronics (although some students are fine listening to music while they work). Students at this age are old enough to politely ask friends or family not to interrupt them while they work.
High School: By this time, students know that the world is full of distractions and you can’t quiet them all. But you can teach them to mute their phone and messaging notifications, close all unnecessary windows on their laptops, and be firm about letting others know they need to be left alone to study.
Gather Your Supplies
One way to eliminate distractions is to ensure you have everything you need in place before you start. This includes books, notes, office supplies, and more. All kids should have water and some healthy snacks on hand too.
Source: jugglingactmama/Instagram
Elementary School: Having a dedicated, well-stocked study space makes it much easier for kids to settle down to their work. Keep a supply of sharpened pencils, glue sticks, scissors, markers, and other items in a nearby drawer or a bin they can grab when they’re ready to get started.
Middle School: Students this age likely keep just about everything they need in their backpacks, so they’ll want it nearby when they study. Remind them to restock their supplies once a week (including sharpening pencils in advance).
High School: Depending on the assignment, these students may not need a lot of physical supplies, but they should still gather any books, notes, laptops, pens and highlighters, etc., they need before they settle in for a study session.
These two study skills are also vital life skills, so the sooner kids learn them, the better. They’ll be grateful later in life!
Use a Homework Planner
As soon as kids starting having any kind of homework, they need a planner. For younger students, this could be a daily take-home folder, while older kids will need a more sophisticated system. Either way, use it consistently so it becomes a habit.
Elementary School: Take-home folders are perfect for organizing worksheets and other assignments. Put unfinished work on the left and finished work on the right. Use sticky notes on the worksheets or the front of the folder to write reminders about what needs to be done, including any due dates. Parents of younger students can review these folders each day, while upper elementary kids should mostly be able to keep track of things on their own.
Source: Busy Classroom
Middle School: Use a planner notebook that includes calendars to help keep track of long-term assignments, with pages for daily notes and to-do lists. Teach students to make notes in them during class or immediately after, and start every study session by reviewing any current assignments and their due dates.
Source: Starts at Eight
High School: Kids can continue using paper planners, or transition to online calendars or apps. Show them how to set useful reminders online, so things don’t slip through the cracks.
Source: LP Tutoring
Create a Daily Study Plan
When kids sit down to tackle the day’s work, encourage them to begin by making a plan. Assess what needs to be done, estimate the amount of time it will take, and decide what to do first.
Source: Beyond Booksmart
Elementary School: Parents and young kids should sit down together to look over the day’s assignments and talk about what to work on first. Some students might like to get easy tasks out of the way before settling in to harder ones, while others prefer to handle more difficult things first. Help them find the method that works best for them.
Middle School and High School: This age brings a higher amount of homework, so students should always start by determining how much time they’ll need to complete it. Let them experiment a bit—do they work best by completely finishing one assignment before moving on to the next, or do they like to do a little bit of each and take some breaks in between? Over time, they’ll find the methods they like best.
Chose the Best Study Time
Kids’ days are often jam-packed with activities, leaving homework and studying to get squeezed in whenever it fits. Take time to find out what time of day kids are at their best, and prioritize that time for study. For instance, if a student seems to learn better if they do their homework right after school, try to choose extracurriculars that meet in the evenings or weekends instead. Some students might even prefer to get up early in the morning and work, and that’s OK too as long as they’re getting enough sleep.
Elementary School: Let kids try doing their homework at different times throughout the day, and see if there are times when they’re better at concentrating. If so, teach them to schedule their schoolwork during those times, and make extracurricular choices for them accordingly.
Middle and High School: Students probably know by now when they work best, but busy schedules can make that more difficult to accommodate. Remind them to try to make smart choices and to tackle schoolwork when they’re feeling as fresh and alert as possible.
Keep Materials Neat and Organized
Some adults thrive in messy work spaces, and that’s OK. But kids should make an effort to keep their spaces and materials organized so they have fewer excuses for not getting things done.
Source: mywallpro/Instagram
Elementary School: In early grades, parents should help kids go through their backpack each night, cleaning out trash and restocking supplies. Help them set up an organization system using the different pockets. Show them how to use different-color folders and notebooks for each subject, and clean out every folder regularly. Set the backpack by the front door each night so it’s ready to go in the morning. Upper grade students should gradually do some or all of these things on their own.
Middle School: Transition to entirely managing backpacks and study spaces on their own. Parents might check in once a week or at the beginning of a school quarter to see if students need some assistance getting organized.
High School: In addition to managing their physical study materials, ensure kids at this age know how to keep things organized online. Show them how to use files and folders, where to back things up, and how to manage their email and message inboxes. Encourage them to set aside a regular time to make sure everything is in order, and make improvements as needed.
Take Breaks
Students need both physical and mental brain breaks while they study! Remind kids to get up and move around regularly, rest their eyes, and give their brain a break for a few minutes every so often.
Elementary School: Younger students should be able to work for about 15-20 minutes before taking a break, with upper grades going as long as 30 minutes. They usually won’t need reminders to take breaks, but they might need some help keeping those breaks to no more than 10 minutes or so.
Middle School: These kids can work 30-45 minutes at a time and should learn to recognize the signs of needing a break on their own. When they start to get very fidgety, feel a headache coming on, squint while they’re reading, or feel hungry or thirsty, it’s time for a short break. Teach them to set a timer to know when the break is over and they need to get back to work.
High School: By now, students can work an hour at a time but should be encouraged to take regular breaks all the same. In fact, just like adults, they should aim to get up and move for at least 5 minutes every hour. Physical activity like stretching, yoga, or even dancing to music will help refresh them so they can get back down to it. If they have trouble remembering to take breaks, have them set a timer to remind them.
All students use different learning methods to retain and understand the same information. Some like written words, some prefer to hear it and talk about it. Others need to do something with their hands or see images and diagrams. These are known as learning styles. While it’s important not to pigeonhole students into any one style, kids should be aware of any strengths they have and use them to create strong study skills.
Source: Nnenna Walters
Know Your Style
There are four generally accepted styles: visual, auditory, read/write, and kinesthetic (movement). You can learn more about them here. It’s worth taking time to understand which (if any) style appeals to a student more.
Elementary School: Most kids are exposed to a wide array of learning activities, strategies, and methods here and will slowly form preferences. If parents or teachers notice that kids aren’t learning well using one method (e.g., flash cards to learn math facts), have students try activities from different styles instead (like videos or songs).
Middle School: At this age, students should have some idea of which study methods fit their learning styles. They should continue to experiment, especially in subjects where they struggle to master the material.
High School: Kids in these grades who still don’t understand how they learn best may benefit from taking the VARK questionnaire . It will point them in the right direction and help them find the best study methods.
Choose Appropriate Study Materials
Here are some examples of study materials and activities that appeal to different learning styles, no matter the age or grade level.
Source: Elementary Shenanigans
Visual: Diagrams; charts; graphs; maps; videos with or without sound; photos and other images; graphic organizers and sketchnotes
Auditory: Lectures; audiobooks; videos with sound; music and songs; text-to-speech translation; discussion and debate; teaching others
Read/Write: Reading textbooks, articles, and handouts; watching video with subtitles turned on; using speech-to-text translation and transcripts; making lists; writing answers to questions
Kinesthetic: Hands-on practice; educational craft projects; experiments and demonstrations; trial and error; moving and playing games while learning
Study after study have shown the importance of actively taking notes rather than passively reading a handout later on. The act of writing engages different parts of the brain, forging new pathways that help students retain information in long-term memory. Taking good notes and using them properly are study skills every student needs to master.
Learn Different Note-Taking Strategies
There are a variety of good strategies, like outlines, the Cornell Method, sketchnotes, and more. There’s no one best method; it often depends on the material and the learner.
Source: Think Insights
Elementary School: Actively teach kids how to take notes in a variety of styles. Learn about seven top note-taking strategies here , and share them with your students. Teachers can start with handouts and graphic organizers but should slowly transition to more independent methods.
Middle School: Students should be mastering the skill of taking their own notes, choosing a style that works best for them. They may need reminders of key points to capture but should now be able to isolate the important info.
High School: Note-taking should be automatic by now, and many students will have developed preferred styles. Teachers should not insist on a specific note-taking strategy, but should ensure kids are capturing the information they need.
Organize and Review
Taking notes is just one part of the process. Students with good study skills also know how to use them effectively.
Source: The Mad Scientist
Elementary School: Help students keep all notes from one subject or project in one notebook or folder. Show them how to place them in an order that makes sense, and use tabs, tables of contents, or other organizational methods. Encourage them to review each day’s notes when they go home at night, to reinforce the learning.
Middle School: Students in these grades might want to reorganize their notes on their own when they get home, re-copying them or even typing them into a computer. They should be able to use effective organization strategies, to find the notes they need later on during a study session.
High School: Students should plan to spend time after every class going over that day’s notes, reviewing and reinforcing what they learned. They should be able to rely heavily on their own notes when reviewing for a test or completing a project.
“Read chapter three for homework tonight.” Sounds simple enough, right? But there’s a big difference between skimming the material and actually learning from it. Here are the study skills students need to learn while they read.
Highlighting
Everybody loves a handful of colorful highlighters, but using them effectively is a study skill all on its own. Kids can highlight both texts and their own notes.
Source: cozmic_mae/Instagram
Elementary School: Read material with students, showing them how to highlight key words and phrases instead of whole blocks of text. Show them color-coding strategies for organizing the information. Give them practice passages specifically for learning these skills.
Middle School: Introduce students to online highlighting tools, since many of the texts they’ll be reading are digital. If necessary, they can print out reading material to highlight physically instead.
High School: Kids should be pretty expert at highlighting by now, but watch for students who are still highlighting whole blocks without really knowing why, and show them the fundamentals.
Rereading and Taking Notes
In a lot of cases, reading something once simply isn’t enough. All students should learn to reread materials, using that time to highlight and take notes.
Source: SERC
Elementary School: Reread passages together, pointing out key words, phrases, and ideas. Make notes while reading, both in the text and on separate paper. Try to complete review questions without referring to the text.
Middle School: Students will know they’ve read thoroughly when they can complete review questions without looking back. Show students how to write their own review questions as they study (the Cornell Method of Note-Taking is perfect for this) so they’ll know they truly understand the material.
High School: Continue to reinforce good reading study skills by giving students review questions to complete or asking them to make an outline or sketchnotes to sum up what they’ve learned.
Kids need to learn how to thoroughly complete an assignment, whether it’s a worksheet, an essay, or a term-long research project. These are the study skills they should know.
Understand the Assignment
Having a clear understanding of what’s being asked is so important. Otherwise, kids might wind up doing the wrong work, then having to tackle it all over again.
Elementary School: Show kids how to carefully read directions at the beginning. Have them repeat back what they’re expected to do, and make notes if they need reminders. Teachers should provide instructions in writing whenever possible and make them clear and simple.
Middle School: Encourage students to ask questions about assignments up front, or throughout if necessary. Continue to ensure they fully understand the directions before they start, especially when there are multiple steps.
High School: By now, students should be able to make their own notes about expectations and can handle a series of more complicated steps. They should make a habit of reviewing all that information before they begin work.
Make a Plan
Once they know the expectations, students should plan how they’ll do the work.
Elementary School: Help students evaluate the assignment and decide which parts they’ll do first. This is also a good time to estimate how long the work will take.
Middle School: Encourage kids to think about how they like to approach assignments. Do they like doing easy problems first, then circling back around to harder stuff? Do they sometimes get stuck and frustrated? If so, how can they get “unstuck” and continue to make progress?
