assignment is types

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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Writing Guide: Types of Assignments & Best Practices

• Home & Appointments
• Types of Assignments & Best Practices
• Tables & Figures
• Thesis & Project Guide

The most common types of writing assignments you will encounter at MLTS

• How to approach a writing assignment
• Expository writing & research papers
• Compare & Contrast paper
• Book & Literature Reviews
• Reflective writing
• Online discussion posts
• Thesis/Project

As a graduate student, you will be assigned a variety of types of writing projects.  A good rule of thumb in approaching any writing project is to ask yourself: for whom am I writing and why?  Or, who is my audience and what do they expect from my writing?  Your assignments will almost invariably require you to make one or more arguments.   A good argument is well-written, logical, and supported by evidence.

Expository writing involves understanding, explaining, analyzing, and/or evaluating a topic.  It includes your standard graduate school essay, book review, or research paper where your instructor requires you to analyze and/or study a topic.  In general, your audience for such assignments will be your course instructor. You can think of such writing assignments as your instructor asking you to make an argument.  Your instructor wants to gauge your creative thinking skills and how well you understand the course material by seeing how well you can make an argument related to that material.  Remember: a good argument is well-written, logical, and supported by evidence.

An expository paper is therefore not about you (at least not directly); it is about the facts you have learned and researched and the argument you have built from those facts. Therefore, unless you are quoting someone, you should avoid using first person pronouns (the words I, me, my, we, us, our ) in your writing.  Let your facts and arguments speak for themselves instead of beginning statements with "I think" or "I believe."

A compare & contrast assignment is a type of expository & research paper assignment.  It is important to organize your writing around the themes you are comparing & contrasting.  If, for example, you are assigned to compare & contrast, say, Augustine's Confessions and The Autobiography of Malcolm X , a common mistake students make is to write the first part of their essay strictly about Augustine's Confessions , and the second part of the essay strictly about The Autobiography of Malcolm X .  In a good compare & contrast essay, you instead explore an issue in every paragraph or two, and show how, in this case, both Augustine & Malcolm X share common ground or differ on that issue.  Then, move onto another issue and show how both Augustne and Malcolm X covered it.

Unless your instructor directs you otherwise, you should not use first person pronouns ( I, me, my ) in such a paper.

A book review assignment is meant to be an analysis of a book, not a chapter-by-chapter summary of a book.  Instead of organizing your paper sequentially (the first paragraph is about chapter 1, the second paragraph is about chapter 2, etc.), organize your paragraphs around the themes of the book that are thread throughout the book.  Topics to consider in a book review include (but are not limited to):

• What are the author's arguments, and how successful is she in making those arguments?
• What sort of sources does the author utilize?
• What methodology/methodologies does the author utilize?
• What are the strengths and weaknesses of the book?

A literature review is similar to a book review assignment in that it is meant to be an analysis of a theme or themes across several books/articles.   What have various authors written about your topic?   That said, as you will typically have less space to talk about each work (perhaps a paragraph or less for each work as opposed to multiple pages), you might end up moving from one author's findings to another.  For a literature review in a thesis, think of a literature review as a mini-essay within your broader thesis with its own mini-introduction, thesis statement, and conclusion.

Unless your instructor directs you otherwise, book reviews and literature reviews should be written like expository & research papers.  In particular, you should not use first person pronouns ( I, me, my ).  So, instead of writing: "I think this book is a good analysis of ___," write: "This book is a good analysis of ___."

Reflective essays are especially common in theology courses.  Reflective writing requires that you explicitly write about yourself and your own views.  To put it another way, you typically have two audiences to write for in such an assignment: your instructor and yourself.   As such, and unlike a standard expository paper, such essays require you to write about yourself using first person pronouns ( I, me, my) and use statements like “I think” and “I believe.”  Otherwise, a reflective essay shares a lot with expository writing.  You are still making arguments, and you still need evidence from cited sources!  Unless your instructor tells you otherwise, you should still include a good title, introduction paragraph, thesis statement, conclusion, and bibliography.

For online courses, you will likely have to take part in classroom or group discussions online, in which you will be encouraged or even required to respond to your classmates.  Such writing assignments often include a reflective element. Discussion posts are almost always shorter than essays and as such may not need long introductions or conclusions.  That said, a discussion post is not like a Facebook or social media post!  Good discussion posts are long and well-written enough to convey one or more thoughtful, insightful observations; you cannot just "like" someone else's post or only write "Good job!"  If you decide to challenge or critique a classmate’s post—and you are certainly encouraged to do so!—you should do so in a respectful and constructive manner.   As your main audience for online discussions are your own classmates and, to a lesser extent, your instructor, it is often okay to use relatively more informal language and to refer to yourself using first person pronouns ( I, me, my ).  Finally, as with reflective essays, discussion posts still benefit from evidence.  Even if a discussion post is relatively less formal than an essay, if you quote, paraphrase, or draw ideas from outside sources, you still must cite them!  If the online medium does not allow for footnotes, use parenthetical references for citations (see chapter 19 of Turabian).

Those of you taking preaching courses or earning a DMin degree will have to write and submit your sermons. On one hand, your main audience for such a writing assignment is the congregation to whom you may preach.  The language, tone, message, level of detail, etc. of a good sermon will depend on the precise context of your congregation and the message you want to impart.  Therefore, unlike an expository essay or a reflective essay, you have a lot more freedom in how you chose to organize your sermon, as well as how formal or not you want the language to be.

On the other hand, in submitting such assignments, you also have a secondary audience: your instructor.  As such, you may still need to include citations, even if you would not read them out loud in your sermon.  In submitting a sermon as an assignment, you may also need to include some sort of write up or commentary, which your instructor may require to be expository and/or reflective in nature.

Those of you earning an MAR or DMin will finish your coursework by proposing, researching, writing, and defending a thesis or project.   A thesis/project should be an original contribution to your field of study.  To put it another way, the audience for your thesis/project is not just your advisor, but the broader academic and/or ministerial community.   A good thesis/project can go on to become the first draft of a published academic journal article or a chapter or two of a book.  Your thesis/project should be largely expository, but it may also include reflective sections.

It is never too early to start thinking about what you want to do for your thesis/project! You can try to make your thesis/project writing process easier by writing your course papers on topics within or adjacent to what you think you want to do for your thesis/project; that said, if you do so, you will need to cite these earlier works in your final thesis.   See our citation guide for help with that.

For more information on writing a thesis or project, from choosing a topic to submitting it, check out our Thesis & Project Guide .

Tips for Composing Good Academic Prose

• Proofread, proofread, proofread!
• Find evidence to support your thesis statement from good quality sources
• Use quotations as evidence, not filler
• Be careful not to turn long sentences into run-on sentences
• Relatively longer paragraphs are generally better than short ones
• Make sure your paper flows well from one idea to the next
• When possible, avoid using the passive voice
• Be precise and crystal-clear in your statements and arguments
• Use the present tense when paraphrasing an author or setting up a quotation
• Use repetition of words carefully

First and most importantly: Proofread your paper over before you submit it to make sure that it reads well and is without errors!  Read your paper over as you are writing it.  Check over your work with spell check.  Before you submit it, read it over one last time to catch anything you missed.  If possible, consider reading the work out loud: you will be more likely to spot problems in your writing than if you read it in your head.  If you are able to do so, ask a friend or schedule an appointment with the Writing Center for a review.  Another pair of eyes can often spot a mistake or problem that the writer has overlooked.

Find evidence to support your thesis from good quality sources.   Your research and writing should be based on the study of reputable primary and secondary sources.  Typically, this means books published by academic presses and academic journal articles.  Wikipedia, YouTube, random websites, and dictionary entries are generally not considered to be good sources for academic writing, although there are instances when it is acceptable to use and cite them, like if you were researching how topics in Black theology are represented or misrepresented on Wikipedia.  If you need help in finding good resources for your paper, consult a librarian.

Quotations are meant to be evidence to support your argument; they are not filler to meet a length requirement.   While you must quote and paraphrase sources, you should not quote or paraphrase more than you need.  When possible, consider paraphrasing over quoting.  Keep in mind that your writing assignments are supposed to showcase your thinking and writing, not the thinking and writing of whoever you are citing.

Be careful not to turn long sentences into run-on sentences.   Long sentences are not always bad: when well-written, a long sentence can read better and help convey complex ideas better than a series of short sentences.  A run-on sentence, on the other hand, occurs when multiple sentences are inappropriately lumped into a single sentence.  Therefore, when reading your paper over, keep an eye out for any sentence that you can break into multiple sentences.

Relatively longer paragraphs are generally better than short ones.   If your paragraph is three sentences or less, consider if you can write more about that paragraph's topic or incorporate it into another paragraph.  If a paragraph represents one idea, then a longer paragraph typically shows that you have better considered and flushed out that idea.  That said, if your paragraph is longer than a page, you could probably shorten it or break it into two paragraphs.

Make sure your paper flows well from one idea to the next.   Does your third paragraph make sense following your second paragraph?  Do you drop ideas and only pick them up much later?  Cut and paste sentences and paragraphs around as necessary.

When possible, avoid using the passive voice.   This can be tricky!  The passive voice is when you use the verb “to be” next to and in conjunction with another verb to make the object of the sentence into the subject.  For example, compare the active sentence: “Kate Turabian wrote the book” to its passive equivalent: “The book was written by Kate Turabian.”  Grammatically speaking, in the latter, passive sentence, "The book" is the subject, even though in a real world active sense, it is the object.

Writers consider passive sentences not as good because, like in the above example, they can be wordier than necessary and take the focus off the real subject. There are exceptions in which it is good to use the passive voice. For example, if you were writing an article about Kate Turabian, it would be better to write: “Kate Turabian was born in 1893” instead of “Kate Turabian’s mother gave birth to her in 1893.”  The former sentence keeps Kate Turabian, the focus of the paper, as the subject, while the latter sounds a little weird (maybe English speakers are too squeamish, but we typically do not recount someone's birth in that way).

At its worst, the passive voice can obscure the subject and make facts unclear. Consider the sentence: "Jackie Robinson's signing with the Brooklyn Dodgers in 1946 was considered a crucial moment in the Civil Rights movement." With the passive voice, the reader does not know who exactly considered that so?  Did all Americans in 1946 think this?  Did some specific people come to recognize it later?  Compare that sentence to: "Martin Luther King, Jr. considered Jackie Robinson's signing with the Brooklyn Dodgers in 1946 a crucial moment in the Civil Rights movement."

Be precise and crystal-clear in your statements and arguments.   Similar to how the passive voice can make facts unclear, overly general language can make for weak arguments.  Consider the argument: "Many people now support same-sex marriage."  Many people?  Which people?  "Many" and "people" are very general terms and do not tell us much in this statement; the more specific you can be, the better your argument:

• Despite official church statements, many American Catholics now support same-sex marriage.
• [Specific number]% of Chicagoans now support same-sex marriage.
• Many South African theologians, including [so-and-so] and [so-and so], now support same-sex marriage.

In general, use the present tense when paraphrasing an author or setting up a quotation.  While you should use the past tense when writing about events in the past, you should in general use the present tense when discussing a scholar's writing.  Scholarship is a ongoing discussion.  When you read and discuss an author's work, that author is making an argument right now in the present, even if she is dead.  So, do not write:

   Carl Jung wrote: "The psyche...    Carl Jung said, "The psyche...    Carl Jung argued that...

but instead:

   Carl Jung writes: "The psyche...    Carl Jung says, "The psyche...    Carl Jung argues that...

Use repetition of words carefully.   When done well, repeating words can sound good and emphasize ideas.  When done poorly, repetition sounds monotonous. Avoid, for example, starting too many sentences or paragraphs with the same word, or overutilizing the same verb.  If you need help in bringing variety to your word choices, purchase a thesaurus or check out thesaurus.com .

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Types of Assignment: Creative and Different Academic

Assignments in the academic world come in various forms and serve different purposes. They can be broadly categorized into different types of assignments written assignments, practical or experimental assignments, presentations, and group projects. Each type of assignment has its unique requirements and aims to evaluate specific skills and knowledge of students.

Academic assignments are an integral part of education and play a crucial role in assessing a student’s understanding, knowledge, and skills in various subjects. Assignments are designed to challenge students , enhance their critical thinking abilities, and encourage creativity. In this article, we will delve into the different types of assignments, and their definitions, and focus on creative writing assignments and reflective journal or diary entry assignments. Additionally, we will explore how group projects differ from individual assignments and shed light on the diverse landscape of academic assignments. 

What is Assignment?

