assignment skills needed

Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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10 Tips for Writing Assignments

Writing assignments are a cornerstone of your academic journey, and honing your assignment writing skills is paramount for your success. Whether you're embarking on your first year or a seasoned academic, the art of effective assignment writing can wield significant influence over your grades and overall educational voyage. In this comprehensive guide, we'll offer you ten invaluable tips to elevate your assignment writing prowess. These strategies, along with expert guidance from our specialized assignment help website writemyessays.com/do-my-assignment.html , will empower you to enhance your writing skills and chart a course towards academic triumph.

Tip 1: Start Early

The first rule of successful assignment writing is to start early. Procrastination is the enemy of quality work. By initiating your assignments as soon as you receive them, you'll have ample time for essential steps such as research, planning, drafting, and revisions. Starting early allows you to manage your time effectively and produce well-crafted assignments.

Tip 2: Understand the Assignment

Before you begin writing, it's essential to thoroughly understand the assignment instructions. Take the time to read and analyze what is expected of you. If any aspects are unclear, don't hesitate to seek clarification from your instructor. Understanding the assignment's requirements is fundamental to meeting them successfully.

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.

Tip 4: Utilize Campus Resources

Your university offers a wealth of resources to support your writing endeavors. Take advantage of writing centers, libraries, and academic advisors who can provide guidance and feedback on your assignments. These resources are valuable assets that can significantly improve the quality of your work.

Tip 5: Research Thoroughly

High-quality assignments require thorough research. Dive deeply into your chosen topic, utilizing a variety of credible sources such as academic journals, books, and reputable websites. Ensure that you cite your sources correctly to provide evidence for your arguments and maintain academic integrity.

Tip 6: Maintain a Good Writing Style

Developing and maintaining a clear and concise writing style is essential for effective communication in your assignments. Avoid overly complex language and prioritize clarity. Ensure that your assignments have a logical structure with a clear flow of ideas. Your goal is to make your writing accessible and easy for your reader to understand.

Tip 7: Seek Writing Assistance

If you ever find yourself struggling with assignment writing, don't hesitate to seek writing assistance. Many universities offer writing assistance programs staffed by experienced tutors who can provide guidance and feedback on your work. These services are designed to help you refine your writing skills and produce higher-quality assignments.

Tip 8: Proofread and Edit

The importance of proofreading and editing cannot be overstated. After completing your initial draft, take the time to review and edit your work. Check for grammar and punctuation errors, ensure proper formatting, and verify that your assignment aligns with the assignment guidelines. Effective editing will polish your work and enhance its overall quality.

Tip 9: Stay Safe Online

When conducting online research for your assignments, it's essential to prioritize online safety. Use reliable sources and be cautious of plagiarism. Properly cite all your references to maintain academic integrity and avoid unintentional academic misconduct.

Tip 10: Celebrate Your Achievements

Lastly, don't forget to celebrate your achievements in assignment writing. Completing assignments is a significant accomplishment on your academic journey. Reward yourself for your hard work and dedication, and acknowledge your successes. Recognizing your achievements can motivate you to excel in future assignments.

Dos and Don'ts

To summarize, here are some dos and don'ts for successful assignment writing:

• Start early and plan your work effectively.
• Thoroughly understand the assignment instructions.
• Utilize available campus resources for support and guidance.
• Conduct in-depth research using credible sources.
• Maintain a clear and concise writing style for accessibility.
• Seek writing assistance when facing challenges.
• Commit to thorough proofreading and editing.
• Stay safe and ethical when conducting online research.
• Celebrate your achievements and milestones.
• Procrastinate on your assignments; start early instead.
• Overlook or misinterpret assignment instructions.
• Miss out on utilizing valuable campus resources.
• Skimp on research quality or rely on unreliable sources.
• Engage in overly complex writing that hinders clarity.
• Hesitate to seek assistance when facing challenges.
• Neglect the critical steps of proofreading and editing.
• Plagiarize or compromise on academic integrity.
• Forget to acknowledge and celebrate your accomplishments.