High School: Many high school assignments are more complex, and students will need to lay out the steps to take. For instance, a research project might require choosing a topic, getting approval, starting research, planning a presentation, and giving the presentation, with multiple sub-steps in each. This all feels more manageable when you have a plan in place first.
Save Your Work
Such a basic study skill, and so extremely important!
Elementary School: Help students ensure all assignments go back into the appropriate folders and all folders make it into their backpack when they’re done. Don’t leave things lying around where they can get lost.
Middle and High School: In addition to keeping physical papers in order, be sure kids know how to save files online, including backing up their work. Many programs save automatically, but that’s not always the case. Show them how to keep backed-up files on an external drive or in the cloud, in case their hardware fails.
Review and Revise
Finishing the last problem on the page or typing the final word on a paper doesn’t mean you’re done. Good study skills means going back to review your work and make revisions.
Source: EnglishWritingTeacher.com
Elementary School: Parents and younger kids should go back over completed homework together to make sure it’s complete and correct. Perform math problems “backwards” to see if the answers make sense. As kids get older, parents should remind them to review and check their answers on their own.
Middle School: Students should regularly remember to check their answers before turning in an assignment. Advise them to make sure they’ve done everything they’ve been asked to, to the best of their ability.
High School: Reviewing and revising should be automatic now. Writing assignments should include plans for multiple revisions. Teach students to use spell-check and grammar-check programs as needed, and encourage them to read their writing out loud to hear how it sounds.
Some kids naturally do well on tests, but others freeze up and forget everything they’ve learned . Fortunately, test-taking study skills are something kids can learn over time.
Source: Tammy DeShaw/The Owl Teacher
Review the Material
Kids should develop a variety of strategies for reviewing for a test, including review questions, flash cards, discussions, looking over notes, and more. It’s also important to follow a regular study schedule on any subject, instead of leaving all the review to the last minute.
Elementary School: Whenever possible, adults should work with kids to help them study. Make flash cards, talk over the material together, sing spelling word songs—model good study skills for them to help them learn.
Middle School: Help students continue to use a variety of review strategies. Teachers can provide review questions, set up study groups, and create online materials for them to use, just to name a few.
High School: Kids should be coordinating their own review by now, whether independently or in groups. Make sure they know how to contact you if they have questions while they’re studying.
Get Rest and Eat Well
At any age, feeling your best is key to acing a test. Discourage students from staying up late to cram, and see that they have healthy meals and snacks on the day of the test. If they’re allowed, be sure they have bottled water on hand to stay hydrated before and during the test itself.
Tackle Easy Questions First
This one is especially important for students who have difficulty managing their time, or those who get incredibly nervous about tests. Focus on showing what you know, and build confidence as you go along.
Elementary School: Teach kids to look over the entire test first so they can see what they’ll be expected to do. Tell them to ask questions right away if they have any. On the second run-through, they should answer any questions or problems they’re certain about. Finally, they can go back and handle more challenging questions, one at a time. In younger grades, practice this skill by using guided test-taking sessions.
Middle School: Before a test, remind students of the process. Have them look the whole thing over first, and ask if anyone has any general questions before they begin. Monitor kids as they complete the test, and nudge along any who seem stuck on one particular question or section.
High School: By now, kids should have the process down pat, but teachers should be aware of nervous test-takers and quietly remind them to focus on what they know.
Watch the Time
It’s a simple skill but a valuable one. Get kids used to glancing at the clock, but not obsessing over how much time is left.
Elementary School: Tell kids how much time they have up front. Offer reminders several times, especially toward the end, but don’t do it in a way that amps up anxiety.
Middle School: Make time expectations clear up front, and remind students once or twice of the remaining time as they work. Students should be glancing at the clock occasionally as they work; at the end of every page or section is a good rule of thumb. If they feel like they’re running out of time, remind them to use the “easy questions first” strategy.
High School: Older students should be able to look over a test and compare it to the amount of time they have, so they know they’re working at the right pace. Teachers can offer a reminder halfway through and five minutes before the end.
Review Before Submitting
Just like with assignments, students should try to make time to review test answers before they turn it in. (And to make sure they put their names on their paper!)
Elementary School: Actively ask students who are turning in their papers to go back to their seats and review their answers first. Build in a little extra test time so every student has a chance to review their work.
Middle School: Remind students to review their work before submitting it when you pass out the tests. Offer additional reminders to those who regularly turn in work that needed another look.
High School: Students should remember to build in time to look things over at the end as they start taking the test. The five-minute reminder toward the end is their cue to look over what they’ve done.
Even when you have terrific study skills, sometimes you need some assistance. Asking for help when you need it is something everyone needs to be able to do. While kids can’t expect adults to walk them through every step of the process, they should feel free to reach out for guidance when they need it.
Know How and When To Contact Teachers
Help students keep contact information handy and know the appropriate ways to contact their teachers as needed.
Source: StudentSavvy/Teachers Pay Teachers
Elementary School: Most outside-school communication is between parents and teachers at this point, but kids should be encouraged to ask their own questions during the school day whenever possible. As they get older, parents should do their best to let kids take the lead.
Middle School: Students should be almost entirely independent of parents when communicating with teachers now. They should know when teachers are available to chat in person (including before and after school, if possible). Adults can also show them how to write respectful emails or texts if teachers have made that contact information available.
High School: At this point, students should be nearly 100% responsible for talking to their teachers when they need to. They should keep a contact list of email addresses, phone numbers, or other info. Additionally, they should recognize and respect preferred methods of contact.
Create Study Groups
While some kids work best on their own, many others thrive working with others to keep them on track and motivated. Setting up study buddies or groups enhances everyone’s study skills.
Source: MiddleWeb
Elementary School: Parents will likely have to coordinate any in-person or online study sessions. Teachers can help by pairing students together as partners or for tutoring, and providing virtual study spaces when necessary.
Middle School: As students get older, they should learn to seek out strong study partners. Help them recognize that their best friends may not always be the best choices when it comes to studying. Encourage them to have peers over to study, or to meet in public places like libraries.
High School: Kids should be independently forming their own study support systems. However, they might ask teachers for help when they need one-on-one tutor recommendations. They may work together at school, at home, at the library, or online.
Use Resource Tools
There are more ways to learn and study than ever before. Help students find the right options to support their studies.
Elementary School: Encourage students to look up answers in the right places: What does a word mean? Check the dictionary. When did the Civil War start? Here’s how to Google that. Help younger students use the resources to ensure they’re finding the information they need.
Middle School: “Hey Google, how many moons does Jupiter have?” Kids this age know how to ask questions on the web. However, they need to learn how to make sure the answers are reliable. Teach them about primary sources (like following Wikipedia info back to its original source) and how to verify information in several different places.
High School: A huge number of resources are online these days, so be sure students know where to find them and how to use them. Provide trusted online dictionaries and encyclopedias, show them how to seek out a thesaurus or rhyming dictionary, and guide them to video sites beyond YouTube, just to name a few.
How do you teach study skills in your classroom? Come share your ideas and ask for advice in the WeAreTeachers HELPLINE group on Facebook !
Plus, check out 15 life skills every teen should learn ..
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Encourage every student to explore material in a variety of ways. Continue Reading
Referencing and plagiarism This link opens in a new window
Assignment toolkit
Welcome to the library This link opens in a new window
International students This link opens in a new window
Live events This link opens in a new window
Recorded webinars
Study skills checklist Use this study skills checklist to assess how confident you are when it comes to key academic and self-management skills.
Use this toolkit to help you complete the different stages of the assignment process. It provides information on which study skills to develop, academic offences to avoid, links to resources, and the support available in the library.
Individual assessments should be entirely your own work. You are not permitted to work with other students on the same assignment.
Understanding the assignment brief
You need to understand what you are being asked to do before you can research or write an assignment.
Is there an assignment brief, learning outcomes or additional guidance?
What type of assignment is it? Is it an essay, report, problem question?
Highlight key words, terms, and concepts. This will help you identify the topic and area you need to focus on.
As you pull the assignment question apart, write down the different strands to explore, along with any keywords and areas that you are not familiar with. Think about what your initial response to the question would be.
Skills to develop:
critical thinking
time management
organisation
Approach or instruction words
Critical thinking
Skills for study: Critical thinking
Skills for study: Time management
Writing Development guides and webinars
Preliminary reading
You will need to do some preliminary reading around the topic. Look at your online reading list and the notes you have taken as you will have covered the main theme in your lectures and seminars.
Do an initial search on the library website for books and articles that will help you gain a deeper understanding of the topic.
Make notes on the key elements and identify keywords and phrases to help you research.
Continue to think about how you are going to answer the question.
Start to make a basic plan consisting of the main points.
note-making
Reading at university
Note-taking
Skills for study: Reading and note-making
The first two steps will give you a deeper understanding of the topic, and ideas on what to focus on to answer the different strands to the question. Using the list of keywords and phrases collated when breaking down your assignment question and during your preliminary reading, you can begin to find evidence to support your ideas and themes.
The best place to start your research is the advanced search on the library website . The library website provides access to a large collection of books, ebooks and journal articles that are not freely available on the internet, and you can be confident when searching that all literature found is a good academic source. To get the best from your search:
Develop a search strategy by writing down a list of keywords and phrases you can use in your research.
Expand your list by considering alternatives.
Start your research by typing one or two keywords into either the main search box or the Advanced Search on the library website.
Add additional keywords to reduce the number of documents retrieved.
note-taking
Developing a search strategy
Finding information: an introduction to the advanced search of the library website
Webinar: Finding information
Skills for study: Research principles
Find your Subject
Planning and writing
When you have found and read a variety of literature you can begin to think about what themes you are going to discuss. Create your assignment structure (introduction, main body and conclusion) and plan what you are going to discuss in the main body, which ideas/themes you are going to include and what order they should appear in. Try to ensure that the main body flows by introducing themes in a logical order. The text in the body of the essay should be broken down into paragraphs, with each paragraph covering one main point. Consider the evidence you are going to use to support your main points. A detailed plan will make it easier to start the actual writing. You don’t always have to start with the introduction. You may find it easier to focus on the ideas/themes in the main body before writing the introduction and conclusion.
academic writing
Skills for study: Writing skills
Introductions and conclusions
Apostrophes
Referencing
Referencing is important in academic writing and an essential part of any of your assessments. It:
allows you to acknowledge your sources
gives academic credibility to your work
demonstrates your knowledge of a subject area
prevents accusations of plagiarism.
You should always reference a source when:
direct quoting
summarising a theory
discussing someone else's opinion
using case studies
using statistics or visual data
but not when stating your own opinion, observation or experience.
Don’t underestimate how long referencing takes. Ensure you have all the information and a basic understanding of the required format. Provide a reference every time you include information that is not your own. Failure to do this is plagiarism, an academic offence. Check your references against the examples given in the relevant referencing handbook. Click here for more information on referencing.
referencing
proof-reading
Our referencing guides and help with referencing
Quoting and paraphrasing
Time management
Editing and proof-reading
It is important to edit and proof-read both the main part of your assignment and your references. The university does not provide a proof-reading service, but you can get support with how to edit and proof-read your work. As you are proof-reading, ask yourself:
Have I met the assignment brief and learning outcomes?
Lecturer in Student Learning and Communication Development, University of Sydney
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Alexandra Garcia does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.
University of Sydney provides funding as a member of The Conversation AU.
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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.
College assignments
University study
Writing tips
Essay writing
Student assessment
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NCI LIBRARY
Academic writing skills guide: planning your assignments.