An assignment refers to a specific task or project given to individuals or groups with designated objectives and a set timeframe for completion. These tasks are a fundamental component of academic, professional, and personal development , serving distinct purposes in each context. In academics, assignments assess students’ comprehension and application of course materials through various forms such as essays, research papers, exams, or group projects. On the professional front, assignments align with job roles, contributing to organizational objectives. These tasks may range from individual projects to collaborative endeavors, often involving reports, proposals, or presentations. 

Assignments serve several key purposes. Grades or performance evaluations often stem from these assessments. The structure of an assignment typically encompasses an introduction that clearly outlines the objectives, a body that presents the main content or analysis, a conclusion summarizing key points, and a reference section listing sources used, following a specified citation style. To excel in assignments, adhering to best practices is essential. This includes understanding the assignment requirements thoroughly, planning and organizing tasks effectively, conducting comprehensive research, drafting and revising iteratively, seeking feedback for improvement, and rigorously reviewing and editing before final submission. 

What is a Creative Writing Assignment?

A creative writing assignment is a task that prompts individuals to engage in expressive and imaginative writing, often with the aim of fostering creativity, exploring personal thoughts, and honing literary skills. These assignments are prevalent in educational settings, particularly in courses focused on creative writing or literature. They can also be given in workshops, writing groups, or as personal projects. The essence of a creative writing assignment lies in the freedom and flexibility it offers to the writer, encouraging the use of their unique voice, perspective, and creativity.

These assignments can take various forms, such as short stories, poetry, essays, plays, or even experimental prose. The topic or theme is usually broad, allowing for interpretation and creative exploration. The instructions may involve specific elements like character development, setting, dialogue, or the incorporation of certain literary techniques . 

In crafting a creative writing assignment, instructors or supervisors often consider the objectives they aim to achieve. They design prompts that stimulate creativity, challenge the writer’s skills, or align with a specific theme or literary genre. The assessment of creative writing assignments typically focuses on the writer’s ability to develop a captivating narrative, use language effectively, portray emotions, and adhere to the guidelines while embracing creativity.

Types of Assignment

• Essays: Essays are a common form of academic assignment, requiring students to articulate their ideas, arguments, and insights on a specific topic. Essays can range from persuasive, descriptive, narrative, or expository, and often follow a structured format with an introduction, body paragraphs, and a conclusion.
• Reports: Reports are detailed documents that present information, findings, or analyses related to a particular subject or research. They typically include an introduction, methodology, results, discussion, and conclusion sections.
• Case Studies: Case studies involve in-depth analysis of a particular case, situation, or individual. They aim to demonstrate a student’s ability to apply theoretical knowledge to real-world scenarios.
• Experiments and Practical Assignments: These assignments require students to perform experiments or practical tasks related to a subject, record observations, analyze results, and draw conclusions.
• Literature Reviews: Literature reviews involve summarizing and analyzing existing research and literature on a specific topic. It helps in understanding the current state of knowledge in a particular field.

What are the Different Academic Types of Assignments?

Academic assignments vary based on the subject, level of study, and specific course requirements. Some common types of academic assignments include:

• Research Papers: Research papers involve a deep investigation and analysis of a topic, supported by scholarly sources and evidence. They demonstrate a student’s ability to conduct comprehensive research and present their findings coherently.
• Thesis and Dissertations: Theses and dissertations are extensive research projects completed at the undergraduate, graduate, or doctoral levels. They require original research and contribute new knowledge to the academic field.
• Book Reviews: Book reviews assess a student’s understanding and critical evaluation of a particular book. They typically involve summarizing the book’s content, analyzing its themes, and providing an informed opinion.
• Homework Assignments: These are short tasks assigned regularly to reinforce learning and understanding of class material. Homework assignments are usually completed outside of regular class hours.

How do Group Projects Differ from Individual Assignments?

Group projects and individual assignments differ in several aspects, including the nature of work, collaboration, and individual responsibility.

– Nature of Work: In group projects, the work is distributed among team members, leveraging each member’s strengths. In contrast, individual assignments require a single student to complete the entire task independently.

– Collaboration: Group projects encourage collaboration and teamwork, where members contribute their ideas and skills to achieve a common goal. Individual assignments, on the other hand, rely solely on the efforts and capabilities of a single student.

– Decision Making: Group projects involve collective decision-making and consensus building, considering the input from all team members. Individual assignments allow for personal decision-making without the need for external input.

– Accountability: In group projects, team members are collectively accountable for the project’s success or failure. In individual assignments, the student is solely responsible for the outcome.

What is a Reflective Journal or Diary Entry Assignment?

A reflective journal or diary entry assignment is a structured or unstructured task that prompts individuals to record their thoughts, experiences, and reflections on a specific topic, event, or period of time in a personal journal-like format. This assignment encourages introspection, critical thinking, and the exploration of personal growth, emotions, and learning through written expression. Reflective journal entries can vary in terms of length, frequency, and format based on the assignment’s guidelines or the individual’s preferences.

The primary purpose of a reflective journal or diary entry assignment is to encourage self-awareness and deeper understanding. It provides a platform to articulate and organize thoughts and emotions, helping individuals make sense of their experiences and connect them to broader concepts or theories. This reflective process often leads to personal insights, enhanced learning , and an improved ability to deal with future situations.

The structure of a reflective journal entry typically involves recording the experience or event, followed by a thoughtful reflection on how the experience made the individual feel, what was learned from it, and how it relates to past experiences or future actions. The reflection may include self-assessment, analysis of strengths and weaknesses, and considerations of alternative perspectives or approaches.

In educational contexts, instructors may assign reflective journal entries to students in various disciplines such as psychology, education, nursing, or business. The topics for reflection can range from practical experiences in a field or clinical setting to responses to readings, lectures, or specific assignments. The assessment of reflective journal entries often focuses on the depth of reflection, the ability to connect experiences to relevant concepts or theories, and the clarity and coherence of the writing.

Conclusion: Types of Assignment

Assignments serve a dual purpose: assessing academic knowledge and fostering a spectrum of critical skills crucial for a well-rounded education. Beyond being tools of evaluation, they are platforms for the development of critical thinking, research abilities, effective communication, and creativity. Each type of assignment offers a unique avenue for students to demonstrate their understanding and enhance specific skills. Understanding the diverse types of academic assignments is fundamental for students embarking on their educational journey.

Creative writing assignments stand as the epitome of fostering creativity and self-expression. These tasks invite students to venture into the realms of imagination, shaping characters, plots, and narratives. Through these assignments, students not only get to showcase their literary prowess but also refine their ability to craft engaging stories that captivate readers. Moreover, they encourage originality and innovation, nurturing an environment where unique voices and styles can flourish.

Approaching each assignment with diligence is paramount. Students should carefully analyze the requirements, align their efforts with the objectives, and adopt effective planning and organizational strategies. Assignments should not be viewed merely as tasks to be completed but as opportunities for learning and personal development. By dedicating time and effort to each assignment, students can extract maximum educational benefits, ultimately enriching their academic journey.

In essence, academic assignments, in their varied forms, are essential components of the educational process. They are not only gateways to academic success but also catalysts for the development of critical life skills. Encouraging students to embrace these assignments with enthusiasm, creativity, and introspection can significantly enhance their overall learning experience and equip them for the challenges and opportunities that lie ahead in their academic and professional pursuits.

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Types of Assignments

Cristy Bartlett and Kate Derrington

Introduction

As discussed in the previous chapter, assignments are a common method of assessment at university. You may encounter many assignments over your years of study, yet some will look quite different from others. By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. This chapter draws on the skills from the previous chapter, and extends the discussion, showing you where to aim with different types of assignments.

The chapter begins by exploring the popular essay assignment, with its two common categories, analytical and argumentative essays. It then examines assignments requiring case study responses , as often encountered in fields such as health or business. This is followed by a discussion of assignments seeking a report (such as a scientific report) and reflective writing assignments, common in nursing, education and human services. The chapter concludes with an examination of annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of  your assignment writing skills.

Different Types of Written Assignments

At university, an essay is a common form of assessment. In the previous chapter Writing Assignments we discussed what was meant by showing academic writing in your assignments. It is important that you consider these aspects of structure, tone and language when writing an essay.

Components of an essay

Essays should use formal but reader friendly language and have a clear and logical structure. They must include research from credible academic sources such as peer reviewed journal articles and textbooks. This research should be referenced throughout your essay to support your ideas (See the chapter Working with Information ).

If you have never written an essay before, you may feel unsure about how to start.  Breaking your essay into sections and allocating words accordingly will make this process more manageable and will make planning the overall essay structure much easier.

• An essay requires an introduction, body paragraphs and a conclusion.
• Generally, an introduction and conclusion are approximately 10% each of the total word count.
• The remaining words can then be divided into sections and a paragraph allowed for each area of content you need to cover.
• Use your task and criteria sheet to decide what content needs to be in your plan

An effective essay introduction needs to inform your reader by doing four basic things:

Table 20.1 An effective essay

An effective essay body paragraph needs to:

An effective essay conclusion needs to:

Common types of essays

You may be required to write different types of essays, depending on your study area and topic. Two of the most commonly used essays are analytical and argumentative .  The task analysis process discussed in the previous chapter Writing Assignments will help you determine the type of essay required. For example, if your assignment question uses task words such as analyse, examine, discuss, determine or explore, you would be writing an analytical essay . If your assignment question has task words such as argue, evaluate, justify or assess, you would be writing an argumentative essay . Despite the type of essay, your ability to analyse and think critically is important and common across genres.  

Analytical essays

These essays usually provide some background description of the relevant theory, situation, problem, case, image, etcetera that is your topic. Being analytical requires you to look carefully at various components or sections of your topic in a methodical and logical way to create understanding.

The purpose of the analytical essay is to demonstrate your ability to examine the topic thoroughly. This requires you to go deeper than description by considering different sides of the situation, comparing and contrasting a variety of theories and the positives and negatives of the topic. Although in an analytical essay your position on the topic may be clear, it is not necessarily a requirement that you explicitly identify this with a thesis statement, as is the case with an argumentative essay. If you are unsure whether you are required to take a position, and provide a thesis statement, it is best to check with your tutor.

Argumentative essays

These essays require you to take a position on the assignment topic. This is expressed through your thesis statement in your introduction. You must then present and develop your arguments throughout the body of your assignment using logically structured paragraphs. Each of these paragraphs needs a topic sentence that relates to the thesis statement. In an argumentative essay, you must reach a conclusion based on the evidence you have presented.

Case Study Responses

Case studies are a common form of assignment in many study areas and students can underperform in this genre for a number of key reasons.

Students typically lose marks for not:

• Relating their answer sufficiently to the case details
• Applying critical thinking
• Writing with clear structure
• Using appropriate or sufficient sources
• Using accurate referencing

When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure but include examples and data from the case as additional evidence to support your points (see Figure 20.5 ). The colours in the sample paragraph below show the function of each component.

The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct and Nursing Standards (2018) play a crucial role in determining the scope of practice for nurses and midwives. A key component discussed in the code is the provision of person-centred care and the formation of therapeutic relationships between nurses and patients (NMBA, 2018). This ensures patient safety and promotes health and wellbeing (NMBA, 2018). The standards also discuss the importance of partnership and shared decision-making in the delivery of care (NMBA, 2018, 4). Boyd and Dare (2014) argue that good communication skills are vital for building therapeutic relationships and trust between patients and care givers. This will help ensure the patient is treated with dignity and respect and improve their overall hospital experience. In the case, the therapeutic relationship with the client has been compromised in several ways. Firstly, the nurse did not conform adequately to the guidelines for seeking informed consent before performing the examination as outlined in principle 2.3 (NMBA, 2018). Although she explained the procedure, she failed to give the patient appropriate choices regarding her health care. 

Topic sentence | Explanations using paraphrased evidence including in-text references | Critical thinking (asks the so what? question to demonstrate your student voice). | Relating the theory back to the specifics of the case. The case becomes a source of examples as extra evidence to support the points you are making.

Reports are a common form of assessment at university and are also used widely in many professions. It is a common form of writing in business, government, scientific, and technical occupations.

Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case.  Reports may be written for different audiences including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 20.2 ).

Table 20.2 Explanations of different types of reports

Reflective writing

Reflective writing is a popular method of assessment at university. It is used to help you explore feelings, experiences, opinions, events or new information to gain a clearer and deeper understanding of your learning. A reflective writing task requires more than a description or summary.  It requires you to analyse a situation, problem or experience, consider what you may have learnt and evaluate how this may impact your thinking and actions in the future. This requires critical thinking, analysis, and usually the application of good quality research, to demonstrate your understanding or learning from a situation. Essentially, reflective practice is the process of looking back on past experiences and engaging with them in a thoughtful way and drawing conclusions to inform future experiences. The reflection skills you develop at university will be vital in the workplace to assist you to use feedback for growth and continuous improvement. There are numerous models of reflective writing and you should refer to your subject guidelines for your expected format. If there is no specific framework, a simple model to help frame your thinking is What? So what? Now what?   (Rolfe et al., 2001).