Frequently Asked Questions

Here are some common questions related to assignment writing:

1. How can I improve my writing style?

Improving your writing style is a gradual process. Consider taking writing courses, seeking feedback from professors or writing tutors, and practicing regularly to refine your skills.

2. Is it okay to use online sources for research?

Yes, it's acceptable to use online sources for research, but ensure that they are reliable and properly cited in your assignments to maintain academic credibility.

Final Thoughts

Writing assignments may seem challenging at times, but with the right approach and these ten tips, you can excel in your academic journey. Remember that assignment writing is a skill that improves with practice and dedication. By following these guidelines and continuously honing your writing skills, you'll be well-equipped to tackle assignments successfully and achieve academic excellence. Go to website

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Writing Assignments

Kate Derrington; Cristy Bartlett; and Sarah Irvine

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 assignments at university.

• You may be returning to study after a break
• You may have come from an exam based assessment system and never written an assignment before
• Maybe you have written assignments but would like to improve your processes and strategies

This chapter has a collection of resources that will provide you with the skills and strategies to understand assignment requirements and effectively plan, research, write and edit your assignments.  It begins with an explanation of how to analyse an assignment task and start putting your ideas together.  It continues by breaking down the components of academic writing and exploring the elements you will need to master in your written assignments. This is followed by a discussion of paraphrasing and synthesis, and how you can use these strategies to create a strong, written argument. The chapter concludes with useful checklists for editing and proofreading to help you get the best possible mark for your work.

Task Analysis and Deconstructing an Assignment

It is important that before you begin researching and writing your assignments you spend sufficient time understanding all the requirements. This will help make your research process more efficient and effective. Check your subject information such as task sheets, criteria sheets and any additional information that may be in your subject portal online. Seek clarification from your lecturer or tutor if you are still unsure about how to begin your assignments.

The task sheet typically provides key information about an assessment including the assignment question. It can be helpful to scan this document for topic, task and limiting words to ensure that you fully understand the concepts you are required to research, how to approach the assignment, and the scope of the task you have been set. These words can typically be found in your assignment question and are outlined in more detail in the two tables below (see Table 19.1 and Table 19.2 ).

Table 19.1 Parts of an Assignment Question

Make sure you have a clear understanding of what the task word requires you to address.

Table 19.2 Task words

The criteria sheet , also known as the marking sheet or rubric, is another important document to look at before you begin your assignment. The criteria sheet outlines how your assignment will be marked and should be used as a checklist to make sure you have included all the information required.

The task or criteria sheet will also include the:

• Word limit (or word count)
• Referencing style and research expectations
• Formatting requirements

Task analysis and criteria sheets are also discussed in the chapter Managing Assessments for a more detailed discussion on task analysis, criteria sheets, and marking rubrics.

Preparing your ideas

Brainstorm or concept map:  List possible ideas to address each part of the assignment task based on what you already know about the topic from lectures and weekly readings.

Finding appropriate information: Learn how to find scholarly information for your assignments which is

See the chapter Working With Information for a more detailed explanation .

What is academic writing?

Academic writing tone and style.

Many of the assessment pieces you prepare will require an academic writing style.  This is sometimes called ‘academic tone’ or ‘academic voice’.  This section will help you to identify what is required when you are writing academically (see Table 19.3 ). The best way to understand what academic writing looks like, is to read broadly in your discipline area.  Look at how your course readings, or scholarly sources, are written. This will help you identify the language of your discipline field, as well as how other writers structure their work.

Table 19.3 Comparison of academic and non-academic writing

Thesis statements

Essays are a common form of assessment that you will likely encounter during your university studies. You should apply an academic tone and style when writing an essay, just as you would in in your other assessment pieces. One of the most important steps in writing an essay is constructing your thesis statement.  A thesis statement tells the reader the purpose, argument or direction you will take to answer your assignment question. A thesis statement may not be relevant for some questions, if you are unsure check with your lecturer. The thesis statement:

• Directly  relates to the task .  Your thesis statement may even contain some of the key words or synonyms from the task description.
• Does more than restate the question.
• Is specific and uses precise language.
• Let’s your reader know your position or the main argument that you will support with evidence throughout your assignment.
• The subject is the key content area you will be covering.
• The contention is the position you are taking in relation to the chosen content.