Key Features of Academic Writing
The Writing Process
Understanding Assignments
Brainstorming Techniques
Planning Your Assignments
Thesis Statements
Writing Drafts
Structuring Your Assignment
How to Deal With Writer's Block
Using Paragraphs
Conclusions
Introductions
Revising & Editing
Proofreading
Grammar & Punctuation
Reporting Verbs
Signposting, Transitions & Linking Words/Phrases
Using Lecturers' Feedback
A well-planned assignment is going to be better organised than an assignment that is not planned at all - at least some planning is always a good idea and can only add to the quality of your final submission. While it is important not to overdo it, the longer you spend planning and thinking about your written assignment, the better your final draft will be.
The writing element is just one part of academic writing, planning should be a crucial part of your overall approach to doing an assignment. It is one of the most important parts of assignment writing which is ultimately led by your reading of relevant academic sources and an assignment will often look for you to present your point of view on a topic through the analysis and discussion of these sources.
Creating a good plan also makes the process of assignment writing easier - it can be difficult and confusing if you are trying to structure and write your assignment at the same time. By planning your assignments thoroughly, you ensure that your work has a consistent, balanced structure and your arguments follow a logical flow with respect to the assignment question – this can help you develop your argument even before you begin writing up the assignment.
There may be a temptation to skip the planning stage, especially when deadlines are approaching and you are keen to get on with researching but planning has multiple benefits.
Once you have a clear idea of what is required for your assignment, you can start planning your research and gathering evidence. Before you start reading or writing, try to come up with an outline or plan based on your existing knowledge of the topic and understanding of the question. Your aim is to develop an argument through your assignment; this means planning in some detail how the assignment will flow from one idea to the next.
For your initial plan and outline, use material and slides posted by your lecturer on your Moodle page and match that with any brainstorming you have already done on the topic. While you might be able to make a rough plan at the beginning, this will change as you do more reading and research.
During the writing process, you may realise some ideas need to be further developed, or others removed so be prepared to update and change your plan as you write. But once you have an initial plan, it is much easier to adapt it and see where new things fit if your thinking does change. This is a back and forth process – the research will inform your plan, and your plan will inform your research.
Make a rough outline plan - the plan begins with your own interpretation of the question; this initial plan helps you order your ideas and focus your reading
If you really know nothing at all about the topic, some initial skimming and browsing through recommended readings or your lecturer’s course material can provide a few ideas.
Once you have an initial plan, further familiarise yourself with all relevant module content and sources posted on your Moodle page. These resources have been specifically chosen by your lecturer to help you with your coursework so using these will help you refine your plan and make writing your assignment easier.
In planning your writing, it is helpful for you to think where you are heading before you set out, so that everything you write can have that end-point in mind, the main message that your assignment is working towards. What is the main point you want to argue or put across in this assignment?
You need to work out what to include, and what can be left out. It is impossible to cover everything in an assignment, and your lecturers will be looking for evidence of your ability to choose material and put it in a logical order. It is better to discuss fewer things in more depth than try and cover too many things in brief.
Always keep in mind the original assignment task. Keep referring back to it and check that your arguments/examples are relevant to it.
Before you start searching the library for resources or information, you need to have some idea of what you are looking for - note down all the questions you can think of that might relate to your assignment title and criteria and list some keywords around the topic you need to research. By taking time to properly understand the assignment title or question and brainstorming for initial ideas, it can help you make informed decisions about what you need to read for a particular assignment.
In this way, you can decide what information you need and then start gathering it. If left unplanned, the reading stage can swallow up huge amounts of time. Making intelligent decisions, based on your initial planning, about which sources to target, can help you to avoid spending time reading less relevant, inappropriate, or even completely irrelevant material. You will be much more efficient in your reading and your research if you have some idea of where your argument is headed. You can then search for evidence for the points in your tentative plan while you are reading and researching
Download a copy or click on the image above.
This template is designed to assist you with the collection and organisation of information into your notes and to plan the structure of your work before you start writing your first draft. The Assignment Planning - Guidelines has four stages:
Use the collecting information sheets to insert paraphrases from your sources and information you find for your assignment.
Using the Theme/Subtheme labels from Stage #1, use the organising your research sheets to help you organise and connect the information you have paraphrased into separate sections that relate to the key aspects of your assignment.
Take the information gathered in Stage #2 and organise it into the assignment framework chart to finalise your structure.
Go through the assignment checklist to check that you have included everything that is required for each section.
Communications from the Library: Please note all communications from the library, concerning renewal of books, overdue books and reservations will be sent to your NCI student email account.
Study Skills & Learning Strategies: Assignment Planning
Take Inventory of Your Assignment Planning Strategies
In this section, think about the strategies you use to tackle your assignments. Ask yourself how well those strategies are working and why.
and a . . . skills.
If you feel unsure about where to start or completing your assignments on time, having a personalized plan in place can alleviate the anxiety and provide you with a road map to tackle even the toughest tasks.
Complete this short survey to gain a better understanding of the steps involved in assignment planning.
Personalize/Plan Your Approach
Reflect on the strategies you use to complete your assignments. Do they your learning? Explore the resource links below and strategies that you can easily and to suit your learning needs.
ADOPT
APPLY
ADAPT
that enhance your ability to plan and meet assignment deadlines
Strategies that extend your ability to manage your assignment load and track your progress
Strategies that improve the quality of your assignments through self-assessment and feedback
from Leeds University provides several tips on how to approach the planning process.
can help you get started.
(TrentU) provides planning strategies for different types of assignments.
describes how to plan from the assignment deadline
Make a habit of using * for help with developing completion timelines and finding resources for stages of the writing process.
TrentU's describes the steps in the planning process.
Try using to make action plans for , , .
Use the for free 1-on-1 support and to get feedback on your organization skills and writing style.
Use the feedback your receive to improve your writing process by .
Try this tutorial by Algonquin College to master your ability to assignments into smaller, more manageable parts.
:
Your Task
Choose assignment planning strategies that your ability to get started, track your progress, and meet deadlines
on your assignment planning strategies to your choice and control, and become an empowered learner
Assignment Planning Steps
Need more help?
Attend a workshop
USask Assignment Planner
Be aware of Academic Integrity
Assignment Planning Templates
Understanding Your Assignment Checklist (pdf)
Assignment Planner (pdf)
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Next: Reading & Note-Taking >>
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20 of the most important academic skills you need for university
University is a place where students are expected to develop a set of academic skills that will help them succeed in their future careers. While it’s true that every university degree has its own unique set of requirements, there are some academic skills that are essential for success in any course. So if you’re wondering which are the most important academic skills to have at university, take a look at our list (as well as how to develop them).
1. Time management
Time management is arguably one of the most important academic skills that students must develop to be successful in university. Students are expected to juggle multiple courses, assignments, and extracurricular activities, not to mention completing everything on time. Meeting deadlines is critical to good grades, as you may be penalised for late assignments, such as capped grades. Therefore, if you work on time management, which includes setting priorities, creating a schedule, and breaking tasks down into smaller, manageable chunks, you’ll probably find everything a little easier.
2. Research skills
It might not seem like you need research skills unless you’re doing a science degree, but you’ll likely need them for a dissertation. From finding relevant sources to critically analysing them to synthesising information, research skills are important. Good research skills also involve knowing how to use different databases, search engines, and citation styles.
3. Writing skills
In addition to research, you’ll no doubt be writing up assignments at some point. So one of the most important skills for university is writing. It’s not simply putting pen to paper, or fingertips to keypad, but it’s the quality of what you write. You’ll need to write concisely, critically and with an academic tone. You’ll also need to be able to organise information into a logical and coherent structure, using evidence to support arguments.
4. Critical thinking skills
To analyse and evaluate information critically, students need to develop critical thinking skills. It involves questioning assumptions, evaluating evidence, and drawing conclusions based on evidence. Developing good critical thinking skills requires recognising biases and assumptions, considering alternative perspectives, and applying logic and reasoning to solve problems. According to the University of Essex , not only is critical thinking an important skill for uni, but the workplace too.
5. Communication
As you navigate through university, you’ll need to be able to interact with lecturers, classmates, flatmates and lots of other people. Strong communication skills involve not only the ability to express oneself clearly and concisely in both verbal and written formats but also active listening and collaboration with others. You’ll no doubt have group projects or have to work with others, so communication here is important. Here’s some tips from a Professor on how to email your lecturer the right way .
6. Study skills
Knowing how to study, or revise, or cram, is a great tool to have – but it’s also individual. There might be a better time of day that suits you, or you might prefer to do bulk studying last minute. Some good tips on developing study skills involve setting goals, creating a study schedule, and using effective study strategies such as note-taking, summarising, and self-testing. Overall, finding what works for you is the best approach – just don’t avoid studying completely.
7. Digital literacy
One of the most important academic skills for university is digital literacy. In order to succeed academically, students must be proficient in using technology to access and assess information, collaborate with peers, and complete coursework. A lot of the information for classes are also online, on platforms like Moodle, so being able to navigate these will definitely be helpful. Don’t worry if tech isn’t your thing though, there will be lots of courses at your uni to help you out.
8. Problem-solving skills
Problem-solving skills are essential for university, but also for living alone for the first time. You’ll have to think for yourself a lot, which can be quite empowering. For your degree, being able to problem solve is also important as you’ll likely need to use it in assignments. They often involve identifying the problem, developing and implementing a solution, and evaluating the results.
9. Adaptability
Life at uni will throw all sorts of curveballs, so it’s good to demonstrate adaptability. These can be changes in courses, programmes, and the academic environment, as well as outside of uni. Being adaptable will help you navigate these, as well as being able to learn from failures, being open to new ideas and approaches, and being willing to take on new challenges.
10. Self-motivation
University is totally different from school and college. It’s a lot more independent, meaning you’ll have to keep yourself on track. But it’s generally a lot more fun too, as you’ll be learning about something that interests you for your future career. So you’ll need a lot of self-motivation, another important academic skill for university. You’ll need to able to motivate yourself to complete assignments and projects, and keeping your attendance levels high – even when you’ve got a hangover. Some tips to stay motivated include setting goals, breaking tasks down into smaller, manageable chunks, and rewarding accomplishments.
11. Active listening
Active listening involves giving full attention to the speaker, asking clarifying questions, and being able to summarise and reflect on what was said. It’s very easy to spend lectures day dreaming or planning you next night out, but it’s not going to help you get that essay written. An academic paper on active listening recommended tips, such as note taking, making associations and analogies, asking questions, integrating information, making inferences, attending on time, sitting at the front and so on.
12. Critical reading
The ability to critically read written materials is a fundamental academic skill that university students must acquire. Critical reading requires analysing and evaluating various forms of written material, such as textbooks, research articles, and other academic sources. Developing good critical reading skills involves comprehending the author’s intentions and arguments, identifying any biases or assumptions present in the text, and evaluating the credibility and quality of the evidence presented.
13. Presentation skills
Not every university course requires you to do presentations, but it’s likely that at some point in your career you’ll need to ‘present’ something. It can be a great boost of confidence to be able to speak to others about your work or idea. It also allows you to think about things more deeply, so you can explain them to others. Presentation skills require students to communicate their ideas effectively in front of an audience, which means organising ideas and delivering the message clearly and confidently.
14. Teamwork
One of the most important academic skills for university and for life generally is working as a team. From group projects to sorting out bills in rented student houses, you’ll need to know how to work with others while at uni. Good teamwork skills involve effective communication, active listening, understanding and respecting diverse perspectives, and being able to contribute to the team’s goals.
15. Numeracy skills
Maths is definitely not everyone’s strong suit. But basic numeracy skills are important for students on courses that involve quantitative analysis, such as mathematics, science, and economics. But other subjects will also require a degree of numeracy skill, where you might need to use SPSS, Jamovi or other statistical software to analyse research. Usually, universities have workshops which will allow you to develop these skills with extra help, so don’t worry if numbers scare you!