Table 20.3 What? So What? Now What? Explained.

The Gibbs’ Reflective Cycle

The Gibbs’ Cycle of reflection encourages you to consider your feelings as part of the reflective process. There are six specific steps to work through. Following this model carefully and being clear of the requirements of each stage, will help you focus your thinking and reflect more deeply. This model is popular in Health.

The 4 R’s of reflective thinking

This model (Ryan and Ryan, 2013) was designed specifically for university students engaged in experiential learning.  Experiential learning includes any ‘real-world’ activities including practice led activities, placements and internships.  Experiential learning, and the use of reflective practice to heighten this learning, is common in Creative Arts, Health and Education.

Annotated Bibliography

What is it.

An annotated bibliography is an alphabetical list of appropriate sources (books, journals or websites) on a topic, accompanied by a brief summary, evaluation and sometimes an explanation or reflection on their usefulness or relevance to your topic. Its purpose is to teach you to research carefully, evaluate sources and systematically organise your notes. An annotated bibliography may be one part of a larger assessment item or a stand-alone assessment piece. Check your task guidelines for the number of sources you are required to annotate and the word limit for each entry.

How do I know what to include?

When choosing sources for your annotated bibliography it is important to determine:

• The topic you are investigating and if there is a specific question to answer
• The type of sources on which you need to focus
• Whether they are reputable and of high quality

What do I say?

Important considerations include:

• Is the work current?
• Is the work relevant to your topic?
• Is the author credible/reliable?
• Is there any author bias?
• The strength and limitations (this may include an evaluation of research methodology).

Literature Reviews

It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 20.4 ). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.

Table 20.4 Comparison of Literature Reviews

Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 20.10 ). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 20.5 ).

Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.

• Not all assignments at university are the same. Understanding the requirements of different types of assignments will assist in meeting the criteria more effectively.
• There are many different types of assignments. Most will require an introduction, body paragraphs and a conclusion.
• An essay should have a clear and logical structure and use formal but reader friendly language.
• Breaking your assignment into manageable chunks makes it easier to approach.
• Effective body paragraphs contain a topic sentence.
• A case study structure is similar to an essay, but you must remember to provide examples from the case or scenario to demonstrate your points.
• The type of report you may be required to write will depend on its purpose and audience. A report requires structured writing and uses headings.
• Reflective writing is popular in many disciplines and is used to explore feelings, experiences, opinions or events to discover what learning or understanding has occurred. Reflective writing requires more than description. You need to be analytical, consider what has been learnt and evaluate the impact of this on future actions.
• Annotated bibliographies teach you to research and evaluate sources and systematically organise your notes. They may be part of a larger assignment.
• Literature reviews require you to look across the literature and analyse and synthesise the information you find into themes.

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.

Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.

Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education.  Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704

Academic Success Copyright © 2021 by Cristy Bartlett and Kate Derrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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2. Written assignments

Writing and researching, writing tools and techniques, editing and proofreading, grammar and spelling, audience, tone and purpose.

There are many different types of written assignments, including essays, reports and reviews.  Student Services  has resources to help you understand different types of written assignments and how to structure your work:

• Assignment types  — outlines the purpose, audience, tone of writing and structural features of some written assignment types, including research essays, reports, annotated bibliographies and reflective journals
• Steps for writing assignments  — breaks the assignment writing process into a series of manageable tasks
• During semester  Student Services offers workshops  to help improve your study and assignment writing skills.

Online tools and courses to improve your skills:

• The  Academic Phrasebank  — provides examples of phrases to use in academic writing, including writing introductions, describing methods, reporting results, discussing findings and writing conclusions
• Writing research papers (LinkedIn Learning course, 1h56m)  — a UQ login is required. This course covers understanding different types of research papers, researching the topic, brainstorming your focus, developing a thesis statement, writing topic sentences, composing a title, using a style guide and formatting your paper
• Improving writing through corpora (UQx free online course, 8h)   — this course aims to provide you with the tools, knowledge and skills to become a ‘language detective’, using special software to improve your academic writing. Boost your knowledge of academic words and phrases to improve your vocabulary and written fluency.

• Writing and referencing tools  has information on different tools and software to use for your written assignments
• Beginner to advanced  training in Microsoft Word  is available at the Library, including using styles, sections and tables. Knowing all the shortcuts and tricks can save you a lot of time when you are writing your document
• LinkedIn Learning has many Word tutorials. Choose one that covers the version of word you use. You may like to start with  Word Essential Training (Microsoft 365) (LinkedIn Learning, 2h 33m)  — a UQ login is required.

 Check your knowledge

Sometimes when we read aloud we say the words that should be there, even if they are not. A  text-to-speech tool  is a good way of checking the accuracy and flow of your assignment. The tool will only read what actually is written on the page.  Study hacks lists text-to-speech tools .

Student Support has information on  finding a proofreader .

You can use the spelling and grammar features in your word processing tool (e.g.  Microsoft Word  and  Google Docs ) to check what you have written. Some writing tools use generative artificial intelligence to make recommendations. Using AI tools in your studies includes information about what you should consider before using AI writing tools in assessment tasks.

Use the  Macquarie Dictionary and Thesaurus  if you are unsure about any words. It is regarded as the standard reference on Australian English.

To write effectively, you should think carefully about the intended audience and purpose of your assignment. Adjust your tone to suit your audience and the medium you are using.

The  Communication Learning in Practice for Scientists (CLIPS) website  outlines how the audience, context and purpose affects how you should communicate. The website was developed to help undergraduate science students develop their communication skills but is relevant for students in all fields.

Types of Assignments Copyright © 2023 by The University of Queensland is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Understanding the different types of assignments in detail, rachel r.n..

• November 30, 2023
• How to Guides

As students advance in their academics studies, their academic knowledge increases thus increasing the level of assignments issue by their lecturers. Students are given academic assignments to test their level of understanding in a particular topic or subject.

Are you a student struggling to understand the various types of assignments you encounter during your academic journey? Look no further! In this article, I will provide you with a comprehensive overview of the different assignment types commonly found in universities. By gaining a better understanding of these assignment categories , you will be better equipped to meet the requirements and excel in your academics.

Assignments come in different forms and serve different purposes. Some of the most common types of assignments you may encounter include essays, case study responses, reports, reflective writing assignments , annotated bibliographies , and literature reviews . Let’s explore each of these assignment types in detail!

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Essay Assignments

One of the most frequently assigned tasks in university is the essay. Essays require you to present your ideas and arguments in a formal and structured manner. They demand clear and logical thinking, as well as the use of credible academic sources to support your claims. Essays can be further categorized into analytical essays , where you thoroughly examine a topic, and argumentative essays , where you take a stance on an issue and provide supporting evidence.

How to Format Essay Assignments

The following is a general list of sections you should include in your essay assignment:

A good essay title tells people what your essay is about. It helps them know what to expect from your essay, especially if they’re reading it for their own research. If the essay title is interesting, it can also make people curious and want to read your essay.

How important a catchy title is depends on the type of essay you’re writing. If it’s for a class assignment and your teacher is the only one reading it, the title doesn’t have to be super exciting. But if you’re entering a contest, applying to college or grad school, or trying to get it published, a catchy title is crucial. This is because the title is the first thing the editor or admissions committee will see, and it might decide whether they read your essay or not.

In short, a strong essay title gives a clear idea of what your essay is about. It doesn’t have to reveal everything, but it should give a general sense of what to expect and make people want to keep reading.

• Introduction

Your introduction is like the hello of your paper. It’s the first thing your reader sees, and it gives them an idea of how your writing will be. It helps them know what to expect in terms of tone, voice, and style.

Think of it as a warm-up for your reader. It shares some important info about your paper, so your reader understands what you’re talking about and why it matters.

But the introduction is not just about facts. It’s also a chance to grab your reader’s interest. If you start with something cool or make them think, they’ll be more excited to read the rest.

Here’s what you should include in your introduction, no matter what kind of paper you’re writing:

• A hook to get attention : Something that makes your reader go, “Hmm, this is interesting!”
• Background information : The basics your reader needs to understand your paper.
• A clear main point or thesis statement : What your paper is all about in one sentence.

Think of paragraphs as small parts of a bigger piece of writing. Each paragraph is like a mini version of the whole thing, with its own introduction, body, and conclusion in the form of sentences.

Now, let’s break it down. A good paragraph has four important parts, and you might already know some of them from our guide:

• Transitions: These are just a few words at the start or end of a paragraph that link it to the others. They help the writing flow smoothly.
• Topic sentence: This is usually the first sentence in a paragraph. It tells you what the whole paragraph is about.
• Supporting sentences: These sentences make up the main part of your paragraph. There are usually one to three of them, and they give more information or reasons to support the topic sentence.
• Conclusion (Summary): This is the last sentence of your paragraph. It sums up or repeats your main point in light of the evidence you provided.

Many people find writing conclusions in essays tough. But, they are super important because they make things clear and give you a better understanding of the topic.

To make a good ending for your essay, follow these steps:

Restate the thesis : A good ending reminds the reader about the main idea of your essay. But don’t just repeat it word for word. Say it in a different way while keeping the main point.

Repeat the important points : Besides talking again about your main idea, also go over the key points you made to support it. Instead of saying the same things you said before, summarize the main ideas.

Connect the beginning and ending statements : It’s helpful to go back to what you talked about at the start of your essay. This gives the reader a clear ending. You can do this by using similar ideas, going back to a story you started with, or using the same images.

Give some new thoughts Your ending should give the reader something to think about. It could be a solution, a new idea, questions for more thinking, or a call to do something. Explain why your ideas matter and why people should care. Answer these kinds of questions to leave your reader with something important to ponder.

• References.

You should include a list of sources (including module materials) that are mentioned in the essay. Find out more in the ACADEMIC STYLE GUIDE

Analytical Essays

Argumentative Essays

Essay assignment example: Applying the Concepts of Epidemiology and Nursing Research on Measles Nursing Paper Essay

Case Study Assignments

In certain fields like health or business, case study assignments are commonly assigned. These assignments require students to analyze a scenario in a particular field and respond to it guided by specific questions posed concerning the situation. In many cases, the scenario or case study involves a number of issues or problems that must be dealt with in a professional workplace.

To effectively respond to a case study, it is important to refer to the case itself, structure your analysis effectively, and use examples and data from the case as evidence to support your points.

Types of Case Studies

Illustrative case study: employed to provide a descriptive portrayal of a particular situation without aiming for generalizations. Often used for educational purposes, it offers readers a tangible example, fostering a clearer understanding of concepts.

Exploratory case studies: serve the purpose of exploring a subject or phenomenon, collecting preliminary insights before conducting a more extensive study. Ideal for gaining an understanding of the scope, scale, and potential variables associated with a problem, these studies help researchers refine their focus and approach.

Explanatory case studies : focus on establishing cause-and-effect relationships. They investigate why and how a specific situation occurred and explore its impact. This type is valuable when researchers seek to uncover underlying principles or factors contributing to a particular outcome, providing a deeper understanding of complex issues.

Critical instance case studies : concentrate on instances deemed uniquely interesting or significant. By delving into cases of exceptional relevance, researchers can extract insights that might be applicable to broader contexts. This type is particularly useful when studying rare or extreme cases that offer a distinctive perspective on an issue or challenge.

Prospective or longitudinal case studies: involve tracking the development of a situation over time. This approach necessitates repeated observations and data collection to analyze changes and patterns, making it well-suited for studying processes, developments, or changes in individuals, groups, or organizations over an extended period.

Steps to writing an answer to a case study assignment

• Carefully read the case study and questions
• Identify the issues being raised in the case study
• Link theory to practice
• Draft your answer
• Start writing your case study
• Proofread and edit

Analyzing Case Studies

When analyzing a case study, consider the following aspects:

• Context: Understand the background and setting of the case.
• Key Issues: Identify the main problems or challenges within the case.
• Analysis: Apply relevant theories or concepts to examine the case in depth.
• Recommendations: Offer practical solutions or suggestions for addressing the issues.

Example Case Study Analysis

“The case study presents a real-world scenario in the healthcare industry, focusing on the challenges faced by a hospital in improving patient satisfaction. Through a detailed analysis of patient feedback and hospital data, I identified the key issues contributing to low satisfaction scores, such as long wait times and inadequate communication. Based on this analysis, I recommended implementing strategies to streamline processes, enhance communication between staff and patients, and improve overall patient experience. This case study provided valuable insights into the complexities of healthcare management and the importance of patient-centered care.” – Student, Health Management Program

Case Study Structure

A well-structured case study analysis typically includes the following sections:

• Introduction: Provide a brief overview of the case and its importance.
• Background: Present relevant background information about the case.
• Analysis: Analyze the case, addressing the key issues identified.
• Findings: Summarize your findings based on the analysis.
• Conclusion: Provide a concise conclusion that ties everything together.