Your thesis statement helps you to structure your essay.  It plays a part in each key section: introduction, body and conclusion.

Planning your assignment structure

When planning and drafting assignments, it is important to consider the structure of your writing. Academic writing should have clear and logical structure and incorporate academic research to support your ideas.  It can be hard to get started and at first you may feel nervous about the size of the task, this is normal. If you break your assignment into smaller pieces, it will seem more manageable as you can approach the task in sections. Refer to your brainstorm or plan. These ideas should guide your research and will also inform what you write in your draft. It is sometimes easier to draft your assignment using the 2-3-1 approach, that is, write the body paragraphs first followed by the conclusion and finally the introduction.

Writing introductions and conclusions

Clear and purposeful introductions and conclusions in assignments are fundamental to effective academic writing. Your introduction should tell the reader what is going to be covered and how you intend to approach this. Your conclusion should summarise your argument or discussion and signal to the reader that you have come to a conclusion with a final statement.  These tips below are based on the requirements usually needed for an essay assignment, however, they can be applied to other assignment types.

Writing introductions

Most writing at university will require a strong and logically structured introduction. An effective introduction should provide some background or context for your assignment, clearly state your thesis and include the key points you will cover in the body of the essay in order to prove your thesis.

Usually, your introduction is approximately 10% of your total assignment word count. It is much easier to write your introduction once you have drafted your body paragraphs and conclusion, as you know what your assignment is going to be about. An effective introduction needs to inform your reader by establishing what the paper is about and provide four basic things:

• A brief background or overview of your assignment topic
• A thesis statement (see section above)
• An outline of your essay structure
• An indication of any parameters or scope that will/ will not be covered, e.g. From an Australian perspective.

The below example demonstrates the four different elements of an introductory paragraph.

1) Information technology is having significant effects on the communication of individuals and organisations in different professions. 2) This essay will discuss the impact of information technology on the communication of health professionals.   3)  First, the provision of information technology for the educational needs of nurses will be discussed.  4)  This will be followed by an explanation of the significant effects that information technology can have on the role of general practitioner in the area of public health.  5)  Considerations will then be made regarding the lack of knowledge about the potential of computers among hospital administrators and nursing executives.  6)   The final section will explore how information technology assists health professionals in the delivery of services in rural areas .  7)  It will be argued that information technology has significant potential to improve health care and medical education, but health professionals are reluctant to use it.

1 Brief background/ overview | 2 Indicates the scope of what will be covered |   3-6 Outline of the main ideas (structure) | 7 The thesis statement

Note : The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing conclusions

You should aim to end your assignments with a strong conclusion. Your conclusion should restate your thesis and summarise the key points you have used to prove this thesis. Finish with a key point as a final impactful statement.  Similar to your introduction, your conclusion should be approximately 10% of the total assignment word length. If your assessment task asks you to make recommendations, you may need to allocate more words to the conclusion or add a separate recommendations section before the conclusion. Use the checklist below to check your conclusion is doing the right job.

Conclusion checklist 

• Have you referred to the assignment question and restated your argument (or thesis statement), as outlined in the introduction?
• Have you pulled together all the threads of your essay into a logical ending and given it a sense of unity?
• Have you presented implications or recommendations in your conclusion? (if required by your task).
• Have you added to the overall quality and impact of your essay? This is your final statement about this topic; thus, a key take-away point can make a great impact on the reader.
• Remember, do not add any new material or direct quotes in your conclusion.

This below example demonstrates the different elements of a concluding paragraph.