16. Self-reflection
Self-reflection is an important academic skill for university that allows students to assess their own learning and development. It involves reflecting on your own strengths and weaknesses, identifying areas for improvement, and setting goals for personal growth. Journalling is a popular way of doing this, but you can also find other methods.
17. Emotional intelligence
Having high emotional intelligence can help you deal with the ups and downs of student life. University is exciting, but it can also be an emotional or anxious time. This is where emotional intelligence can help. Knowing how to manage your own emotions and understand the emotions of others is important, especially in emotionally charged situations.
18. Cultural competence
At university, you’ll likely be going to classes full of people with different backgrounds, ethnicities, cultures and perspectives. So having cultural competence is a requirement for uni. Cultural competence is a crucial academic skill that enables students to engage with people from diverse cultural backgrounds in an effective and respectful manner. It requires understanding and valuing different cultural norms, values, and beliefs, and the ability to communicate and collaborate effectively across cultural boundaries. It requires ongoing learning, self-reflection, and a commitment to challenging cultural biases and promoting diversity and inclusion.
19. Networking
To begin with, networking involves identifying and engaging with people who have relevant knowledge and expertise in the student’s field of study. It can help you find opportunities and really get involved in the field you want to develop a career in. You can start with talking to your tutors and attending university events, which will let you liaise with staff working in your industry.
20. Entrepreneurship
If you want to make it as a millionaire, start developing your entrepreneurial skills now! Entrepreneurship is an important academic skill that can make university even more interesting. You’ll need to develop creative thinking and innovation, and think about solving problems. If you want to read about how some entrepreneurs made their huge net worth, check out our article on Steven Bartlett .
Last Updated on September 10, 2024
Published on August 2, 2023
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Home » Assignment – Types, Examples and Writing Guide
Assignment – Types, Examples and Writing Guide
Table of Contents
Definition:
Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more.
Assignments are typically designed to be completed outside of class time and may require independent research, critical thinking, and analysis. They are often graded and used as a significant component of a student’s overall course grade. The instructions for an assignment usually specify the goals, requirements, and deadlines for completion, and students are expected to meet these criteria to earn a good grade.
History of Assignment
The use of assignments as a tool for teaching and learning has been a part of education for centuries. Following is a brief history of the Assignment.
Ancient Times: Assignments such as writing exercises, recitations, and memorization tasks were used to reinforce learning.
Medieval Period : Universities began to develop the concept of the assignment, with students completing essays, commentaries, and translations to demonstrate their knowledge and understanding of the subject matter.
19th Century : With the growth of schools and universities, assignments became more widespread and were used to assess student progress and achievement.
20th Century: The rise of distance education and online learning led to the further development of assignments as an integral part of the educational process.
Present Day: Assignments continue to be used in a variety of educational settings and are seen as an effective way to promote student learning and assess student achievement. The nature and format of assignments continue to evolve in response to changing educational needs and technological innovations.
Types of Assignment
Here are some of the most common types of assignments:
An essay is a piece of writing that presents an argument, analysis, or interpretation of a topic or question. It usually consists of an introduction, body paragraphs, and a conclusion.
Essay structure:
Introduction : introduces the topic and thesis statement
Body paragraphs : each paragraph presents a different argument or idea, with evidence and analysis to support it
Conclusion : summarizes the key points and reiterates the thesis statement
Research paper
A research paper involves gathering and analyzing information on a particular topic, and presenting the findings in a well-structured, documented paper. It usually involves conducting original research, collecting data, and presenting it in a clear, organized manner.
Research paper structure:
Title page : includes the title of the paper, author’s name, date, and institution
Abstract : summarizes the paper’s main points and conclusions
Introduction : provides background information on the topic and research question
Literature review: summarizes previous research on the topic
Methodology : explains how the research was conducted
Results : presents the findings of the research
Discussion : interprets the results and draws conclusions
Conclusion : summarizes the key findings and implications
A case study involves analyzing a real-life situation, problem or issue, and presenting a solution or recommendations based on the analysis. It often involves extensive research, data analysis, and critical thinking.
Case study structure:
Introduction : introduces the case study and its purpose
Background : provides context and background information on the case
Analysis : examines the key issues and problems in the case
Solution/recommendations: proposes solutions or recommendations based on the analysis
Conclusion: Summarize the key points and implications
A lab report is a scientific document that summarizes the results of a laboratory experiment or research project. It typically includes an introduction, methodology, results, discussion, and conclusion.
Lab report structure:
Title page : includes the title of the experiment, author’s name, date, and institution
Abstract : summarizes the purpose, methodology, and results of the experiment
Methods : explains how the experiment was conducted
Results : presents the findings of the experiment
Presentation
A presentation involves delivering information, data or findings to an audience, often with the use of visual aids such as slides, charts, or diagrams. It requires clear communication skills, good organization, and effective use of technology.
Presentation structure:
Introduction : introduces the topic and purpose of the presentation
Body : presents the main points, findings, or data, with the help of visual aids
Conclusion : summarizes the key points and provides a closing statement
Creative Project
A creative project is an assignment that requires students to produce something original, such as a painting, sculpture, video, or creative writing piece. It allows students to demonstrate their creativity and artistic skills.
Creative project structure:
Introduction : introduces the project and its purpose
Body : presents the creative work, with explanations or descriptions as needed
Conclusion : summarizes the key elements and reflects on the creative process.
Examples of Assignments
Following are Examples of Assignment templates samples:
Essay template:
I. Introduction
Hook: Grab the reader’s attention with a catchy opening sentence.
Background: Provide some context or background information on the topic.
Thesis statement: State the main argument or point of your essay.
II. Body paragraphs
Topic sentence: Introduce the main idea or argument of the paragraph.
Evidence: Provide evidence or examples to support your point.
Analysis: Explain how the evidence supports your argument.
Transition: Use a transition sentence to lead into the next paragraph.
III. Conclusion
Restate thesis: Summarize your main argument or point.
Review key points: Summarize the main points you made in your essay.
Concluding thoughts: End with a final thought or call to action.
Research paper template:
I. Title page
Title: Give your paper a descriptive title.
Author: Include your name and institutional affiliation.
Date: Provide the date the paper was submitted.
II. Abstract
Background: Summarize the background and purpose of your research.
Methodology: Describe the methods you used to conduct your research.
Results: Summarize the main findings of your research.
Conclusion: Provide a brief summary of the implications and conclusions of your research.
III. Introduction
Background: Provide some background information on the topic.
Research question: State your research question or hypothesis.
Purpose: Explain the purpose of your research.
IV. Literature review
Background: Summarize previous research on the topic.
Gaps in research: Identify gaps or areas that need further research.
V. Methodology
Participants: Describe the participants in your study.
Procedure: Explain the procedure you used to conduct your research.
Measures: Describe the measures you used to collect data.
VI. Results
Quantitative results: Summarize the quantitative data you collected.
Qualitative results: Summarize the qualitative data you collected.
VII. Discussion
Interpretation: Interpret the results and explain what they mean.
Implications: Discuss the implications of your research.
Limitations: Identify any limitations or weaknesses of your research.
VIII. Conclusion
Review key points: Summarize the main points you made in your paper.
Case study template:
Background: Provide background information on the case.
Research question: State the research question or problem you are examining.
Purpose: Explain the purpose of the case study.
II. Analysis
Problem: Identify the main problem or issue in the case.
Factors: Describe the factors that contributed to the problem.
Alternative solutions: Describe potential solutions to the problem.
III. Solution/recommendations
Proposed solution: Describe the solution you are proposing.
Rationale: Explain why this solution is the best one.
Implementation: Describe how the solution can be implemented.
IV. Conclusion
Summary: Summarize the main points of your case study.
Lab report template:
Title: Give your report a descriptive title.
Date: Provide the date the report was submitted.
Background: Summarize the background and purpose of the experiment.
Methodology: Describe the methods you used to conduct the experiment.
Results: Summarize the main findings of the experiment.
Conclusion: Provide a brief summary of the implications and conclusions
Background: Provide some background information on the experiment.
Hypothesis: State your hypothesis or research question.
Purpose: Explain the purpose of the experiment.
IV. Materials and methods
Materials: List the materials and equipment used in the experiment.
Procedure: Describe the procedure you followed to conduct the experiment.
Data: Present the data you collected in tables or graphs.
Analysis: Analyze the data and describe the patterns or trends you observed.
VI. Discussion
Implications: Discuss the implications of your findings.
Limitations: Identify any limitations or weaknesses of the experiment.
VII. Conclusion
Restate hypothesis: Summarize your hypothesis or research question.
Review key points: Summarize the main points you made in your report.
Presentation template:
Attention grabber: Grab the audience’s attention with a catchy opening.
Purpose: Explain the purpose of your presentation.
Overview: Provide an overview of what you will cover in your presentation.
II. Main points
Main point 1: Present the first main point of your presentation.
Supporting details: Provide supporting details or evidence to support your point.
Main point 2: Present the second main point of your presentation.
Main point 3: Present the third main point of your presentation.
Summary: Summarize the main points of your presentation.
Call to action: End with a final thought or call to action.
Creative writing template:
Setting: Describe the setting of your story.
Characters: Introduce the main characters of your story.
Rising action: Introduce the conflict or problem in your story.
Climax: Present the most intense moment of the story.
Falling action: Resolve the conflict or problem in your story.
Resolution: Describe how the conflict or problem was resolved.
Final thoughts: End with a final thought or reflection on the story.
How to Write Assignment
Here is a general guide on how to write an assignment:
Understand the assignment prompt: Before you begin writing, make sure you understand what the assignment requires. Read the prompt carefully and make note of any specific requirements or guidelines.
Research and gather information: Depending on the type of assignment, you may need to do research to gather information to support your argument or points. Use credible sources such as academic journals, books, and reputable websites.
Organize your ideas : Once you have gathered all the necessary information, organize your ideas into a clear and logical structure. Consider creating an outline or diagram to help you visualize your ideas.
Write a draft: Begin writing your assignment using your organized ideas and research. Don’t worry too much about grammar or sentence structure at this point; the goal is to get your thoughts down on paper.
Revise and edit: After you have written a draft, revise and edit your work. Make sure your ideas are presented in a clear and concise manner, and that your sentences and paragraphs flow smoothly.
Proofread: Finally, proofread your work for spelling, grammar, and punctuation errors. It’s a good idea to have someone else read over your assignment as well to catch any mistakes you may have missed.
Submit your assignment : Once you are satisfied with your work, submit your assignment according to the instructions provided by your instructor or professor.
Applications of Assignment
Assignments have many applications across different fields and industries. Here are a few examples:
Education : Assignments are a common tool used in education to help students learn and demonstrate their knowledge. They can be used to assess a student’s understanding of a particular topic, to develop critical thinking skills, and to improve writing and research abilities.
Business : Assignments can be used in the business world to assess employee skills, to evaluate job performance, and to provide training opportunities. They can also be used to develop business plans, marketing strategies, and financial projections.
Journalism : Assignments are often used in journalism to produce news articles, features, and investigative reports. Journalists may be assigned to cover a particular event or topic, or to research and write a story on a specific subject.
Research : Assignments can be used in research to collect and analyze data, to conduct experiments, and to present findings in written or oral form. Researchers may be assigned to conduct research on a specific topic, to write a research paper, or to present their findings at a conference or seminar.
Government : Assignments can be used in government to develop policy proposals, to conduct research, and to analyze data. Government officials may be assigned to work on a specific project or to conduct research on a particular topic.