Related blog article: Case Study on Moral Status .

Report Assignments

Reports are a common form of assessment in various professions. They serve as a means of communicating information and analysis to a specific audience. Report assignments can take different structures and formats, depending on the professional requirements and the purpose of the report.

In general, a report consists of several sections that provide a comprehensive overview of the topic being discussed. This may include an executive summary, introduction, methodology, findings, analysis, and conclusion.

The specific sections of a report can vary depending on the field and purpose of the assignment. For example, a business report may include sections on market analysis, financial analysis, and recommendations, while a scientific research report may include sections on hypothesis, methodology, results, and discussion.

When working on a report assignment, it is important to carefully follow the given guidelines and structure the report in a logical and coherent manner. Each section should be clearly labeled and organized, making it easy for the reader to navigate and understand the content.

Additionally, reports often require the use of visual aids such as tables, charts, and graphs to present data and support findings. These visual elements should be properly formatted and referenced within the text.

Overall, report assignments require careful planning, research, and analysis to effectively present information and make informed recommendations. By understanding the structure and components of reports, you can ensure that your assignments meet the requirements and effectively convey your findings and insights to the intended audience.

Report assignment essay: Term-Long Project Nursing Paper Example

Reflective Writing, Annotated Bibliographies, and Literature Reviews

Reflective writing assignments , annotated bibliographies, and literature reviews are important types of assignments that you may encounter in your academic journey. They each serve a unique purpose and require specific approaches to effectively complete them. These assignments encourage self-reflection and exploration of personal experiences and thoughts on a particular topic.

Reflective Writing Assignments

Reflective writing assignments provide an opportunity for self-reflection and personal exploration. In fields such as nursing, education, and human services, these assignments encourage you to think critically about your experiences, thoughts, and emotions related to a particular topic. By analyzing your own reactions and considering the impact of these experiences, you can gain deeper insights and develop a greater understanding of the subject matter.

Annotated Bibliographies

Annotated bibliographies are valuable resources that provide a comprehensive list of sources accompanied by brief descriptions and evaluations. These assignments require you to carefully select relevant sources and provide thoughtful annotations that summarize the key points, strengths, and weaknesses of each source. By creating an annotated bibliography, you demonstrate your ability to critically analyze and evaluate existing literature on a particular topic.

Literature Reviews

Literature reviews involve a thorough examination of existing literature on a specific subject. They aim to identify current trends, research gaps, and areas for further investigation. By conducting a comprehensive review of scholarly articles, books, and other relevant sources, you can contribute to the existing knowledge base and showcase your ability to synthesize information from multiple sources.

Now that you have a better understanding of the different types of assignments , you can confidently tackle any task that comes your way. Remember, at StudyingHq.com, you can find thousands of free essay examples, samples, guides, topics, and research papers to inspire your own work. And if you need writing assistance, our team of expert writers is ready to help you within 2-3 hours. Good luck with your assignments!

What are the different types of assignments in university?

Some common types of assignments include essays, case study responses, reports, reflective writing assignments, annotated bibliographies, and literature reviews.

What do essays require and how can they be categorized?

Essays require formal language, a clear and logical structure, and the use of credible academic sources. They can be categorized into  analytical essays , which involve examining a topic thoroughly, and  argumentative essays , which require taking a position on an issue and presenting arguments supported by evidence.

What are case study assignments and how should I respond to them?

Case study assignments  involve analyzing a specific situation, problem, or organization over a selected period of time. When responding to a case study, it is important to refer to the case, structure your paragraphs effectively, and use examples and data from the case as evidence to support your points.

What are the different types of report assignments?

Reports can take different structures, such as business reports or scientific and research reports. The structure of a report depends on professional requirements and the purpose of the report. It typically includes sections like an executive summary, introduction, process, findings, and conclusion.

What are reflective writing assignments, annotated bibliographies, and literature reviews?

Reflective writing assignments involve self-reflection and exploring personal experiences or thoughts on a particular topic. Annotated bibliographies are lists of sources with brief descriptions and evaluations. Literature reviews examine existing literature on a topic, highlighting current trends and identifying research gaps.

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Academic Writing

23 Types of Assignments

The type of assignment you might get can be divided up into how the assignment will be delivered (submission) and what the assignment is going to achieve (purpose).

English at this Advanced Level requires students to be able to deliver:

• An oral presentation
• A review of a literature-based text
• On-demand paragraphs and essays
• A research assignment

Students are required to satisfy the following purposes:

• Compare and contrast
• Classification

You might be assigned an oral presentation to persuade; a research assignment to synthesize; a paragraph to summarize; an on-demand essay to define…

Ground Zero: You need to know what your assignment is asking of you. How will you deliver it? What is an effective way to execute that type of delivery? What content should be in it? How should your ideas be organized to suit the purpose?

See more in “ Patterns of Organization and Methods of Development ” later in this text.

Advanced English Copyright © 2021 by Allison Kilgannon is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Types of Assignments and Assessments

Assignments and assessments are much the same thing: an instructor is unlikely to give students an assignment that does not receive some sort of assessment, whether formal or informal, formative or summative; and an assessment must be assigned, whether it is an essay, case study, or final exam. When the two terms are distinquished, "assignment" tends to refer to a learning activity that is primarily intended to foster or consolidate learning, while "assessment" tends to refer to an activity that is primarily intended to measure how well a student has learned. 

In the list below, some attempt has been made to put the assignments/assessments in into logical categories. However, many of them could appear in multiple categories, so to prevent the list from becoming needlessly long, each item has been allocated to just one category. 

Written Assignments:

• Annotated Bibliography : An annotated bibliography is a list of citations or references to sources such as books, articles, websites, etc., along with brief descriptions or annotations that summarize, evaluate, and explain the content, relevance, and quality of each source. These annotations provide readers with insights into the source's content and its potential usefulness for research or reference.
• Summary/Abstract : A summary or abstract is a concise and condensed version of a longer document or research article, presenting the main points, key findings, and essential information in a clear and brief manner. It allows readers to quickly grasp the main ideas and determine whether the full document is relevant to their needs or interests. Abstracts are commonly found at the beginning of academic papers, research articles, and reports, providing a snapshot of the entire content.
• Case Analysis : Case analysis refers to a systematic examination and evaluation of a particular situation, problem, or scenario. It involves gathering relevant information, identifying key factors, analyzing various aspects, and formulating conclusions or recommendations based on the findings. Case analysis is commonly used in business, law, and other fields to make informed decisions and solve complex problems.
• Definition : A definition is a clear and concise explanation that describes the meaning of a specific term, concept, or object. It aims to provide a precise understanding of the item being defined, often by using words, phrases, or context that distinguish it from other similar or related things.
• Description of a Process : A description of a process is a step-by-step account or narrative that outlines the sequence of actions, tasks, or events involved in completing a particular activity or achieving a specific goal. Process descriptions are commonly used in various industries to document procedures, guide employees, and ensure consistent and efficient workflows.
• Executive Summary : An executive summary is a condensed version of a longer document or report that provides an overview of the main points, key findings, and major recommendations. It is typically aimed at busy executives or decision-makers who need a quick understanding of the content without delving into the full details. Executive summaries are commonly used in business proposals, project reports, and research papers to present essential information concisely.
• Proposal/Plan : A piece of writing that explains how a future problem or project will be approached.
• Laboratory or Field Notes:  Laboratory/field notes are detailed and systematic written records taken by scientists, researchers, or students during experiments, observations, or fieldwork. These notes document the procedures, observations, data, and any unexpected findings encountered during the scientific investigation. They serve as a vital reference for later analysis, replication, and communication of the research process and results.
• Research Paper : A research paper is a more extensive and in-depth academic work that involves original research, data collection from multiple sources, and analysis. It aims to contribute new insights to the existing body of knowledge on a specific subject. Compare to "essay" below.
• Essay : A composition that calls for exposition of a thesis and is composed of several paragraphs including an introduction, a body, and a conclusion. It is different from a research paper in that the synthesis of bibliographic sources is not required. Compare to "Research Paper" above. 
• Memo : A memo, short for memorandum, is a brief written message or communication used within an organization or business. It is often used to convey information, provide updates, make announcements, or request actions from colleagues or team members.
• Micro-theme : A micro-theme refers to a concise and focused piece of writing that addresses a specific topic or question. It is usually shorter than a traditional essay or research paper and requires the writer to present their ideas clearly and concisely.
• Notes on Reading : Notes on reading are annotations, comments, or summaries taken while reading a book, article, or any other written material. They serve as aids for understanding, retention, and later reference, helping the reader recall essential points and ideas from the text.
• Outline : An outline is a structured and organized plan that lays out the main points and structure of a written work, such as an essay, research paper, or presentation. It provides a roadmap for the writer, ensuring logical flow and coherence in the final piece.
• Plan for Conducting a Project : A plan for conducting a project outlines the steps, resources, timelines, and objectives for successfully completing a specific project. It includes details on how tasks will be executed and managed to achieve the desired outcomes.
• Poem : A poem is a literary work written in verse, using poetic devices like rhythm, rhyme, and imagery to convey emotions, ideas, and experiences.
• Play : A play is a form of literature written for performance, typically involving dialogue and actions by characters to tell a story or convey a message on stage.
• Choreography : Choreography refers to the art of designing dance sequences or movements, often for performances in various dance styles.
• Article/Book Review : An article or book review is a critical evaluation and analysis of a piece of writing, such as an article or a book. It typically includes a summary of the content and the reviewer's assessment of its strengths, weaknesses, and overall value.
• Review of Literature : A review of literature is a comprehensive summary and analysis of existing research and scholarly writings on a particular topic. It aims to provide an overview of the current state of knowledge in a specific field and may be a part of academic research or a standalone piece.
• Essay-based Exam : An essay-based exam is an assessment format where students are required to respond to questions or prompts with written, structured responses. It involves expressing ideas, arguments, and explanations in a coherent and organized manner, often requiring critical thinking and analysis.
• "Start" : In the context of academic writing, "start" refers to the initial phase of organizing and planning a piece of writing. It involves formulating a clear and focused thesis statement, which presents the main argument or central idea of the work, and creating an outline or list of ideas that will support and develop the thesis throughout the writing process.
• Statement of Assumptions : A statement of assumptions is a declaration or acknowledgment made at the beginning of a document or research paper, highlighting the underlying beliefs, conditions, or premises on which the work is based. It helps readers understand the foundation of the writer's perspective and the context in which the content is presented.
• Summary or Precis : A summary or precis is a concise and condensed version of a longer piece of writing, such as an article, book, or research paper. It captures the main points, key arguments, and essential information in a succinct manner, enabling readers to grasp the content without reading the full text.
• Unstructured Writing : Unstructured writing refers to the process of writing without following a specific plan, outline, or organizational structure. It allows the writer to freely explore ideas, thoughts, and creativity without the constraints of a predefined format or order. Unstructured writing is often used for brainstorming, creative expression, or personal reflection.
• Rough Draft or Freewrite : A rough draft or freewrite is an initial version of a piece of writing that is not polished or edited. It serves as an early attempt by the writer to get ideas on paper without worrying about perfection, allowing for exploration and creativity before revising and refining the final version.
• Technical or Scientific Report : A technical or scientific report is a document that presents detailed information about a specific technical or scientific project, research study, experiment, or investigation. It follows a structured format and includes sections like abstract, introduction, methods, results, discussion, and conclusion to communicate findings and insights in a clear and systematic manner.
• Journal article : A formal article reporting original research that could be submitted to an academic journal. Rather than a format dictated by the professor, the writer must use the conventional form of academic journals in the relevant discipline.
• Thesis statement : A clear and concise sentence or two that presents the main argument or central claim of an essay, research paper, or any written piece. It serves as a roadmap for the reader, outlining the writer's stance on the topic and the key points that will be discussed and supported in the rest of the work. The thesis statement provides focus and direction to the paper, guiding the writer's approach to the subject matter and helping to maintain coherence throughout the writing.