1) It is evident, therefore, that not only do employees need to be trained for working in the Australian multicultural workplace, but managers also need to be trained.  2)  Managers must ensure that effective in-house training programs are provided for migrant workers, so that they become more familiar with the English language, Australian communication norms and the Australian work culture.  3)  In addition, Australian native English speakers need to be made aware of the differing cultural values of their workmates; particularly the different forms of non-verbal communication used by other cultures.  4)  Furthermore, all employees must be provided with clear and detailed guidelines about company expectations.  5)  Above all, in order to minimise communication problems and to maintain an atmosphere of tolerance, understanding and cooperation in the multicultural workplace, managers need to have an effective knowledge about their employees. This will help employers understand how their employee’s social conditioning affects their beliefs about work. It will develop their communication skills to develop confidence and self-esteem among diverse work groups. 6) The culturally diverse Australian workplace may never be completely free of communication problems, however,   further studies to identify potential problems and solutions, as well as better training in cross cultural communication for managers and employees,   should result in a much more understanding and cooperative environment. 

1  Reference to thesis statement – In this essay the writer has taken the position that training is required for both employees and employers . | 2-5 Structure overview – Here the writer pulls together the main ideas in the essay. | 6  Final summary statement that is based on the evidence.

Note: The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing paragraphs

Paragraph writing is a key skill that enables you to incorporate your academic research into your written work.  Each paragraph should have its own clearly identified topic sentence or main idea which relates to the argument or point (thesis) you are developing.  This idea should then be explained by additional sentences which you have paraphrased from good quality sources and referenced according to the recommended guidelines of your subject (see the chapter Working with Information ). Paragraphs are characterised by increasing specificity; that is, they move from the general to the specific, increasingly refining the reader’s understanding. A common structure for paragraphs in academic writing is as follows.

Topic Sentence 

This is the main idea of the paragraph and should relate to the overall issue or purpose of your assignment is addressing. Often it will be expressed as an assertion or claim which supports the overall argument or purpose of your writing.

Explanation/ Elaboration

The main idea must have its meaning explained and elaborated upon. Think critically, do not just describe the idea.

These explanations must include evidence to support your main idea. This information should be paraphrased and referenced according to the appropriate referencing style of your course.

Concluding sentence (critical thinking)

This should explain why the topic of the paragraph is relevant to the assignment question and link to the following paragraph.

Use the checklist below to check your paragraphs are clear and well formed.

Paragraph checklist

• Does your paragraph have a clear main idea?
• Is everything in the paragraph related to this main idea?
• Is the main idea adequately developed and explained?
• Do your sentences run together smoothly?
• Have you included evidence to support your ideas?
• Have you concluded the paragraph by connecting it to your overall topic?

Writing sentences

Make sure all the sentences in your paragraphs make sense. Each sentence must contain a verb to be a complete sentence. Avoid sentence fragments . These are incomplete sentences or ideas that are unfinished and create confusion for your reader. Avoid also run on sentences . This happens when you join two ideas or clauses without using the appropriate punctuation. This also confuses your meaning (See the chapter English Language Foundations for examples and further explanation).

Use transitions (linking words and phrases) to connect your ideas between paragraphs and make your writing flow. The order that you structure the ideas in your assignment should reflect the structure you have outlined in your introduction. Refer to transition words table in the chapter English Language Foundations.

Paraphrasing and Synthesising

Paraphrasing and synthesising are powerful tools that you can use to support the main idea of a paragraph. It is likely that you will regularly use these skills at university to incorporate evidence into explanatory sentences and strengthen your essay. It is important to paraphrase and synthesise because:

• Paraphrasing is regarded more highly at university than direct quoting.
• Paraphrasing can also help you better understand the material.
• Paraphrasing and synthesising demonstrate you have understood what you have read through your ability to summarise and combine arguments from the literature using your own words.

What is paraphrasing?

Paraphrasing is changing the writing of another author into your words while retaining the original meaning. You must acknowledge the original author as the source of the information in your citation. Follow the steps in this table to help you build your skills in paraphrasing (see Table 19.4 ).

Table 19.4 Paraphrasing techniques

Example of paraphrasing

Please note that these examples and in text citations are for instructional purposes only.

Original text

Health care professionals   assist people often when they are at their most  vulnerable . To provide the best care and understand their needs, workers must demonstrate good communication skills .  They must develop patient trust and provide empathy   to effectively work with patients who are experiencing a variety of situations including those who may be suffering from trauma or violence, physical or mental illness or substance abuse (French & Saunders, 2018).