Non-profit organizations: Assignments can be used in non-profit organizations to develop fundraising strategies, to plan events, and to conduct research. Volunteers may be assigned to work on a specific project or to help with a particular task.
Purpose of Assignment
The purpose of an assignment varies depending on the context in which it is given. However, some common purposes of assignments include:
Assessing learning: Assignments are often used to assess a student’s understanding of a particular topic or concept. This allows educators to determine if a student has mastered the material or if they need additional support.
Developing skills: Assignments can be used to develop a wide range of skills, such as critical thinking, problem-solving, research, and communication. Assignments that require students to analyze and synthesize information can help to build these skills.
Encouraging creativity: Assignments can be designed to encourage students to be creative and think outside the box. This can help to foster innovation and original thinking.
Providing feedback : Assignments provide an opportunity for teachers to provide feedback to students on their progress and performance. Feedback can help students to understand where they need to improve and to develop a growth mindset.
Meeting learning objectives : Assignments can be designed to help students meet specific learning objectives or outcomes. For example, a writing assignment may be designed to help students improve their writing skills, while a research assignment may be designed to help students develop their research skills.
When to write Assignment
Assignments are typically given by instructors or professors as part of a course or academic program. The timing of when to write an assignment will depend on the specific requirements of the course or program, but in general, assignments should be completed within the timeframe specified by the instructor or program guidelines.
It is important to begin working on assignments as soon as possible to ensure enough time for research, writing, and revisions. Waiting until the last minute can result in rushed work and lower quality output.
It is also important to prioritize assignments based on their due dates and the amount of work required. This will help to manage time effectively and ensure that all assignments are completed on time.
In addition to assignments given by instructors or professors, there may be other situations where writing an assignment is necessary. For example, in the workplace, assignments may be given to complete a specific project or task. In these situations, it is important to establish clear deadlines and expectations to ensure that the assignment is completed on time and to a high standard.
Characteristics of Assignment
Here are some common characteristics of assignments:
Purpose : Assignments have a specific purpose, such as assessing knowledge or developing skills. They are designed to help students learn and achieve specific learning objectives.
Requirements: Assignments have specific requirements that must be met, such as a word count, format, or specific content. These requirements are usually provided by the instructor or professor.
Deadline: Assignments have a specific deadline for completion, which is usually set by the instructor or professor. It is important to meet the deadline to avoid penalties or lower grades.
Individual or group work: Assignments can be completed individually or as part of a group. Group assignments may require collaboration and communication with other group members.
Feedback : Assignments provide an opportunity for feedback from the instructor or professor. This feedback can help students to identify areas of improvement and to develop their skills.
Academic integrity: Assignments require academic integrity, which means that students must submit original work and avoid plagiarism. This includes citing sources properly and following ethical guidelines.
Learning outcomes : Assignments are designed to help students achieve specific learning outcomes. These outcomes are usually related to the course objectives and may include developing critical thinking skills, writing abilities, or subject-specific knowledge.
Advantages of Assignment
There are several advantages of assignment, including:
Helps in learning: Assignments help students to reinforce their learning and understanding of a particular topic. By completing assignments, students get to apply the concepts learned in class, which helps them to better understand and retain the information.
Develops critical thinking skills: Assignments often require students to think critically and analyze information in order to come up with a solution or answer. This helps to develop their critical thinking skills, which are important for success in many areas of life.
Encourages creativity: Assignments that require students to create something, such as a piece of writing or a project, can encourage creativity and innovation. This can help students to develop new ideas and perspectives, which can be beneficial in many areas of life.
Builds time-management skills: Assignments often come with deadlines, which can help students to develop time-management skills. Learning how to manage time effectively is an important skill that can help students to succeed in many areas of life.
Provides feedback: Assignments provide an opportunity for students to receive feedback on their work. This feedback can help students to identify areas where they need to improve and can help them to grow and develop.
Limitations of Assignment
There are also some limitations of assignments that should be considered, including:
Limited scope: Assignments are often limited in scope, and may not provide a comprehensive understanding of a particular topic. They may only cover a specific aspect of a topic, and may not provide a full picture of the subject matter.
Lack of engagement: Some assignments may not engage students in the learning process, particularly if they are repetitive or not challenging enough. This can lead to a lack of motivation and interest in the subject matter.
Time-consuming: Assignments can be time-consuming, particularly if they require a lot of research or writing. This can be a disadvantage for students who have other commitments, such as work or extracurricular activities.
Unreliable assessment: The assessment of assignments can be subjective and may not always accurately reflect a student’s understanding or abilities. The grading may be influenced by factors such as the instructor’s personal biases or the student’s writing style.
Lack of feedback : Although assignments can provide feedback, this feedback may not always be detailed or useful. Instructors may not have the time or resources to provide detailed feedback on every assignment, which can limit the value of the feedback that students receive.
About the author
Muhammad Hassan
Researcher, Academic Writer, Web developer
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Teaching, Learning, & Professional Development Center
Teaching Resources
TLPDC Teaching Resources
How Do I Create Meaningful and Effective Assignments?
Prepared by allison boye, ph.d. teaching, learning, and professional development center.
Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning. And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment. This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.
First Things First…
Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor:
Your goals for the assignment . Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment? Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general. For instance, if you want your students to demonstrate critical thinking, perhaps asking them to simply summarize an article is not the best match for that goal; a more appropriate option might be to ask for an analysis of a controversial issue in the discipline. Ultimately, the connection between the assignment and its purpose should be clear to both you and your students to ensure that it is fulfilling the desired goals and doesn't seem like “busy work.” For some ideas about what kinds of assignments match certain learning goals, take a look at this page from DePaul University's Teaching Commons.
Have they experienced “socialization” in the culture of your discipline (Flaxman, 2005)? Are they familiar with any conventions you might want them to know? In other words, do they know the “language” of your discipline, generally accepted style guidelines, or research protocols?
Do they know how to conduct research? Do they know the proper style format, documentation style, acceptable resources, etc.? Do they know how to use the library (Fitzpatrick, 1989) or evaluate resources?
What kinds of writing or work have they previously engaged in? For instance, have they completed long, formal writing assignments or research projects before? Have they ever engaged in analysis, reflection, or argumentation? Have they completed group assignments before? Do they know how to write a literature review or scientific report?
In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78):
1. What are the main units/modules in my course?
2. What are my main learning objectives for each module and for the course?
3. What thinking skills am I trying to develop within each unit and throughout the course?
4. What are the most difficult aspects of my course for students?
5. If I could change my students' study habits, what would I most like to change?
6. What difference do I want my course to make in my students' lives?
What your students need to know
Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment. However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible.
First, you will need to articulate the purpose of the assignment . Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose. Your students will appreciate an understanding of how the assignment fits into the larger goals of the course and what they will learn from the process (Hass & Osborn, 2007). Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully.
If you are asking your students to complete a writing assignment, you should define for them the “rhetorical or cognitive mode/s” you want them to employ in their writing (Flaxman, 2005). In other words, use precise verbs that communicate whether you are asking them to analyze, argue, describe, inform, etc. (Verbs like “explore” or “comment on” can be too vague and cause confusion.) Provide them with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support. For those who want assignments to lead to top-down, thesis-driven writing, John Bean (1996) suggests presenting a proposition that students must defend or refute, or a problem that demands a thesis answer.
It is also a good idea to define the audience you want your students to address with their assignment, if possible – especially with writing assignments. Otherwise, students will address only the instructor, often assuming little requires explanation or development (Hedengren, 2004; MIT, 1999). Further, asking students to address the instructor, who typically knows more about the topic than the student, places the student in an unnatural rhetorical position. Instead, you might consider asking your students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper. In fact, a study by Bean (1996) indicated the students often appreciate and enjoy assignments that vary elements such as audience or rhetorical context, so don't be afraid to get creative!
Obviously, you will also need to articulate clearly the logistics or “business aspects” of the assignment . In other words, be explicit with your students about required elements such as the format, length, documentation style, writing style (formal or informal?), and deadlines. One caveat, however: do not allow the logistics of the paper take precedence over the content in your assignment description; if you spend all of your time describing these things, students might suspect that is all you care about in their execution of the assignment.
Finally, you should clarify your evaluation criteria for the assignment. What elements of content are most important? Will you grade holistically or weight features separately? How much weight will be given to individual elements, etc? Another precaution to take when defining requirements for your students is to take care that your instructions and rubric also do not overshadow the content; prescribing too rigidly each element of an assignment can limit students' freedom to explore and discover. According to Beth Finch Hedengren, “A good assignment provides the purpose and guidelines… without dictating exactly what to say” (2004, p. 27). If you decide to utilize a grading rubric, be sure to provide that to the students along with the assignment description, prior to their completion of the assignment.
A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration:
• Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories.
• Set the grading categories yourself, but ask the students to help write the descriptions.
• Draft the complete grading scale yourself, then give it to your students for review and suggestions.
A Few Do's and Don'ts…
Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design. First, here are a few things you should do :
Do provide detail in your assignment description . Research has shown that students frequently prefer some guiding constraints when completing assignments (Bean, 1996), and that more detail (within reason) can lead to more successful student responses. One idea is to provide students with physical assignment handouts , in addition to or instead of a simple description in a syllabus. This can meet the needs of concrete learners and give them something tangible to refer to. Likewise, it is often beneficial to make explicit for students the process or steps necessary to complete an assignment, given that students – especially younger ones – might need guidance in planning and time management (MIT, 1999).
Do use open-ended questions. The most effective and challenging assignments focus on questions that lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the brainstorming heuristics (Gardner, 2005).
Do direct students to appropriate available resources . Giving students pointers about other venues for assistance can help them get started on the right track independently. These kinds of suggestions might include information about campus resources such as the University Writing Center or discipline-specific librarians, suggesting specific journals or books, or even sections of their textbook, or providing them with lists of research ideas or links to acceptable websites.
Do consider providing models – both successful and unsuccessful models (Miller, 2007). These models could be provided by past students, or models you have created yourself. You could even ask students to evaluate the models themselves using the determined evaluation criteria, helping them to visualize the final product, think critically about how to complete the assignment, and ideally, recognize success in their own work.
Do consider including a way for students to make the assignment their own. In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment. Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom. You might think of ways to encourage students to tap into their own experiences or curiosities, to solve or explore a real problem, or connect to the larger community. Offering variety in assignment selection can also help students feel more individualized, creative, and in control.
If your assignment is substantial or long, do consider sequencing it. Far too often, assignments are given as one-shot final products that receive grades at the end of the semester, eternally abandoned by the student. By sequencing a large assignment, or essentially breaking it down into a systematic approach consisting of interconnected smaller elements (such as a project proposal, an annotated bibliography, or a rough draft, or a series of mini-assignments related to the longer assignment), you can encourage thoughtfulness, complexity, and thoroughness in your students, as well as emphasize process over final product.
Next are a few elements to avoid in your assignments:
Do not ask too many questions in your assignment. In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus. Offering an overly specific “checklist” prompt often leads to externally organized papers, in which inexperienced students “slavishly follow the checklist instead of integrating their ideas into more organically-discovered structure” (Flaxman, 2005).
Do not expect or suggest that there is an “ideal” response to the assignment. A common error for instructors is to dictate content of an assignment too rigidly, or to imply that there is a single correct response or a specific conclusion to reach, either explicitly or implicitly (Flaxman, 2005). Undoubtedly, students do not appreciate feeling as if they must read an instructor's mind to complete an assignment successfully, or that their own ideas have nowhere to go, and can lose motivation as a result. Similarly, avoid assignments that simply ask for regurgitation (Miller, 2007). Again, the best assignments invite students to engage in critical thinking, not just reproduce lectures or readings.