Visual Representation

• Brochure : A brochure is a printed or digital document used for advertising, providing information, or promoting a product, service, or event. It typically contains a combination of text and visuals, such as images or graphics, arranged in a visually appealing layout to convey a message effectively.
• Poster : A poster is a large printed visual display intended to catch the attention of an audience. It often contains a combination of text, images, and graphics to communicate information or promote a particular message, event, or cause.
• Chart : A chart is a visual representation of data or information using various formats such as pie charts, bar charts, line charts, or tables. It helps to illustrate relationships, trends, and comparisons in a concise and easy-to-understand manner.
• Graph : A graph is a visual representation of numerical data, usually presented using lines, bars, points, or other symbols on a coordinate plane. Graphs are commonly used to show trends, patterns, and relationships between variables.
• Concept Map : A concept map is a graphical tool used to organize and represent the connections and relationships between different concepts or ideas. It typically uses nodes or boxes to represent concepts and lines or arrows to show the connections or links between them, helping to visualize the relationships and hierarchy of ideas.
• Diagram : A diagram is a visual representation of a process, system, or structure using labeled symbols, shapes, or lines. Diagrams are used to explain complex concepts or procedures in a simplified and easy-to-understand manner.
• Table : A table is a systematic arrangement of data or information in rows and columns, allowing for easy comparison and reference. It is commonly used to present numerical data or detailed information in an organized format.
• Flowchart : A flowchart is a graphical representation of a process, workflow, or algorithm, using various shapes and arrows to show the sequence of steps or decisions involved. It helps visualize the logical flow and decision points, making it easier to understand and analyze complex processes.
• Multimedia or Slide Presentation : A multimedia or slide presentation is a visual communication tool that combines text, images, audio, video, and other media elements to deliver information or a message to an audience. It is often used for educational, business, or informational purposes and can be presented in person or virtually using software like Microsoft PowerPoint or Google Slides.
• ePortfolio : An ePortfolio, short for electronic portfolio, is a digital collection of an individual's work, accomplishments, skills, and reflections. It typically includes a variety of multimedia artifacts such as documents, presentations, videos, images, and links to showcase a person's academic, professional, or personal achievements. Eportfolios are used for self-reflection, professional development, and showcasing one's abilities to potential employers, educators, or peers. They provide a comprehensive and organized way to present evidence of learning, growth, and accomplishments over time.

Multiple-Choice Questions : These questions present a statement or question with several possible answer options, of which one or more may be correct. Test-takers must select the most appropriate choice(s). See CTE's Teaching Tip "Designing Multiple-Choice Questions."  

True or False Questions : These questions require test-takers to determine whether a given statement is true or false based on their knowledge of the subject.

Short-Answer Questions : Test-takers are asked to provide brief written responses to questions or prompts. These responses are usually a few sentences or a paragraph in length.

Essay Questions : Essay questions require test-takers to provide longer, more detailed written responses to a specific topic or question. They may involve analysis, critical thinking, and the development of coherent arguments.

Matching Questions : In matching questions, test-takers are asked to pair related items from two lists. They must correctly match the items based on their associations.

Fill-in-the-Blank Questions : Test-takers must complete sentences or passages by filling in the missing words or phrases. This type of question tests recall and understanding of specific information.

Multiple-Response Questions : Similar to multiple-choice questions, but with multiple correct options. Test-takers must select all the correct choices to receive full credit.

Diagram or Image-Based Questions : These questions require test-takers to analyze or interpret diagrams, charts, graphs, or images to answer specific queries.

Problem-Solving Questions : These questions present real-world or theoretical problems that require test-takers to apply their knowledge and skills to arrive at a solution.

Vignettes or Case-Based Questions : In these questions, test-takers are presented with a scenario or case study and must analyze the information to answer related questions.

Sequencing or Order Questions : Test-takers are asked to arrange items or events in a particular order or sequence based on their understanding of the subject matter.

Projects intended for a specific audience :

• Advertisement : An advertisement is a promotional message or communication aimed at promoting a product, service, event, or idea to a target audience. It often uses persuasive techniques, visuals, and compelling language to attract attention and encourage consumers to take specific actions, such as making a purchase or seeking more information.
• Client Report for an Agency : A client report for an agency is a formal document prepared by a service provider or agency to communicate the results, progress, or recommendations of their work to their client. It typically includes an analysis of data, achievements, challenges, and future plans related to the project or services provided.
• News or Feature Story : A news story is a journalistic piece that reports on current events or recent developments, providing objective information in a factual and unbiased manner. A feature story, on the other hand, is a more in-depth and creative piece that explores human interest topics, profiles individuals, or delves into issues from a unique perspective.
• Instructional Manual : An instructional manual is a detailed document that provides step-by-step guidance, explanations, and procedures on how to use, assemble, operate, or perform specific tasks with a product or system. It aims to help users understand and utilize the item effectively and safely.
• Letter to the Editor : A letter to the editor is a written communication submitted by a reader to a newspaper, magazine, or online publication, expressing their opinion, feedback, or comments on a particular article, topic, or issue. It is intended for publication and allows individuals to share their perspectives with a broader audience.

Problem-Solving and Analysis :

• Taxonomy : Taxonomy is the science of classification, categorization, and naming of organisms, objects, or concepts based on their characteristics, similarities, and differences. It involves creating hierarchical systems that group related items together, facilitating organization and understanding within a particular domain.
• Budget with Rationale : A budget with rationale is a financial plan that outlines projected income and expenses for a specific period, such as a month or a year. The rationale provides explanations or justifications for each budget item, explaining the purpose and reasoning behind the allocated funds.
• Case Analysis : Case analysis refers to a methodical examination of a particular situation, scenario, or problem. It involves gathering relevant data, identifying key issues, analyzing different factors, and formulating conclusions or recommendations based on the findings. Case analysis is commonly used in various fields, such as business, law, and education, to make informed decisions and solve complex problems.
• Case Study : A case study is an in-depth analysis of a specific individual, group, organization, or situation. It involves thorough research, data collection, and detailed examination to understand the context, challenges, and outcomes associated with the subject of study. Case studies are widely used in academic research and professional contexts to gain insights into real-world scenarios.
• Word Problem : A word problem is a type of mathematical or logical question presented in a contextual format using words rather than purely numerical or symbolic representations. It challenges students to apply their knowledge and problem-solving skills to real-life situations.

Collaborative Activities

• Debate : A debate is a structured discussion between two or more individuals or teams with differing viewpoints on a specific topic or issue. Participants present arguments and counterarguments to support their positions, aiming to persuade the audience and ultimately reach a resolution or conclusion. Debates are commonly used in academic settings, public forums, and formal competitions to foster critical thinking, communication skills, and understanding of diverse perspectives.
• Group Discussion : A group discussion is an interactive conversation involving several individuals who come together to exchange ideas, opinions, and information on a particular subject. The discussion is typically moderated to ensure that everyone has an opportunity to participate, and it encourages active listening, collaboration, and problem-solving. Group discussions are commonly used in educational settings, team meetings, and decision-making processes to promote dialogue and collective decision-making.
• An oral report is a form of communication in which a person or group of persons present information, findings, or ideas verbally to an audience. It involves speaking in front of others, often in a formal setting, and delivering a structured presentation that may include visual aids, such as slides or props, to support the content. Oral reports are commonly used in academic settings, business environments, and various professional settings to share knowledge, research findings, project updates, or persuasive arguments. Effective oral reports require clear organization, articulation, and engaging delivery to effectively convey the intended message to the listeners.

Planning and Organization

• Inventory : An inventory involves systematically listing and categorizing items or resources to assess their availability, quantity, and condition. In an educational context, students might conduct an inventory of books in a library, equipment in a lab, or supplies in a classroom, enhancing their organizational and data collection skills.
• Materials and Methods Plan : A materials and methods plan involves developing a structured outline or description of the materials, tools, and procedures to be used in a specific experiment, research project, or practical task. It helps learners understand the importance of proper planning and documentation in scientific and research endeavors.
• Plan for Conducting a Project : This learning activity requires students to create a detailed roadmap for executing a project. It includes defining the project's objectives, identifying tasks and timelines, allocating resources, and setting milestones to monitor progress. It enhances students' project management and organizational abilities.
• Research Proposal Addressed to a Granting Agency : A formal document requesting financial support for a research project from a granting agency or organization. The proposal outlines the research questions, objectives, methodology, budget, and potential outcomes. It familiarizes learners with the process of seeking funding and strengthens their research and persuasive writing skills.
• Mathematical Problem : A mathematical problem is a task or question that requires the application of mathematical principles, formulas, or operations to find a solution. It could involve arithmetic, algebra, geometry, calculus, or other branches of mathematics, challenging individuals to solve the problem logically and accurately.
• Question : A question is a sentence or phrase used to elicit information, seek clarification, or provoke thought from someone else. Questions can be open-ended, closed-ended, or leading, depending on their purpose, and they play a crucial role in communication, problem-solving, and learning.

More Resources

CTE Teaching Tips

• Personal Response Systems
• Designing Multiple-Choice Questions
• Aligning Outcomes, Assessments, and Instruction

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• Types of Assignments . University of Queensland.

If you would like support applying these tips to your own teaching, CTE staff members are here to help.  View the  CTE Support  page to find the most relevant staff member to contact.

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11 Types of Assignments You’ll Write In College This Year

by  Antony W

June 9, 2024

This is the complete list of the types of assignments that you will come across in high school, college, and university this year and beyond.

Types of Assignments: The Complete List for High School and College Students

The following is the complete list of the types of assignments that you will do in school. Whether you’re in high school, college, or university, this list is worth checking.

1. Essay Assignments

Essay assignments give students a chance to express and back up their thought with explanations, statements, facts, and analysis.

Although an essay can have as many paragraphs to express various ideas, the basic format is the 5-paragraph structure, which already includes the introduction, body, and conclusion. 

Other than the structure, it’s also important to know about the types of essays . These include argumentative, persuasive, analytic, and expository essays.

An analytic essay will disintegrate issues into solutions. An expository essay provides explanations to things. Then an argumentative essay attests topics to give proof.

2. Memo Assignments

Memos are assignments that require students to provide short reports such as a monthly sales report. Memorandum assignments are good because they help cultivate conciseness in students.

That’s so because a memo should be short and precise providing only what is important to the reader.

In addition, memos can either request or share important information, and is therefore important to keep it clear.

3. Presentation Skills Assignments

Your instructor may ask you, as an individual or in a group, to go in front of the class and present certain ideas. They do this to see how well students can be at representing ideas to a crowd.

Adequate preparation is the key when it comes to creating presentations. At the end of the day, the last thing you ever want to do is to get nervous in front of other students.

More importantly, presenting ideas as a group is good because it helps you to cultivate collaborative skills.

4. Flowchart Assignments

Flowcharts represent processes or workflow of events using boxes connected together with arrow. Students will use flowcharts to show step-by-step procedures to solve given tasks.

For example, they can use flowcharts to represent service or administrative processes, manufacturing processes, or project plans.

5. Project Report Assignments

Project report assignments are to be written in future tense if the goals intended are yet to be met and in past tense where the intended goal has been achieved.

This assignment provides stakeholders with a brief preview of the projects at hand and clues whether a given project will be a success or will need improvement to meet the set goal. Students should also draft their reports with factual details.

A report should have the following arrangement:

• Acknowledgements
• Table of content
• Introduction

The body should not feature any subtitles. The conclusion, on the other hand, should feature recommendations, references, and appendices.

The aim of having project reports is to ensure students are capable of organizing both their works and goals.

6. Reflective Journal Assignments

A reflective journal is one of the types of assignments that require students to write what they understand according to what they think.

Most students who find reflective assignments hard to do can always request academic writing help from the experts in their areas of study.

7. Research Paper Assignments

With research paper assignments, students are supposed to choose topics they can explore as they come up with explanations to support their investigation.

In this assignment, students are to survey their research to understand the study that they carry out. A good research paper will feature findings that check and marge with the hypothesis .

A good example of a research paper assignment that your teacher may ask you to write is a theology paper .

8. Case study Assignments

The goal of the case study assignment is to find out whether or not students can investigate situations.

The assignment will suggest scenarios to students for a given study and provide secondary or subordinate questions. It is the work of the student to treat the scenario as real. That way, they can get the right answers for the given case study within the shortest time possible.

A case study response should be authentic, reasonable, and based on facts. In a case study assignment, students are at liberty of having politicians, the public, and professionals as their audiences.

When it comes to writing, you have to avoid the use of a massive block of words instead but make the findings should be precise and direct to the point.

8. Wiki Assignments

Wiki assignments involve putting together information modified to about any imaginary audience. Wikis let students share their ideas and provide supportive pieces of evidence to illustrate amalgamation of understanding.

Wiki is another way of telling students the importance of collaborating with fellow students, as it allows them to come up with their own posts on given studies.

Students are at liberty of creating a list, writing research questions, or starting discussions. They are also able to comment and edit any document shared. Or they can collaborate and come up with a single well-researched and detailed post.

This is one of the simplest assignments you will ever come across in school. You can get wiki free and inexpensive wikis on websites like Wikispaces, PBwiki and Wetpaint.