Poor quality paraphrase example

This is a poor example of paraphrasing. Some synonyms have been used and the order of a few words changed within the sentences however the colours of the sentences indicate that the paragraph follows the same structure as the original text.

Health care sector workers are often responsible for vulnerable  patients.   To understand patients and deliver good service , they need to be excellent communicators .  They must establish patient rapport and show empathy if they are to successfully care for patients from a variety of backgrounds  and with different medical, psychological and social needs (French & Saunders, 2018).

A good quality paraphrase example

This example demonstrates a better quality paraphrase. The author has demonstrated more understanding of the overall concept in the text by using the keywords as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up to see how much the structure has changed from the original text.

Empathetic   communication is a vital skill for health care workers.   Professionals in these fields   are often responsible for patients with complex medical, psychological and social needs. Empathetic   communication assists in building rapport and gaining the necessary trust   to assist these vulnerable patients  by providing appropriate supportive care (French & Saunders, 2018).

The good quality paraphrase example demonstrates understanding of the overall concept in the text by using key words as the basis to reconstruct the paragraph.  Note how the blocks of colour have been broken up, which indicates how much the structure has changed from the original text.

What is synthesising?

Synthesising means to bring together more than one source of information to strengthen your argument. Once you have learnt how to paraphrase the ideas of one source at a time, you can consider adding additional sources to support your argument. Synthesis demonstrates your understanding and ability to show connections between multiple pieces of evidence to support your ideas and is a more advanced academic thinking and writing skill.

Follow the steps in this table to improve your synthesis techniques (see Table 19.5 ).

Table 19.5 Synthesising techniques

Example of synthesis

There is a relationship between academic procrastination and mental health outcomes.  Procrastination has been found to have a negative effect on students’ well-being (Balkis, & Duru, 2016). Yerdelen, McCaffrey, and Klassens’ (2016) research results suggested that there was a positive association between procrastination and anxiety. This was corroborated by Custer’s (2018) findings which indicated that students with higher levels of procrastination also reported greater levels of the anxiety. Therefore, it could be argued that procrastination is an ineffective learning strategy that leads to increased levels of distress.

Topic sentence | Statements using paraphrased evidence | Critical thinking (student voice) | Concluding statement – linking to topic sentence

This example demonstrates a simple synthesis. The author has developed a paragraph with one central theme and included explanatory sentences complete with in-text citations from multiple sources. Note how the blocks of colour have been used to illustrate the paragraph structure and synthesis (i.e., statements using paraphrased evidence from several sources). A more complex synthesis may include more than one citation per sentence.

Creating an argument

What does this mean.

Throughout your university studies, you may be asked to ‘argue’ a particular point or position in your writing. You may already be familiar with the idea of an argument, which in general terms means to have a disagreement with someone. Similarly, in academic writing, if you are asked to create an argument, this means you are asked to have a position on a particular topic, and then justify your position using evidence.

What skills do you need to create an argument?

In order to create a good and effective argument, you need to be able to:

• Read critically to find evidence
• Plan your argument
• Think and write critically throughout your paper to enhance your argument

For tips on how to read and write critically, refer to the chapter Thinking for more information. A formula for developing a strong argument is presented below.

A formula for a good argument

What does an argument look like?

As can be seen from the figure above, including evidence is a key element of a good argument. While this may seem like a straightforward task, it can be difficult to think of wording to express your argument. The table below provides examples of how you can illustrate your argument in academic writing (see Table 19.6 ).

Table 19.6 Argument

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).

Writing Assignments Copyright © 2021 by Kate Derrington; Cristy Bartlett; and Sarah Irvine is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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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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• 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:

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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.
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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.
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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.

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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.

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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?
• Is my writing clear and in a logical order?
• How to edit and proof-read
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5 tips on writing better university assignments

Lecturer in Student Learning and Communication Development, University of Sydney

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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.

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

1. Use all available sources of information

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

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

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

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

2. Take referencing seriously

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

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

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

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

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

3. Plan before you write

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

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

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

4. Choose the right words

Which of these sentences is more appropriate for an assignment?