Do not provide vague or confusing commands . Do students know what you mean when they are asked to “examine” or “discuss” a topic? Return to what you determined about your students' experiences and levels to help you decide what directions will make the most sense to them and what will require more explanation or guidance, and avoid verbiage that might confound them.
Do not impose impossible time restraints or require the use of insufficient resources for completion of the assignment. For instance, if you are asking all of your students to use the same resource, ensure that there are enough copies available for all students to access – or at least put one copy on reserve in the library. Likewise, make sure that you are providing your students with ample time to locate resources and effectively complete the assignment (Fitzpatrick, 1989).
The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few:
Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations
Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below.
Online Resources
“Creating Effective Assignments” http://www.unh.edu/teaching-excellence/resources/Assignments.htm This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning, provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations.
Gardner, T. (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten. http://www.tengrrl.com/tens/034.shtml This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English . The website will also link you to several other lists of “ten tips” related to literacy pedagogy.
“How to Create Effective Assignments for College Students.” http:// tilt.colostate.edu/retreat/2011/zimmerman.pdf This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments.
“Learner-Centered Assessment” http://cte.uwaterloo.ca/teaching_resources/tips/learner_centered_assessment.html From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind. “Matching Learning Goals to Assignment Types.” http://teachingcommons.depaul.edu/How_to/design_assignments/assignments_learning_goals.html This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals.
Additional References Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass.
Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum , 3.2, pp. 15 – 24.
Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange . Retrieved Jan. 9, 2008 from http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf
Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4.
Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines . Boston: Bedford/St. Martin's.
Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments. Teaching Sociology , 31, pp. 195 – 202.
Leahy, R. (2002). Conducting writing assignments. College Teaching , 50.2, pp. 50 – 54.
Miller, H. (2007). Designing effective writing assignments. Teaching with writing . University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from http://writing.umn.edu/tww/assignments/designing.html
MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html .
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10 essential skills you’ll need for career success
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Your time at CU will help you develop all kinds of skills you’ll use throughout your career. Many of those skills will come from your academic experience, and others you can develop through experiences such as internships, study abroad and research projects—called transferable or soft skills.
Transferable skills are skills that will be developed and applicable in every profession. They are the foundation of professional success, and they happen to be the most desirable skills employers are searching for in potential candidates.
Whether you are completing an internship or working a part-time job this summer, use that time to develop these essential skills:
Communication
Communication includes listening, writing and speaking. Employers want to see you can articulate your thoughts and ideas clearly and effectively. Being a good listener means you strive to understand others’ emotions, build strong relationships and resolve conflict.
Problem solving
Challenges will arise in every job you have. You’ll want to have the ability to analyze issues, make sound decisions and overcome problems.
Many jobs require you to work effectively and respectfully with others, whether that be your coworkers or clients. Employers desire someone who brings out the best in others.
You can show initiative by proactively handling situations and finding answers to questions without direction. This shows employers that you are taking personal responsibility and developing as a leader.
Analytical, quantitative
Use thoughtful analysis to identify problems and make informed decisions. Assess the situation, ask crucial questions, consider possible solutions and plan a course of action.
Professionalism, work ethic
Employers want to see you demonstrate personal accountability for your actions and work habits. Be sure to show up on time, work productively with others and understand the impact of your non-verbal communication. Take responsibility and learn from your mistakes to show integrity and ethical behavior.
You can show leadership by using interpersonal skills to coach and develop others. Additionally, you can use empathic skills to motivate, organize, prioritize and delegate tasks.
Detail oriented
Work on completing tasks with thoroughness and accuracy. Double check your work to ensure there aren’t any errors. Employers like to see you have high standards in the quality of work you perform.
Digital technology
Employers typically provide training on job-specific software, but they expect you to be proficient with basic computer skills and learn new technical tools quickly.
Adaptability
Show that you can be flexible by adapting to situations when they arise. It’s important to employers that you are able to shift plans and adapt to new concepts in order to succeed.
Mastering these essential skills can lead to more job offers and, potentially, higher salaries. Many employers will even ask behavioral questions during an interview in order to gauge your ability to execute these skills.
Make the most of your summer job by seeking opportunities to further develop professionally and interpersonally. If you’re searching for opportunities to start developing these skills and getting hands-on experience in your desire career, stop by Career Services for a drop-in, or schedule an appointment.
Here are some general suggestions and questions to consider when creating assignments. There are also many other resources in print and on the web that provide examples of interesting, discipline-specific assignment ideas.
Consider your learning objectives.
What do you want students to learn in your course? What could they do that would show you that they have learned it? To determine assignments that truly serve your course objectives, it is useful to write out your objectives in this form: I want my students to be able to ____. Use active, measurable verbs as you complete that sentence (e.g., compare theories, discuss ramifications, recommend strategies), and your learning objectives will point you towards suitable assignments.
Design assignments that are interesting and challenging.
This is the fun side of assignment design. Consider how to focus students’ thinking in ways that are creative, challenging, and motivating. Think beyond the conventional assignment type! For example, one American historian requires students to write diary entries for a hypothetical Nebraska farmwoman in the 1890s. By specifying that students’ diary entries must demonstrate the breadth of their historical knowledge (e.g., gender, economics, technology, diet, family structure), the instructor gets students to exercise their imaginations while also accomplishing the learning objectives of the course (Walvoord & Anderson, 1989, p. 25).
Double-check alignment.
After creating your assignments, go back to your learning objectives and make sure there is still a good match between what you want students to learn and what you are asking them to do. If you find a mismatch, you will need to adjust either the assignments or the learning objectives. For instance, if your goal is for students to be able to analyze and evaluate texts, but your assignments only ask them to summarize texts, you would need to add an analytical and evaluative dimension to some assignments or rethink your learning objectives.
Name assignments accurately.
Students can be misled by assignments that are named inappropriately. For example, if you want students to analyze a product’s strengths and weaknesses but you call the assignment a “product description,” students may focus all their energies on the descriptive, not the critical, elements of the task. Thus, it is important to ensure that the titles of your assignments communicate their intention accurately to students.
Consider sequencing.
Think about how to order your assignments so that they build skills in a logical sequence. Ideally, assignments that require the most synthesis of skills and knowledge should come later in the semester, preceded by smaller assignments that build these skills incrementally. For example, if an instructor’s final assignment is a research project that requires students to evaluate a technological solution to an environmental problem, earlier assignments should reinforce component skills, including the ability to identify and discuss key environmental issues, apply evaluative criteria, and find appropriate research sources.
Think about scheduling.
Consider your intended assignments in relation to the academic calendar and decide how they can be reasonably spaced throughout the semester, taking into account holidays and key campus events. Consider how long it will take students to complete all parts of the assignment (e.g., planning, library research, reading, coordinating groups, writing, integrating the contributions of team members, developing a presentation), and be sure to allow sufficient time between assignments.
Check feasibility.
Is the workload you have in mind reasonable for your students? Is the grading burden manageable for you? Sometimes there are ways to reduce workload (whether for you or for students) without compromising learning objectives. For example, if a primary objective in assigning a project is for students to identify an interesting engineering problem and do some preliminary research on it, it might be reasonable to require students to submit a project proposal and annotated bibliography rather than a fully developed report. If your learning objectives are clear, you will see where corners can be cut without sacrificing educational quality.
Articulate the task description clearly.
If an assignment is vague, students may interpret it any number of ways – and not necessarily how you intended. Thus, it is critical to clearly and unambiguously identify the task students are to do (e.g., design a website to help high school students locate environmental resources, create an annotated bibliography of readings on apartheid). It can be helpful to differentiate the central task (what students are supposed to produce) from other advice and information you provide in your assignment description.
Establish clear performance criteria.
Different instructors apply different criteria when grading student work, so it’s important that you clearly articulate to students what your criteria are. To do so, think about the best student work you have seen on similar tasks and try to identify the specific characteristics that made it excellent, such as clarity of thought, originality, logical organization, or use of a wide range of sources. Then identify the characteristics of the worst student work you have seen, such as shaky evidence, weak organizational structure, or lack of focus. Identifying these characteristics can help you consciously articulate the criteria you already apply. It is important to communicate these criteria to students, whether in your assignment description or as a separate rubric or scoring guide . Clearly articulated performance criteria can prevent unnecessary confusion about your expectations while also setting a high standard for students to meet.
Specify the intended audience.
Students make assumptions about the audience they are addressing in papers and presentations, which influences how they pitch their message. For example, students may assume that, since the instructor is their primary audience, they do not need to define discipline-specific terms or concepts. These assumptions may not match the instructor’s expectations. Thus, it is important on assignments to specify the intended audience http://wac.colostate.edu/intro/pop10e.cfm (e.g., undergraduates with no biology background, a potential funder who does not know engineering).
Specify the purpose of the assignment.
If students are unclear about the goals or purpose of the assignment, they may make unnecessary mistakes. For example, if students believe an assignment is focused on summarizing research as opposed to evaluating it, they may seriously miscalculate the task and put their energies in the wrong place. The same is true they think the goal of an economics problem set is to find the correct answer, rather than demonstrate a clear chain of economic reasoning. Consequently, it is important to make your objectives for the assignment clear to students.
Specify the parameters.
If you have specific parameters in mind for the assignment (e.g., length, size, formatting, citation conventions) you should be sure to specify them in your assignment description. Otherwise, students may misapply conventions and formats they learned in other courses that are not appropriate for yours.
A Checklist for Designing Assignments
Here is a set of questions you can ask yourself when creating an assignment.
Provided a written description of the assignment (in the syllabus or in a separate document)?
Specified the purpose of the assignment?
Indicated the intended audience?
Articulated the instructions in precise and unambiguous language?
Provided information about the appropriate format and presentation (e.g., page length, typed, cover sheet, bibliography)?
Indicated special instructions, such as a particular citation style or headings?
Specified the due date and the consequences for missing it?
Articulated performance criteria clearly?
Indicated the assignment’s point value or percentage of the course grade?
Provided students (where appropriate) with models or samples?
Adapted from the WAC Clearinghouse at http://wac.colostate.edu/intro/pop10e.cfm .
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100 Good Skills to Put on a Resume [Complete Guide]
Jeff Gillis 0 Comments
By Jeff Gillis
Updated 6/4/2022.
When you’re adding skills to a resume, you don’t just want to focus on what you’re good at. Instead, relevancy has to be part of the equation. After all, every job you’re trying to land requires a very specific skill set, one that you need to show that you have.
Choosing the skills to put on a resume when you’re applying to a role isn’t something you should do haphazardly. Instead, you want to use the job description, company mission, and company values as a guide, creating a sense of alignment.
Additionally, it never hurts to have a handy list of skills by your side, making it easier to explore your options. So, if you’re on the hunt for good skills to put on a resume, here’s what you need to know.
Hard Skills vs. Soft Skills
There are two basic types of skillsets that a job seeker can have and include on their resume: hard skills or soft skills.
Hard skills are the skills or abilities for a resume that are easily quantifiable…that can be learned through classroom work, apprenticeships, or other forms of learning. These include things like operating tools, computer programming, speaking foreign languages, or different kinds of technical prowess.
Soft skills are more subjective and harder to quantify and are often grouped together by what we know as “people skills.” Some examples of soft skills include communication, relationship building, self-awareness, and patience.
Which Skills Are More Important?
The debate rages on about which of these two types of skills is more important.
According to executive consultant and Forbes contributor Naz Beheshti , “…There is an ongoing debate about the relative importance of soft and hard skills that imply a competition between the two. However, they are both necessary and complementary to one another.”
On the one hand, job seekers with proficiency in a specific hard skill may get hired more quickly. Many employers want to hire people that can deliver value with fewer resources (ex., the need for training, etc.), making hard skills their priority.