Lastly, a wiki is among the tools used in colleges to help students get to an immense diversification of instructional targets.

9. Literature Review Assignments

A literature review assignment is an important pedagogical tool for students in college. Depending on the given scenario or topic, students have to validate answers by studying given literatures.

Students are supposed to use the official language and maintain high levels of literature as they prepare literature reviews.

While writing this assignment, you are encouraged to have an introduction, body, and conclusion. The introduction grabs the attention of the reader, the body explains the main idea and the conclusion tells the reader the overall summary of your study. 

Apart from providing similarities and differences after evaluating more than one source, you are still supposed to give their conclusive judgments.

10. Personal Narrative Assignments

Most lecturers allocate 5% to 10% of their overall grade to personal narrative assignments.

Personal narrative essays are two pages long, which means students should always provide brief answers to the topic.

Most lecturers use this assignment to get to know their students as the semester kicks off.

11. Annotated Bibliography Assignments

Annotated Bibliography is a type of college assignment that requires students to gather related findings relevant to the topic under investigation arranged alphabetically.

Annotated bibliography assignment also requires students to use the official language and be as objective as possible.

A good annotated bibliography should have a summary of the assignment in the first section. The assignment checks whether students are collect and recognize literature relating to given topics.

About the author 

Antony W is a professional writer and coach at Help for Assessment. He spends countless hours every day researching and writing great content filled with expert advice on how to write engaging essays, research papers, and assignments.

Academic Writing - Education & CCSC students: Assignment Genre

• Publication Style
• Assignment Question

Assignment Genre

• Literature Searches
• Referencing
• Anthropomorphism

Definitions of genre

There are different types of assignments. ​Correctly identifying the genre, or type, of an assignment is a key step in successful completion of the assignment.

Definitions of  genre

• A kind or style, especially of art or literature (e.g. novel, drama, satire). ( Australian Concise Oxford Dictionary,  1997)
• A style, especially in the arts, that involves a particular set of characteristics. ( Cambridge Dictionary)  

There are significant differences between the characteristics of, say, an essay and an annotated bibliography. The characteristics of the assignment genre (e.g. structure, level of formality) are an important component of the assessment. Below is a broad (but not exhaustive) list of assignment genres. Each genre is linked to an explanation below.

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.).

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). 

Australian Concise Oxford Dictionary . (1997). Oxford University Press.

Cambridge Dictionary. Retrieved 2019, from  https://dictionary.cambridge.org/dictionary/english/genre

McMahon-Coleman, K., & Draisma, K. (2016).  Teaching university students with autism spectrum disorder: A guide to developing academic capacity and proficiency.  Jessica Kingsley Publishers. (Quotations and adapted material from pp. 105-110.)

"An essay is a structured argument about a particular topic. It will contain a thesis/argument throughout that addresses a set question and will require critical material and/or primary materials to support the points made" (McMahon-Coleman & Draisma, 2016, p. 105).

A typical essay structure includes an introduction with a statement of the assignment question and an outline of the content and structure of the essay. The body of the essay contains paragraphs, each with a topic expressed in the opening sentence (the topic sentence ) followed by description, explanation and supporting evidence (i.e. references to the relevant academic literature). In t he conclusion, the assignment question is restated, and the argument and evidence that have been presented are summarised. 

In education essays, it is acceptable to use headings to indicate the structure of the essay, although this is optional unless specified.  

As a guide, paragraphs should be three to eight sentences long. The first sentence is the topic sentence.  The remaining sentences are used to present explanation, description and supporting evidence.

The supporting evidence for an essay topic is drawn from the academic literature, which consists of authorative works by authors whose work has been peer-reviewed. Peer-reviewed research papers, both qualitative and quantitative, provide the highest form of evidence. Researchers and academics with recognised expertise may proceed to publish books based on their research or areas of expertise, including responses to, and critiques of, work by other experts in their field. Such books also form part of the academic literature for a topic. The publication dates of works are significant as more recent research in a field may contain further developments not covered in earlier works.

The textbooks and readings within units of study have been selected as authorative and reliable sources. The biblical framework and worldview for your essay writing should draw upon authorative literature from authors with recognised expertise and experience in biblical theology and Christian education .

The APA Publication Manual (2020) identified several types of essays (p. 10). Expository and persuasive essays are the types most commonly associated with academic essay writing in education:

• Cause-and-effect essays
• Comparative essays
• Expository essays
• Narrative essays
• Persuasive essays

McMahon-Coleman, K., & Draisma, K. (2016). Teaching university students with autism spectrum disorder: A guide to developing academic capacity and proficiency. Jessica Kingsley Publishers. 

Plan or essay schemata

"Sometimes lecturers will set a plan or schemata as a scaffolded learning activity prior to submission of a major essay. The advantage of this is that students receive some feedback on their arguments and how they intend to present them before putting them together ... This will be anathema, however, to those students who like to 'write their way into a topic' and find pre-planning to be an extremely difficult task ... plans are adaptable and can--and should--be changed if marker feedback suggests that the intended path is not optimal" (McMahon-Coleman & Draisma, 2016, p. 106).

Wiki, blog and forum posts

"Wiki posts are posts made in an online forum and are designed to be informative .... Theoretically, they should be able to be edited by others, but few online teaching platforms seem to have this capability" (McMahon-Coleman & Draisma, 2016, p. 108).

"Blog posts are similar to Wiki posts, but typically are less factual and more in the realm of opinion writing. Many subjects with online discussion spaces now ask students to blog or contribute to online discussion as part of their participation and assessment within courses" (McMahon-Coleman & Draisma, 2016, p. 108).

Forum posts

In online learning environments, forums are used as a discussion and participation space. Usually, the topic or question will be posed by the lecturer as part of the course content and students may be required to post a response or series of responses, and perhaps post a response to other students' posts. Whether the student posts should be informative or opinion depends on the question or assignment posted by the lecturer. If the intention of the forum is unclear, ask your lecturer for clarification.

Literature review

See also Conducting a Literature Search

Literature reviews are important for a number of reasons:

• they are utilised to report results of similar studies 
• they relate the current study to the wider literature of the field
• they show how the current study will fill a gap in the research and/or extend previous research
• they help to establish the significance of the current study
• they tell the reader that the researcher is aware of the existing literature and the most recently published research on the topic
• they provide a benchmark for comparing the results of the current study with other related work (Creswell & Creswell, 2018).

In qualitative research, a review of the literature is also a means of providing definitions and conceptual understanding, and the literature may be employed to develop an interpretive framework for inductive studies.

The literature review usually follows the introduction in a research paper, proposal or thesis. However, it is necessary, in order to avoid plagiarism, to cite or reference the work of other people to acknowledge their ideas and quotations throughout other sections of the paper. 

Literature reviews can take a number of different forms:

"(a) integrate what others have done and said (b) criticise previous scholarly works (c) build bridges between related topics (d) identify the central issues in a field" (Creswell & Creswell, 2018, p. 26).

Literature reviews usually organise the literature of interest into a series of related topics or themes and highlight the common issues.

Creswell, J. D., & Creswell, J. W. (2018). Research design: qualitative, quantitative & mixed methods approaches (5th ed.). Sage.

Further Resources

More information about literature reviews: www.citewrite.qut.edu.au/write/writing-well/litreview.html

What is a literature Review? www.scribbr.com/methodology/literature-review/

How to write a Literature Review (3 mins) www.youtube.com/watch?v=zIYC6zG265E

4 tips for writing a Literature Review (4 mins) www.youtube.com/watch?v=kW6Uzn-8uMI

Writing the Literature Review (University of Melbourne) (10 mins)

www.youtube.com/watch?v=70n2-gAp7J0

Example plan for a 3,000 word literature review

A suggested plan is below. The words lengths are for guidance only. As long as the whole literature review is 3,000 words (plus or minus 10%, i.e. 2,700-3,300 words), that is fine.

Example Literature Review Plan

1. Introduction (150-300 words)

• State the assignment topic/question
• Briefly introduce the main topic for discussion and the sub-topics you will discuss
• State what your aim(s) for the assignment is (e.g. "In this assignment, I will review some of the literature on...")

2. Topic 1 (500-700 words)

• Briefly describe the topic and how it relates to the main topic under review
• Write about the research that you have read on the topic, citing each article and book, and listing each reference in your reference list .

3. Topic 2 (700 words)

4. Topic 3 (700 words)

5. Biblical Worldview (500 words)

• Explain how a biblical worldview relates to the main topic under discussion. The biblical worldview can be included with each of the topics if appropriate and in that case this section would not be required.

6. Conclusion (100-200 words)

• Provide a summary of the main points you have identified throughout the literature review.

"A report is similar to an essay in content and tone, but is typically organised under designated headings and sub-headings. These may vary according to the discipline--for example, a scientific report will look quite different from a company report in a Business subject" (McMahon-Coleman & Draisma, 2016, p. 106).

Further Information

For more information about report writing, see  Monash University: Writing a report . While this page does not specifically address report-writing in Education, it provides excellent general advice. However, always check the assignment-task wording. If you have any questions, email your lecturer.

Monash University: Writing a report

What is a report?

Four things you need to know about report writing

Identify your target audience and purpose of your report

Apply the structure of a report

Check for discipline specific requirements

Use tables and figures to present numerical data

Differences between a report and an essay 

Book Review/Report

Book review/report.

"A university-level book report will typically not only summarise the plot, but will move beyond that to discuss key themes or issues, as well as any 'silences' (for example, are women's voices heard in the text? Or Indigenous voices?). It may also include some preliminary critical commentary, since reading the critical responses of others often offers insight. In Social Science faculties, a book report or a similar report on a journal article will often require the student to focus on the research topic that is the subject of the book or article, making comments about the rationale for the research, the methodology and methods of research, and the validity and perhaps transferability of the results" (McMahon-Coleman & Draisma, 2016, pp. 106-107).

"Students may be well aware of decorative posters, but within the university context, posters are more like the primary school assignments completed on cardboard! They are a visual representation of the most important points. Selection of visual images is therefore as important as the content and references. While there are specialist software programs available, merely arranging the information on a single PowerPoint slide and printing it to A3 size is likely the easiest solution" (McMahon-Coleman & Draisma, 2016, p. 108).

Brochure/booklet

[As for the creation of posters] "... there are specialist software programs, but using the 'Booklet' template within Word may prove to be the easiest option. As with posters, the inclusion and clear layout of information is important" (McMahon-Coleman & Draisma, 2016, p. 109).

Lesson plan/unit plan/teaching resources

Lesson plan

"...typically used in Education, there are subtle differences between these. Lesson plans are used to programme a particular class or activity; unit plans are the broader plan for a number of weeks, into which the lesson plan fits. Teaching resources are worksheets, games, activities, apps and so on that are used within those lessons. Unit and lesson plan proformas are readily available online. Typically, student-teachers would need to think about: what they want to teach, how they will teach it, how they will know if the students have learned what they have been taught, and how that lesson fits in to the sequence of other lessons within the unit" (McMahon-Coleman & Draisma, 2016, p. 110).

Tutorial Presentation

Tutorial presentation .

Tutorial presentation (with or without PowerPoint or similar) and/or tutorial paper

"Tutorial presentations involve summarising a particular text or topic, including some critical commentary, and pointing out the strengths or limitations of approaches to that topic. Very often, there is a written component as well, and these are usually due the week after the presentation. The idea behind this is that any ideas or debate that arose in class after the presentation can be included in the write-up. Despite this, it is surprising how many students hand in the exact transcript from their presentation, with no editing or amendments. Some disciplines expect that a tutorial paper will be in the form of an essay; others, that it will be in the form of a report or summary" (McMahon-Coleman & Draisma, 2016, p. 107).

"Reflective pieces can be confronting... The idea of reflective practice popularised by Donald Schon (Schon,1983) focused on reflecting  in  practice (while doing it) and  on  practice (after doing it). Some assessment tasks require students to write a 'Reflective Diary' [or journal] throughout the semester, commenting on theory that has been read or discussed in class and on the relationship between theory and any practical experience gained in the subject (such as in Education, Nursing, Medicine, Law, Sport Science, Psychology). When students are asked to do reflection, markers are typically expecting to see not only a summary of what they did, but some insight into how they felt about it or how their thinking has been changed or modified as a result" (McMahon-Coleman & Draisma, 2016, p. 107).

"Similar to a book report, students may be asked to complete a reading and critique it for its strengths and limitations" (McMahon-Coleman & Draisma, 2016, p. 108).

Annotated bibliography

An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief descriptive and evaluative paragraph, the annotation (usually about 150 words) . The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited. 

Creating an annotated bibliography calls for the application of a variety of critical skills: concise exposition; critical analysis on the choice of references; and, informed library research.