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

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

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

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

5. Edit and proofread

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

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

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

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

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

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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. << Previous: Brainstorming Techniques Next: Beginning Your Writing >> Last Updated: Apr 23, 2024 1:31 PM URL: https://libguides.ncirl.ie/academic_writing_skills Guide Framework Guide Navigation Learning & Reflection Time Management Assignment Planning Reading & Note-Taking Exam Writing & Preparation Group Work & Collaboration Motivation & Goal Setting Additional Resources 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) << Previous: Time Management Next: Reading & Note-Taking >> Library A to Z Follow on Facebook Follow on Twitter Follow on YouTube Follow on Instagram The University of Saskatchewan's main campus is situated on  Treaty 6 Territory and the Homeland of the Métis. © University of Saskatchewan Disclaimer | Privacy Last Updated: Sep 17, 2024 3:39 PM URL: https://libguides.usask.ca/StudySkillsAndLearningStrategies 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 . 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BHCJKS6mSGH View our latest deals. Privacy Policy 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 You may also like Research Approach – Types Methods and Examples Research Recommendations – Examples and Writing... Research Paper – Structure, Examples and Writing... APA Table of Contents – Format and Example Research Paper Conclusion – Writing Guide and... Data Collection – Methods Types and Examples 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 . Contact TTU Skip to Content 10 essential skills you’ll need for career success Share via Twitter Share via Facebook Share via LinkedIn Share via E-mail 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. Career Development Campus Community Related articles. Unlock the benefits of career fairs 5 tips for supervising student employees Internship to career: What to do next? News headlines. Arts & Humanities Business & Entrepreneurship Climate & Environment Education & Outreach Health & Society Law & Politics Science & Technology Administration Announcements & Deadlines Getting Involved Mind & Body Events & Exhibits Arts & Culture Conferences Lectures & Presentations Performances & Concerts Sports & Recreation Workshops & Seminars Subscribe to CUBT Sign up for Alerts Administrative eMemos Buff Bulletin Board Events Calendar Eberly Center Teaching excellence & educational innovation, creating assignments. Here are some general suggestions and questions to consider when creating assignments. There are also many other resources in print and on the web that provide examples of interesting, discipline-specific assignment ideas. 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 . CONTACT US to talk with an Eberly colleague in person! Faculty Support Graduate Student Support Canvas @ Carnegie Mellon Quick Links 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 . Copyright © 2024 · TheInterviewguys.com · All Rights Reserved Our Products Case Studies Interview Questions Jobs Articles Members Login Access to 13 certificate programs, courses and all future releases Personal Coaching and Career Guidance Community and live events Resource and template library 18 HR Skills Every HR... 18 HR Skills Every HR Professional Needs [2024 Guide] 1. Communication skills 2. administrative expertise. 3. HR Management knowledge and expertise 4. hr strategy creation & execution, 5. managing priorities, 6. proactivity, 7. advising. 8. Coaching 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 Related articles. HR Process Improvement: 9 Tips To Optimize Human Resource Processes (Plus 5 Real-Life Examples) Happy HR Professional Day 2024! 5 Ways To Celebrate FMLA Abuse: What It Is and How To Detect and Prevent It New articles. 11 Best Advanced HR Courses To Take in 2025 Subscribe to our weekly newsletter. 2.8K shares Are you ready for the future of HR? Learn modern and relevant HR skills, online Master's programmes in English For exchange students PhD opportunities All programmes of study Language requirements Application process Academic calendar NTNU research Research excellence Strategic research areas Innovation resources Student in Trondheim Student in Gjøvik Student in Ålesund For researchers Life and housing Faculties and departments International researcher support Språkvelger 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" More on examinations at NTNU 290 COMMENTS 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 Understanding Assignments What this handout is about. The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms ... 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. 15 foolproof tips for writing a great assignment 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. Assignment toolkit 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 ... 5 tips on writing better university assignments 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 ... Academic Writing Skills Guide: Planning Your Assignments 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. 20 of the most important academic skills you need for university 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 ... 10 Essential Study Skills Every Student Needs 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 ... 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? 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 ... 10 essential skills you'll need for career success 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. 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