However, we are also seeing that many hiring managers are choosing to hire candidates with highly developed soft skills.
In the end, as Indeed puts it, “soft skills are necessary to create a positive and functional work environment.” Plus, hiring managers feel that they can always train the candidate in the hard skill that is required to complete the job, but soft skills are often skills that cannot necessarily be taught.
So, what does this mean for you? Mainly that you can’t simply just pick one or the other and cross your fingers. Instead, the best strategy is to take a balanced approach and make sure that your resume contains both hard and soft skills.
How Do You Choose the Skills to List on a Resume?
Here’s the deal; there’s a good chance you know what you’re good at in a professional sense. Often, you can use your experience, duties, training, and education as a guide, giving you a strong foundation. Then, it’s about diving a bit deeper, looking at traits that could help you stand out, and comparing it all to the job description.
By using a simple process, you can make progress faster. Here’s a quick way to get started.
1. Make a List of the Skills You Know You Have
As mentioned above, the easiest way to get a grip on your current skills is to reflect on your academic and professional experiences. Consider the tasks you’ve taken on, the training you’ve completed, and the courses you had in school. In most cases, that’ll give you some solid ideas about your hard skills.
After that, it’s time for soft skills. Here, you want to think of traits or capabilities that help you engage with others and navigate professional relationships. Often, these are reflections of your personality, so use that as a jumping-off point.
2. “Mine” the Job Descriptions for Must-Have Skills
The next step is to take a look at the job description for the position you are applying for and make a list of the required skills it includes. Then, compare it to your capabilities. Are any of the skills on both of the lists you just created? If so, these are must-haves for your resume.
Now, notice if there are any skills on the job description that you don’t have. If there aren’t any, great!
But if there are…don’t panic. There are things you can do, which we’ll dig into shortly.
If you’re dealing with a vague job description, you aren’t stuck either. Here is a link to a ton of job descriptions that can give you an idea of the skills needed.
3. Tailor Your Skills to the Company/Position
As you may have read in our other blog articles, it is always very important to “tailor” your resume to the company and position you want to land. For an in-depth look into how to make that happen, check out our Tailoring Method article.
If you want a quick overview, the idea is to focus on capabilities the company wants to find. Every job requires a unique skill set, and you want to show you have it. As a result, it is absolutely essential that skills from the job description make an appearance on your resume.
However, you also want to dig deeper. Spend some more time researching the company, including going through all of their various web properties, such as Facebook, Twitter, and YouTube pages.
Why? Because they will leave clues about the types of people they hire. That gives you more ideas about the best skills to put on a resume to land a job there, particularly when it comes to soft skills you may not find in a job description.
100 Resume Skills Examples
If you’re struggling with coming up with a list of skills based on your past experience, it can be easier if you have existing resume skills lists to work with. You don’t have to think up every possible skill; you can simply review the list and find the matches.
Here is a list of resume skills examples, divided into hard skills and soft skills, that you can use when applying for a job.
Hard Skills for a Resume
Advanced Bookkeeping
Appointment Setting
Automotive Repair
Cold Calling
Computer Programming
Conversion Testing
Copywriting
Customer Engagement
Customer Service
Data Analysis
Digital Marketing
Electrical Engineering
Environmental Cleanup
Forklift Operating
Graphic Design
Heavy Machinery Operation
Installation
Landscaping
Mathematics
Medical Coding
Paid Online Traffic
Patient Care
Photo Editing
Picking and Packing
Project Management
Schedule Management
Search Engine Optimization
Server Maintenance
Social Media
Spanish Fluency
Statistical Analysis
Systems Analysis
Technical Support
Telecommunications Systems
Travel Booking
Video Editing
Website Design
Word Processing
Soft Skills for a Resume
Accountability
Active Listening
Adaptability
Brainstorming
Business Etiquette
Collaboration
Communication
Conflict Resolution
Contextualizing
Critical Thinking
Decision Making
Emotional Intelligence
Flexibility
Goal-Setting
Handling Pressure
Influencing
Insightfulness
Interpreting
Negotiation
Open-Mindedness
Organization
Prioritization
Problem Solving
Relationship Building
Reliability
Resource Management
Responsibility
Self-Confidence
Strategical Thinking
Strong Work Ethic
Time Management
What If I Don’t Have the Required Skill?
Whether you need to possess a specific skill depends on the job and the skill in question. Usually, here’s where you have to be honest with yourself. If the skills required are part of the core competencies of doing the job, you may want to reconsider your application.
For example, if a golf course posts a job posting for a golf pro, you probably shouldn’t apply if you’ve never swung a golf club.
However, you will come across situations where what you bring to the table is close. In this case, moving forward might be okay.
You need to be able to demonstrate, using examples from your past, that you are capable of doing the required skill, even if you haven’t specially done it. So, go over your work history with a fine-tooth comb and try to come up with a few examples of you doing something in the right ballpark.
They are going to ask about it in your interview, so don’t think you can just wing it, and everything will be fine.
Also, many job descriptions have “nice-to-have” skills on the list. If you happen to possess them, great. But if not, don’t assume you shouldn’t apply if you have the must-have skills. In the end, those capabilities aren’t outright requirements, so don’t screen yourself out based on them.
How To List Skills on a Resume
There are a few different schools of thought when it comes to deciding where to put (or how to list) the skills on your resume.
According to our friends over at online resume-builder Zety.com , “…skills are so very, very important that they should show up all over your resume. Not just in the resume skills section.” In other words, it is imperative that there are elements of your skills throughout your resume, including your resume objective/summary and experience sections.
In addition, there isn’t one right answer for where to include your skill section because that depends on the industry, company, and position you’re trying to land. For example, for a job where technical competencies are of the utmost importance, it is often beneficial to list the skills closer to the top of the resume, right underneath the resume objective or resume summary statement.
However, if through your research you determine that the hiring manager will put more weight into your experience, you may want to lead with your experience. Then, put the skills section further down your resume.
At the end of the day, the selection of the skills themselves is the most important thing. After all, most hiring managers will easily find your skill section regardless of where it is on your resume.
What About Skills for My Job Application?
When you’re looking for skills to put on a job application, you do have to treat it a little differently than skills for a resume. Usually, you’re working with a finite amount of space on an application, not just in an overall sense but in each applicable section.
Since that’s the case, you need to lean heavily on the job description. Look for any capabilities that are listed as must-haves or that are repeated through the job ad. Then, make sure those skills are featured prominently in several areas, including in work history descriptions and skills areas.
If you have to answer essay questions, discuss those skills there, too, whenever possible. Use any other relevant capability as a supplement, treating it as supporting information instead of the primary point you’re sharing.
However, if an essay question asks about a skill that’s not in the job description, feel free to dig in a bit. It’s a capability that’s clearly on the hiring manager’s mind, so touch on it occasionally to show you shine in that area.
Putting It All Together
If you were wondering, “What are some good skills to put on a resume?” you should now have a solid answer. The most important thing to remember is to select skills that are relevant to the position you are interviewing for and, more important than that, skills that your company puts a tremendous amount of value in.
Once you get your skills straightened out, you should make sure that the rest of your resume is congruent with the skills you just selected, namely, that your experience shows that you both used those skills in a work environment and developed the skill with on-the-job tasks.
Co-founder and CTO of TheInterviewGuys.com. Jeff is a featured contributor delivering advice on job search, job interviews and career advancement, having published more than 50 pieces of unique content on the site , with his work being featured in top publications such as INC , ZDnet , MSN and more.
Learn more about The Interview Guys on our About Us page .
About The Author
Jeff gillis.
Co-founder and CTO of TheInterviewGuys.com. Jeff is a featured contributor delivering advice on job search, job interviews and career advancement, having published more than 50 pieces of unique content on the site , with his work being featured in top publications such as INC , ZDnet , MSN and more. Learn more about The Interview Guys on our About Us page .
9. recruitment and selection, 10. employee experience expertise, 11. command of technology, 12. being analytical and data-driven, 13. hr reporting skills, 14. commercial awareness, 15. cultural awareness and sensitivity, 16. wellbeing evangelism, 17. active listening, 18. teamwork, importance of hr skills.
Improved job satisfaction – Skilled HR practitioners are better equipped to solve complex problems and meet job expectations. This, in turn, helps make them more engaged and dedicated to their roles.
Boost in confidence – Developing HR skills helps HR professionals gain deeper knowledge and understanding of their roles. They can confidently make decisions and interact with other employees, fostering trust and respect.
Increased earning potential – By honing their HR skills, HR practitioners can increase their value in the job market. They are more likely to be considered for promotions or higher-paying roles due to their enhanced expertise and capabilities, which directly impacts their earning potential.
Building a fulfilling HR career – Creating impact and putting your strengths to work contributes to a sense of accomplishment. What’s more, advanced HR skills allow HR pros to take on more strategic roles, get recognized for their work, and make significant contributions that drive organizational success.
Employee engagement – Skilled HR professionals excel in effective communication, motivating, and engaging employees. This helps create a positive organizational culture and improve employee satisfaction and retention, which significantly impacts the business’s success.
Increased productivity – Competent HR employees can implement effective policies and processes that enhance employee productivity. For example, they can devise effective training programs, performance management processes, and incentive structures that motivate employees to perform better.
Strategic workforce planning – HR professionals can foresee future staffing needs, align HR strategy with business strategy, and manage talent effectively, contributing to the organization’s strategic goals.
Managing change – When HR practitioners can effectively communicate the need for change and create plans to manage resistance and ensure a smooth transition, they’re able to maintain organizational stability and performance in challenging times of change.
Cost savings – Skilled HR professionals can identify areas for cost savings, such as optimizing recruitment processes and reducing employee turnover and absenteeism . This can lead to significant savings for the organization, improving its financial health.
Higher team morale – Effective conflict management and fostering an inclusive work environment by applying key HR skills helps improve team morale and cohesion.
Organizational performance – Overall, organizations, where HR professionals are adequately equipped to build and manage an engaged, productive workforce overperform their competitors and are ready to adapt to the rapidly evolving business landscape.
Developing HR skills
Getting professional certifications – Online HR certification programs can help you expand your knowledge and skill set so that you can stay ahead of your peers and stand out when applying for jobs. You won’t just learn new skills, but you’ll also gain valuable credentials. Many of these HR courses can be completed at your own pace and fit in around existing study or a job.
Networking and professional groups – Regularly attending industry HR events and joining HR groups (like AIHR community) online and across social media platforms can help you connect with peers, ask questions, share knowledge, and learn from collective experiences.
Mentoring and coaching – A seasoned HR professional can serve as a great mentor or coach that can offer guidance, advice and wisdom that can help you navigate your career, make difficult decisions, and help develop the most important HR skills. You could find a mentor within your organization or through a professional network. Many people are happy to share their knowledge and experience with younger professionals in the industry.
Continuous learning – Staying updated on best practices and policy changes and emerging trends, and building future HR skills are great examples of continuous learning that you should take note of. You can incorporate learning into your day-to-day work and regularly read blogs, industry publications, research papers, and HR newsletters. You can also join professional HR associations to expand on your knowledge of the HR domain.
On-the-job training – Look for opportunities to work on HR projects and assignments that stretch your skills and get you out of your comfort zone. Collaborate with experienced HR professionals within your organization, learn from their expertise, and actively participate in new and existing HR initiatives.
Future HR skills
Change management and change consulting
Risk management
People analytics
Stakeholder management
Management of strategic deals and alliances
Integrating cultural differences
Ethics and data privacy
Critical and systems thinking
Negotiation skills
Inter-departmental collaboration
Resilience and being SAFE
Project management
Organizational design
Wrapping up
Erik van Vulpen
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Course - geography in practice - field and research design - geog3008, course-details-portlet, geog3008 - geography in practice - field and research design, examination arrangement.