Cornell University Library,  How to prepare an annotated bibliography: The annotated bibliography. Retrieved from   https://guides.library.cornell.edu/

Reproduced and adapted with with permission

Olin Library Reference Research & Learning Services Cornell University Library Ithaca, NY, USA

Research proposal

There are variations in the format of research proposals between institutions, publication styles and across disciplines. You will generally be given a template or an example to follow.  Some overall guidance about research proposals -- https://www.uts.edu.au

Critical review

"Critically reviewing something involves or requires making judgments as to the truth, merit, relevance, effectiveness, breadth, or contribution to a particular field, as well as its informational structure" (University of Technology). Refer to the resources on the UTS website for more information. 

University of Technology Sydney. (n.d.).  Critical Thinking Skills.   https://www.uts.edu.au/current-students/support/helps/self-help-resources/academic-writing/critical-thinking-skills

Abstract and executive summary

Abstract and executive summaries have distinct purposes. An abstract is included at the beginning of academic journal articles and is a concise summary of the entire article, including the research findings. The purpose of an abstract is to provide material for indexing in library collections, and to allow the reader to make an informed decision about the relevance and nature of the research before investing the time to digest the research that the article reports. An executive summary is a section at the beginning of business and government papers that provides an overview of the paper with information on where to find more detail. An executive summary is normally longer than an abstract. Both abstracts and executive summaries are written after the main paper is completed.

More information -- www.uts.edu.au

"Groupwork may be structured (with assigned roles) or unstructured (where it is up to the members to decide who will do which tasks). Most times, they are marked as a group activity so that everyone gets the same mark, but increasingly this is being modified to a hybrid model where a portion of the marks are awarded to the individual student (often based on a reflective piece of writing on how the activity went). This is designed to promote fairness and assuage students who worry about being 'marked down' because of a 'lazy' group member, or who end up doing more than their fair share in order to not be penalised" (McMahon-Coleman & Draisma, 2016, p. 109).

Case studies are "reports of case materials obtained while working with an individual, a group, a community, or an organization" (APA, 2010, p. 11). "Case studies illustrate a problem in depth; indicate a means for solving a problem; and/or shed light on needed research, clinical applications, or theoretical matters" (APA, 2020, p. 5).

For general advice (not tailored to education) on writing a case study for a university assignment see the following resources. 

UTS:HELPS Higher Education Language and Presentation Support. (2017).  Case study writing.  Retrieved 13 September, 2018, from  https://www.uts.edu.au/current-students/support/helps/self-help-resources/academic-writing/case-study-writing

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Types of Assignments

Cristy Bartlett and Kate Derrington

Introduction

As discussed in the previous chapter, assignments are a common method of assessment at university. You may encounter many assignments over your years of study, yet some will look quite different from others. By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. This chapter draws on the skills from the previous chapter, and extends the discussion, showing you where to aim with different types of assignments.

The chapter begins by exploring the popular essay assignment, with its two common categories, analytical and argumentative essays. It then examines assignments requiring case study responses , as often encountered in fields such as health or business. This is followed by a discussion of assignments seeking a report (such as a scientific report) and reflective writing assignments, common in nursing, education and human services. The chapter concludes with an examination of annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of  your assignment writing skills.

Different Types of Written Assignments

At university, an essay is a common form of assessment. In the previous chapter Writing Assignments we discussed what was meant by showing academic writing in your assignments. It is important that you consider these aspects of structure, tone and language when writing an essay.

Components of an essay

Essays should use formal but reader friendly language and have a clear and logical structure. They must include research from credible academic sources such as peer reviewed journal articles and textbooks. This research should be referenced throughout your essay to support your ideas (See the chapter Working with Information ).

If you have never written an essay before, you may feel unsure about how to start.  Breaking your essay into sections and allocating words accordingly will make this process more manageable and will make planning the overall essay structure much easier.

• An essay requires an introduction, body paragraphs and a conclusion.
• Generally, an introduction and conclusion are approximately 10% each of the total word count.
• The remaining words can then be divided into sections and a paragraph allowed for each area of content you need to cover.
• Use your task and criteria sheet to decide what content needs to be in your plan

An effective essay introduction needs to inform your reader by doing four basic things:

Table 15.1 An effective essay

[table “17” not found /]

An effective essay body paragraph needs to:

[table “18” not found /]

An effective essay conclusion needs to:

[table “19” not found /]

Common types of essays

You may be required to write different types of essays, depending on your study area and topic. Two of the most commonly used essays are analytical and argumentative .  The task analysis process discussed in the previous chapter Writing Assignments will help you determine the type of essay required. For example, if your assignment question uses task words such as analyse, examine, discuss, determine or explore, you would be writing an analytical essay . If your assignment question has task words such as argue, evaluate, justify or assess, you would be writing an argumentative essay . Despite the type of essay, your ability to analyse and think critically is important and common across genres.  

Analytical essays

These essays usually provide some background description of the relevant theory, situation, problem, case, image, etcetera that is your topic. Being analytical requires you to look carefully at various components or sections of your topic in a methodical and logical way to create understanding.

The purpose of the analytical essay is to demonstrate your ability to examine the topic thoroughly. This requires you to go deeper than description by considering different sides of the situation, comparing and contrasting a variety of theories and the positives and negatives of the topic. Although in an analytical essay your position on the topic may be clear, it is not necessarily a requirement that you explicitly identify this with a thesis statement, as is the case with an argumentative essay. If you are unsure whether you are required to take a position, and provide a thesis statement, it is best to check with your tutor.

Argumentative essays

These essays require you to take a position on the assignment topic. This is expressed through your thesis statement in your introduction. You must then present and develop your arguments throughout the body of your assignment using logically structured paragraphs. Each of these paragraphs needs a topic sentence that relates to the thesis statement. In an argumentative essay, you must reach a conclusion based on the evidence you have presented.

Case Study Responses

Case studies are a common form of assignment in many study areas and students can underperform in this genre for a number of key reasons.

Students typically lose marks for not:

• Relating their answer sufficiently to the case details
• Applying critical thinking
• Writing with clear structure
• Using appropriate or sufficient sources
• Using accurate referencing

When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure but include examples and data from the case as additional evidence to support your points (see Figure 15.5). The colours in the sample paragraph below show the function of each component.

The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct and Nursing Standards (2018) play a crucial role in determining the scope of practice for nurses and midwives. A key component discussed in the code is the provision of person-centred care and the formation of therapeutic relationships between nurses and patients (NMBA, 2018). This ensures patient safety and promotes health and wellbeing (NMBA, 2018). The standards also discuss the importance of partnership and shared decision-making in the delivery of care (NMBA, 2018, 4). Boyd and Dare (2014) argue that good communication skills are vital for building therapeutic relationships and trust between patients and care givers. This will help ensure the patient is treated with dignity and respect and improve their overall hospital experience. In the case, the therapeutic relationship with the client has been compromised in several ways. Firstly, the nurse did not conform adequately to the guidelines for seeking informed consent before performing the examination as outlined in principle 2.3 (NMBA, 2018). Although she explained the procedure, she failed to give the patient appropriate choices regarding her health care. 

Topic sentence | Explanations using paraphrased evidence including in-text references | Critical thinking (asks the so what? question to demonstrate your student voice). | Relating the theory back to the specifics of the case. The case becomes a source of examples as extra evidence to support the points you are making.

Reports are a common form of assessment at university and are also used widely in many professions. It is a common form of writing in business, government, scientific, and technical occupations.

Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case.  Reports may be written for different audiences including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 15.2).

Table 15.2 Explanations of different types of reports

[table “20” not found /]

Reflective writing

Reflective writing is a popular method of assessment at university. It is used to help you explore feelings, experiences, opinions, events or new information to gain a clearer and deeper understanding of your learning. A reflective writing task requires more than a description or summary.  It requires you to analyse a situation, problem or experience, consider what you may have learnt and evaluate how this may impact your thinking and actions in the future. This requires critical thinking, analysis, and usually the application of good quality research, to demonstrate your understanding or learning from a situation. Essentially, reflective practice is the process of looking back on past experiences and engaging with them in a thoughtful way and drawing conclusions to inform future experiences. The reflection skills you develop at university will be vital in the workplace to assist you to use feedback for growth and continuous improvement. There are numerous models of reflective writing and you should refer to your subject guidelines for your expected format. If there is no specific framework, a simple model to help frame your thinking is What? So what? Now what?   (Rolfe et al., 2001).

Table 15.3 What? So What? Now What? Explained.

[table “21” not found /]

The Gibbs’ Reflective Cycle

The Gibbs’ Cycle of reflection encourages you to consider your feelings as part of the reflective process. There are six specific steps to work through. Following this model carefully and being clear of the requirements of each stage, will help you focus your thinking and reflect more deeply. This model is popular in Health.

The 4 R’s of reflective thinking

This model (Ryan and Ryan, 2013) was designed specifically for university students engaged in experiential learning.  Experiential learning includes any ‘real-world’ activities including practice led activities, placements and internships.  Experiential learning, and the use of reflective practice to heighten this learning, is common in Creative Arts, Health and Education.

Annotated Bibliography

What is it.

An annotated bibliography is an alphabetical list of appropriate sources (books, journals or websites) on a topic, accompanied by a brief summary, evaluation and sometimes an explanation or reflection on their usefulness or relevance to your topic. Its purpose is to teach you to research carefully, evaluate sources and systematically organise your notes. An annotated bibliography may be one part of a larger assessment item or a stand-alone assessment piece. Check your task guidelines for the number of sources you are required to annotate and the word limit for each entry.

How do I know what to include?

When choosing sources for your annotated bibliography it is important to determine:

• The topic you are investigating and if there is a specific question to answer
• The type of sources on which you need to focus
• Whether they are reputable and of high quality

What do I say?

Important considerations include:

• Is the work current?
• Is the work relevant to your topic?
• Is the author credible/reliable?
• Is there any author bias?
• The strength and limitations (this may include an evaluation of research methodology).

Literature Reviews

It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 15.4). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.

Table 15.4 Comparison of Literature Reviews

[table “22” not found /]

Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 15.10). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 15.5).

Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.

• Not all assignments at university are the same. Understanding the requirements of different types of assignments will assist in meeting the criteria more effectively.
• There are many different types of assignments. Most will require an introduction, body paragraphs and a conclusion.
• An essay should have a clear and logical structure and use formal but reader friendly language.
• Breaking your assignment into manageable chunks makes it easier to approach.
• Effective body paragraphs contain a topic sentence.
• A case study structure is similar to an essay, but you must remember to provide examples from the case or scenario to demonstrate your points.
• The type of report you may be required to write will depend on its purpose and audience. A report requires structured writing and uses headings.
• Reflective writing is popular in many disciplines and is used to explore feelings, experiences, opinions or events to discover what learning or understanding has occurred. Reflective writing requires more than description. You need to be analytical, consider what has been learnt and evaluate the impact of this on future actions.
• Annotated bibliographies teach you to research and evaluate sources and systematically organise your notes. They may be part of a larger assignment.
• Literature reviews require you to look across the literature and analyse and synthesise the information you find into themes.

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.

Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.

Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education.  Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704

Academic Success Copyright © 2021 by Cristy Bartlett and Kate Derrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Types Of Assignments: How Not To Get Lost In The Variety Of Writing Tasks

Table of Contents

University Assignment: Distinct Types and Formats

Case studies.

Throughout their study, people should deal with numerous writing assignments. They can be of different structure, length, and requirements in general. But what is an assignment actually? It’s a writing task given to students to enhance their knowledge in the course or particular subject. Commonly, it’s a sort of homework where the learners should demonstrate not only how well they understand the data. It’s essential to think critically and closely follow the structure in the scholarly tasks. Usually, they are the same: essays or reports, but not always. The deeper you study the subject, the more types of assignments you find out about.

Here you’ll find general information about types of assignment. Be aware that your teachers can have their own requirements for particular tasks. It’s better to clarify all the moments before you start dealing with your homework than to realise you did something wrong too late. The catch is that if students have great ideas but don’t follow the structure, they won’t get high marks. In order not to trip yourself up, you’d better know the main nuances of each assignment type.

Probably the most “popular” assignment amongst others. Even university professors write such papers. That’s why the requirements for the student’s essay are pretty high. This task needs a profound argument and great explanations. The system of the essay is rather simple. It consists only of three parts:

• Introduction.  This piece should call all the reader’s attention. That’s why the beginning of your essay must be catchy and impressive to make your teacher read your papers “from top to bottom”.
• Main body paragraphs.  Here writers illustrate their ideas and provide strong arguments to substantiate them. It’s a sort of discussion monologue where you should convince your reader that your point of view is the only correct one.
• Summarising.  In this part, you jump to the conclusion and summarise all your previous thoughts and ideas.