Examination arrangement: Assignment Grade: Letter grades
Evaluation
Weighting
Duration
Grade deviation
Examination aids
Assignment
100/100
Course content
The course aims to give students knowledge about research design with an emphasis on the relation between theory, methodology and empirical research. The course starts with introductory lectures and obligatory fieldwork preparation where the students in groups will formulate research questions and prepare a research design. Following this there will be a three-day fieldcourse where students in groups will carry out an empirical study. The research questions must be formulated be within the focus areas at the Department of Geography. The research questions and main findings shall be reported in the form of a short, written group-based report.
Learning outcome
A student who has completed this course should have the following learning outcomes defined in terms of knowledge, skills and general competence:
has insight and a critical understanding of a research process through the formulation of research questions and design, including the use of theoretical and methodological approaches within a chosen research topic.
has experience in field methodology, experience in preparing research design and plan a research process, development of issues, justify problem solving, identify relevant theoretical and methodological approaches.
General competence:
has training in professional analysis, writing, fieldwork and professional interaction.
Learning methods and activities
6 hours lectures, 3 days fieldwork, group-based report.
Compulsory assignments
Field course preparations, field course, group-based report.
Further on evaluation
The examination in this course is an individual assignment. The assignment shall be based on the fieldwork with emphasis on research design and choice of methods. The assignment should not overlap the students master`s thesis (GEOG3900/GEOG3901).
Specific conditions
Admission to a programme of study is required: Geography (MGEOG) Geography with Teacher Education, years 8 - 13 (MLGEOG)
Required previous knowledge
Completed GEOG1010, GEOG1011, GEOG1012, GEOG1013, GEOG1014. Other relevant qualifications can be accepted upon approval by the Department of Geography.
Credit reductions
Course code
Reduction
From
To
GEOG3003
7.5
AUTUMN 2017
Version: 1 Credits: 7.5 SP Study level: Second degree level
Term no.: 1 Teaching semester: AUTUMN 2024
Language of instruction: Norwegian
Location: Trondheim
Social Sciences
Hilde Nymoen Rørtveit
Francis Chantel Nixon
Haakon Lein
Pascal Emanuel Egli
Department with academic responsibility Department of Geography
Examination
Examination arrangement: assignment.
Release 2024-10-30
Submission 2024-11-27
Room
Building
Number of candidates
* The location (room) for a written examination is published 3 days before examination date. If more than one room is listed, you will find your room at Studentweb.
For more information regarding registration for examination and examination procedures, see "Innsida - Exams"
12 Examples of Academic Skills (Plus Tips To Improve Them)
Understanding how computers function can improve your performance at school and work. You may use a computer to draft written assignments, create graphics, perform research and use software. Tip: Consider taking a computer skills class to enhance your basic computer knowledge. Read more: Computer Skills: Definitions and Examples 5. Self-discipline
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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 ...
10 Tips for Writing Assignments
Tip 3: Plan Your Work. Effective planning is a cornerstone of assignment writing. Develop a structured plan that includes creating a timeline for your assignment. Break down the work into smaller tasks, allocate sufficient time for research, outlining, drafting, and proofreading. A well-organized plan will keep you on track and reduce stress.
Writing Assignments
Introduction. Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic. It is not uncommon to be unsure about the processes of writing ...
Ultimate Study Skills Guide: Tips, Tricks, and Strategies
High School: Continue to reinforce good reading study skills by giving students review questions to complete or asking them to make an outline or sketchnotes to sum up what they've learned. Completing Assignments. Kids need to learn how to thoroughly complete an assignment, whether it's a worksheet, an essay, or a term-long research project.
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Use this toolkit to help you complete the different stages of the assignment process. It provides information on which study skills to develop, academic offences to avoid, links to resources, and the support available in the library. Individual assessments should be entirely your own work. You are not permitted to work with other students on ...
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Stage #3 - Assignment Framework. Take the information gathered in Stage #2 and organise it into the assignment framework chart to finalise your structure. Stage #4 - Assignment Checklist. Go through the assignment checklist to check that you have included everything that is required for each section.
Study Skills & Learning Strategies: Assignment Planning
Practice your help-seeking skills. If you feel unsure about where to start or completing your assignments on time, having a personalized plan in place can alleviate the anxiety and provide you with a road map to tackle even the toughest tasks. Complete this short survey to gain a better understanding of the steps involved in assignment planning.
4 Key Points for Effective Assignment Writing
Always include in-text citations and a bibliography at the end. This not only maintains academic integrity but also gives your readers resources to delve deeper into the topic if they wish. 1. Review and Proofread The Assignment. Reviewing and proofreading are the final but critical steps in assignment writing.
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Assignment
This allows educators to determine if a student has mastered the material or if they need additional support. Developing skills: Assignments can be used to develop a wide range of skills, such as critical thinking, problem-solving, research, and communication. Assignments that require students to analyze and synthesize information can help to ...
How Do I Create Meaningful and Effective Assignments?
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Your time at CU will help you develop all kinds of skills you'll use throughout your career. Many of those skills will come from your academic experience, and others you can develop through experiences such as internships, study abroad and research projects—called transferable or soft skills.
Creating Assignments
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 ...
100 Good Skills to Put on a Resume [Complete Guide]
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18 HR Skills Every HR Professional Needs [2024 Guide] HR professionals need a broad range of skills to succeed in their role. Essential HR skills include role-specific and soft skills, as well as business acumen and digital and data literacy. These skills will help HR professionals develop in their careers and contribute to organizational success.
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When applying for a remote or hybrid position, picking which soft skills to highlight on your resume is especially important. Collaboration, flexibility, troubleshooting and problem-solving are a few skills that hiring managers will be looking for in a new remote employee. — Mary Morgan, SHRM-CP.
Course
Skills: has experience in field methodology, experience in preparing research design and plan a research process, development of issues, justify problem solving, identify relevant theoretical and methodological approaches. ... The examination in this course is an individual assignment. The assignment shall be based on the fieldwork with ...
Student
Southern New Hampshire University is a team of innovators. World changers. Individuals who believe in progress with purpose. Since 1932, our people-centered strategy has defined us — and helped us grow a team that now serves over 180,000 learners worldwide. Our mission to transform lives is made possible by talented people who bring diverse industry experience, backgrounds and skills to the…
COMMENTS
Understanding how computers function can improve your performance at school and work. You may use a computer to draft written assignments, create graphics, perform research and use software. Tip: Consider taking a computer skills class to enhance your basic computer knowledge. Read more: Computer Skills: Definitions and Examples 5. Self-discipline
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 ...
Tip 3: Plan Your Work. Effective planning is a cornerstone of assignment writing. Develop a structured plan that includes creating a timeline for your assignment. Break down the work into smaller tasks, allocate sufficient time for research, outlining, drafting, and proofreading. A well-organized plan will keep you on track and reduce stress.
Introduction. Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic. It is not uncommon to be unsure about the processes of writing ...
High School: Continue to reinforce good reading study skills by giving students review questions to complete or asking them to make an outline or sketchnotes to sum up what they've learned. Completing Assignments. Kids need to learn how to thoroughly complete an assignment, whether it's a worksheet, an essay, or a term-long research project.
Make sure you recap the key points and arguments you made in your assignment, including supporting evidence if needed. Expert tip: Make sure that you don't introduce any new ideas in your conclusion; this section is purely for summarising your previous arguments. 9. Getting over writer's block.
Use this toolkit to help you complete the different stages of the assignment process. It provides information on which study skills to develop, academic offences to avoid, links to resources, and the support available in the library. Individual assessments should be entirely your own work. You are not permitted to work with other students on ...
Here are five tips to help you get ahead. 1. Use available sources of information. Beyond instructions and deadlines, lecturers make available an increasing number of resources. But students often ...
Stage #3 - Assignment Framework. Take the information gathered in Stage #2 and organise it into the assignment framework chart to finalise your structure. Stage #4 - Assignment Checklist. Go through the assignment checklist to check that you have included everything that is required for each section.
Practice your help-seeking skills. If you feel unsure about where to start or completing your assignments on time, having a personalized plan in place can alleviate the anxiety and provide you with a road map to tackle even the toughest tasks. Complete this short survey to gain a better understanding of the steps involved in assignment planning.
Always include in-text citations and a bibliography at the end. This not only maintains academic integrity but also gives your readers resources to delve deeper into the topic if they wish. 1. Review and Proofread The Assignment. Reviewing and proofreading are the final but critical steps in assignment writing.
1. Time management. Source: Canva. Time management is arguably one of the most important academic skills that students must develop to be successful in university. Students are expected to juggle multiple courses, assignments, and extracurricular activities, not to mention completing everything on time. Meeting deadlines is critical to good ...
Don't rush, and work systematically. Create a study schedule. Make lists of what to work on each night. Gather study supplies first to not waste time searching for what you need. Use a timer to avoid study burnout. Don't procrastinate. Using the right techniques can make studying and learning easier! Check out these ten research-backed ...
This allows educators to determine if a student has mastered the material or if they need additional support. Developing skills: Assignments can be used to develop a wide range of skills, such as critical thinking, problem-solving, research, and communication. Assignments that require students to analyze and synthesize information can help to ...
However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible. First, you will need to articulate the purpose of the assignment. Even though you know why the assignment is important and what it is meant to accomplish, you ...
Your time at CU will help you develop all kinds of skills you'll use throughout your career. Many of those skills will come from your academic experience, and others you can develop through experiences such as internships, study abroad and research projects—called transferable or soft skills.
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 ...
Here's a quick way to get started. 1. Make a List of the Skills You Know You Have. As mentioned above, the easiest way to get a grip on your current skills is to reflect on your academic and professional experiences. Consider the tasks you've taken on, the training you've completed, and the courses you had in school.
In this video, Sinéad reveals the four best skills to have in the ever-changing job market. 1. Leadership. Whether you work in a supervisory position, leadership skills can be a valuable asset in your career. Leadership abilities mean you can motivate, instruct and offer guidance to others.
Empathy. Compassion. Respect. Encouragement. Celebration of others' success. Discover what technical, professional and interpersonal skills are and review a list of 16 skills to be successful in the workplace, including listening skills and leadership skills.
18 HR Skills Every HR Professional Needs [2024 Guide] HR professionals need a broad range of skills to succeed in their role. Essential HR skills include role-specific and soft skills, as well as business acumen and digital and data literacy. These skills will help HR professionals develop in their careers and contribute to organizational success.
Good communication skills are arguably some of the most valuable skills team members can have. Businesses need effective communicators on their staff for projects to run smoothly and for clients' needs to be met properly. ... Being a reliable part of a team means accomplishing the job requirements and finishing assignments before their deadline.
When applying for a remote or hybrid position, picking which soft skills to highlight on your resume is especially important. Collaboration, flexibility, troubleshooting and problem-solving are a few skills that hiring managers will be looking for in a new remote employee. — Mary Morgan, SHRM-CP.
Skills: has experience in field methodology, experience in preparing research design and plan a research process, development of issues, justify problem solving, identify relevant theoretical and methodological approaches. ... The examination in this course is an individual assignment. The assignment shall be based on the fieldwork with ...
Southern New Hampshire University is a team of innovators. World changers. Individuals who believe in progress with purpose. Since 1932, our people-centered strategy has defined us — and helped us grow a team that now serves over 180,000 learners worldwide. Our mission to transform lives is made possible by talented people who bring diverse industry experience, backgrounds and skills to the…