Reports are usually made to illustrate some significant points of the specific situation, process, or project. They require precise disclosure of information and formal structure with headings and subheadings. Unlike the essay, the report is more objective and needs more facts to be mentioned. This type of assignment can have several structures, but the standard one contains 7 parts:

• Title.  Depending on the report’s size, the title can be either short or long. Accordingly, include only your name and date or, additionally, the list of contents and explanations of some terms.
• Summary.  The most important part of your papers. It’s better to insert all the necessary information here. The teacher always browses the summary closely and often skims all the other parts.
• Introduction.  Here the students have to clarify why they put up with a certain situation. Also, write here definitions of the terms if you didn’t do that in the title.
• Body.  The “heart” of the report. Divide this part into small ones and make the information easy to read. If possible, provide the most significant data in the beginning.
• Conclusion.  The verdict of your papers. Formulate it with no complicated terms.
• Recommendations.  Here authors give some pieces of advice about the problem, describing in the report.
• Appendices.  This part consists of specialised features to back up your conclusion.

A case study is a complete analysis of some problems, for instance, in business or marketing. Students should provide real examples from life and analyse them in order to come to the best proper solution. A case study assignment requires deep immersion and great arguments from the author. Students often ask for assignment help with these distinct papers. Structure of the case study is somehow similar to the reports:

• Brief illustrative opening announcement.
• Formulation of the problem and its impact.
• Main body with all the data and your work process.
• Presentation of your own personal ideas which can help in solving the problem.
• Analysis of the questions.
• Your statements.
• Completing assertion.

It’s a form of assessment where students analyse certain material and criticise it. Comments can be either positive or negative. In both cases, the author should provide an objective assessment of the book, film, article, etc. The structure of the review is almost always the same:

• Introduction.  This part contains from one to three paragraphs, depending on how long your review is. It declares the purpose of these papers and the author’s thought about the text being analysed.
• Summary.  Inform how your documents are organised and put here the leading points of the text.
• Critique.  Analyse the text objectively and provide the reader with the advantages and disadvantages of it. Make sure you use all the needed criteria in your estimation. Support your statements with other reliable sources.
• Conclusion and references.  Sum up your review and provide citation sources you used while writing.

It’s like a smaller version of the academic papers. Here, students must provide key information about their work in a concise and accessible form in order to explain it even to people who have not read any additional sources. But how to structure abstracts correctly? Check the best possible way:

• Motive.  Explain why you picked this particular problem and how it is related to your area of study.
• Problem.  Specify the dilemma you’re depicting in your academic work and give your main argument.
• Strategy.  Define your methods, shortly write your supporting arguments and mention sources you’ve used.
• Summarising.  Sum up your outcomes.
• Conclusion.  Make a deduction and mention why the problem you took is crucial one more time.

How to write a university assignment? Just follow the structure and mind all your teacher’s requirements!

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9 Common Types of Assignment in Education

Education assignments take different formats based on the unit you are studying and the goals a tutor wants to achieve. The concept being tested will also dfetermine the type of assignment.

Here are the 9 most common types of assignments you will find in a class setting.

If you as what is assignment in education, the most obvious answer you will get is an essay. Essays come with topics and prompts that direct the student on the issues to study. A student may also be required to craft a topic around a subject.

An essay-assignment requires you to adhere to the instructions provided. You must also follow a set academic structure and format your paper by adhering to particular rules. A sample, example, or template will help you to produce a better essay.

• Case studies

A case study involves examining a particular situation from an academic lens. You are mainly required to use the knowledge acquired while studying a specific topic. For instance, you may study the civil rights movement and are asked to study Rosa Park’s influence. The cases help you to understand a concept better.

• Creativity assignments

A creativity exercise is one of the types of assignment in education that examine the ability of the student to practice what he has learned in class. Once you learn to write a short story or film script, the assignment may require you to write one. The results will help your tutor to evaluate your level of understanding.

The education system is supposed to teach kids the power of collaboration. Some of the assignments will involve group work. The students are supposed to work on an essay or collect data together. It ensures that students can learn to work as a team, a skill they will need in workplaces and when completing personal projects.

Group work requires a team leader. In this social distance era, the team has to discover ways to collaborate. They can use online tools for meetings and document editing. This is the ultimate test for collaboration.

• Field assignments

Field assignments involve collecting data, interviews, and observations. It may also involve a visit to historical sites, watching games, and observing phenomena like the launch of a rocket. It is a type of education assignment that brings the student face to face with an actual situation. It takes the students away from the library, giving them a different learning experience.

The tests came with questions about past topics. The tutor in such a case wants to assess how well you understood past topics. It will help him to improve your performance in future topics. It will also help you to determine how well you understood the topic and whether you need further clarification.

• Future-tests

The questions or tests focus on topics that you are yet to cover. It is a model of assignment on education that will prepare the student for what is to come. Assignments on future tests require you to read ahead. You will be better prepared for the next lesson. It also tests your diligence in the search for new materials that can be used to make the topics easier to understand.

• Practical tests

The tests involve practical work. You build a robot or enact a play. It is also an application type of assignment. The tutor wants you to innovate and test the skills or concepts you have learned.

Research assignments want you to discover a mystery behind a subject or topic. You have to collect data, review literature, and develop a hypothesis. It is the purest form of academic writing.

The different kinds of writing assignments combine with practical work to assess your ability to demonstrate your knowledge. You can get help on all these assignments by choosing to pay someone to do my homework online. They also require a strategy that will help you to achieve the set objectives.

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Expressions and operators

This chapter describes JavaScript's expressions and operators, including assignment, comparison, arithmetic, bitwise, logical, string, ternary and more.

At a high level, an expression is a valid unit of code that resolves to a value. There are two types of expressions: those that have side effects (such as assigning values) and those that purely evaluate .

The expression x = 7 is an example of the first type. This expression uses the = operator to assign the value seven to the variable x . The expression itself evaluates to 7 .

The expression 3 + 4 is an example of the second type. This expression uses the + operator to add 3 and 4 together and produces a value, 7 . However, if it's not eventually part of a bigger construct (for example, a variable declaration like const z = 3 + 4 ), its result will be immediately discarded — this is usually a programmer mistake because the evaluation doesn't produce any effects.

As the examples above also illustrate, all complex expressions are joined by operators , such as = and + . In this section, we will introduce the following operators:

Assignment operators

Comparison operators, arithmetic operators, bitwise operators, logical operators, bigint operators, string operators, conditional (ternary) operator, comma operator, unary operators, relational operators.

These operators join operands either formed by higher-precedence operators or one of the basic expressions . A complete and detailed list of operators and expressions is also available in the reference .

The precedence of operators determines the order they are applied when evaluating an expression. For example:

Despite * and + coming in different orders, both expressions would result in 7 because * has precedence over + , so the * -joined expression will always be evaluated first. You can override operator precedence by using parentheses (which creates a grouped expression — the basic expression). To see a complete table of operator precedence as well as various caveats, see the Operator Precedence Reference page.

JavaScript has both binary and unary operators, and one special ternary operator, the conditional operator. A binary operator requires two operands, one before the operator and one after the operator:

For example, 3 + 4 or x * y . This form is called an infix binary operator, because the operator is placed between two operands. All binary operators in JavaScript are infix.

A unary operator requires a single operand, either before or after the operator:

For example, x++ or ++x . The operator operand form is called a prefix unary operator, and the operand operator form is called a postfix unary operator. ++ and -- are the only postfix operators in JavaScript — all other operators, like ! , typeof , etc. are prefix.

An assignment operator assigns a value to its left operand based on the value of its right operand. The simple assignment operator is equal ( = ), which assigns the value of its right operand to its left operand. That is, x = f() is an assignment expression that assigns the value of f() to x .

There are also compound assignment operators that are shorthand for the operations listed in the following table:

Assigning to properties

If an expression evaluates to an object , then the left-hand side of an assignment expression may make assignments to properties of that expression. For example:

For more information about objects, read Working with Objects .

If an expression does not evaluate to an object, then assignments to properties of that expression do not assign:

In strict mode , the code above throws, because one cannot assign properties to primitives.

It is an error to assign values to unmodifiable properties or to properties of an expression without properties ( null or undefined ).

Destructuring

For more complex assignments, the destructuring assignment syntax is a JavaScript expression that makes it possible to extract data from arrays or objects using a syntax that mirrors the construction of array and object literals.

Without destructuring, it takes multiple statements to extract values from arrays and objects:

With destructuring, you can extract multiple values into distinct variables using a single statement:

Evaluation and nesting

In general, assignments are used within a variable declaration (i.e., with const , let , or var ) or as standalone statements.

However, like other expressions, assignment expressions like x = f() evaluate into a result value. Although this result value is usually not used, it can then be used by another expression.

Chaining assignments or nesting assignments in other expressions can result in surprising behavior. For this reason, some JavaScript style guides discourage chaining or nesting assignments . Nevertheless, assignment chaining and nesting may occur sometimes, so it is important to be able to understand how they work.

By chaining or nesting an assignment expression, its result can itself be assigned to another variable. It can be logged, it can be put inside an array literal or function call, and so on.

The evaluation result matches the expression to the right of the = sign in the "Meaning" column of the table above. That means that x = f() evaluates into whatever f() 's result is, x += f() evaluates into the resulting sum x + f() , x **= f() evaluates into the resulting power x ** f() , and so on.

In the case of logical assignments, x &&= f() , x ||= f() , and x ??= f() , the return value is that of the logical operation without the assignment, so x && f() , x || f() , and x ?? f() , respectively.

When chaining these expressions without parentheses or other grouping operators like array literals, the assignment expressions are grouped right to left (they are right-associative ), but they are evaluated left to right .

Note that, for all assignment operators other than = itself, the resulting values are always based on the operands' values before the operation.

For example, assume that the following functions f and g and the variables x and y have been declared:

Consider these three examples:

Evaluation example 1

y = x = f() is equivalent to y = (x = f()) , because the assignment operator = is right-associative . However, it evaluates from left to right:

• The y on this assignment's left-hand side evaluates into a reference to the variable named y .
• The x on this assignment's left-hand side evaluates into a reference to the variable named x .
• The function call f() prints "F!" to the console and then evaluates to the number 2 .
• That 2 result from f() is assigned to x .
• The assignment expression x = f() has now finished evaluating; its result is the new value of x , which is 2 .
• That 2 result in turn is also assigned to y .
• The assignment expression y = x = f() has now finished evaluating; its result is the new value of y – which happens to be 2 . x and y are assigned to 2 , and the console has printed "F!".

Evaluation example 2

y = [ f(), x = g() ] also evaluates from left to right:

• The y on this assignment's left-hand evaluates into a reference to the variable named y .
• The function call g() prints "G!" to the console and then evaluates to the number 3 .
• That 3 result from g() is assigned to x .
• The assignment expression x = g() has now finished evaluating; its result is the new value of x , which is 3 . That 3 result becomes the next element in the inner array literal (after the 2 from the f() ).
• The inner array literal [ f(), x = g() ] has now finished evaluating; its result is an array with two values: [ 2, 3 ] .
• That [ 2, 3 ] array is now assigned to y .
• The assignment expression y = [ f(), x = g() ] has now finished evaluating; its result is the new value of y – which happens to be [ 2, 3 ] . x is now assigned to 3 , y is now assigned to [ 2, 3 ] , and the console has printed "F!" then "G!".

Evaluation example 3

x[f()] = g() also evaluates from left to right. (This example assumes that x is already assigned to some object. For more information about objects, read Working with Objects .)

• The x in this property access evaluates into a reference to the variable named x .
• Then the function call f() prints "F!" to the console and then evaluates to the number 2 .
• The x[f()] property access on this assignment has now finished evaluating; its result is a variable property reference: x[2] .
• Then the function call g() prints "G!" to the console and then evaluates to the number 3 .
• That 3 is now assigned to x[2] . (This step will succeed only if x is assigned to an object .)
• The assignment expression x[f()] = g() has now finished evaluating; its result is the new value of x[2] – which happens to be 3 . x[2] is now assigned to 3 , and the console has printed "F!" then "G!".

Avoid assignment chains

Chaining assignments or nesting assignments in other expressions can result in surprising behavior. For this reason, chaining assignments in the same statement is discouraged .

In particular, putting a variable chain in a const , let , or var statement often does not work. Only the outermost/leftmost variable would get declared; other variables within the assignment chain are not declared by the const / let / var statement. For example:

This statement seemingly declares the variables x , y , and z . However, it only actually declares the variable z . y and x are either invalid references to nonexistent variables (in strict mode ) or, worse, would implicitly create global variables for x and y in sloppy mode .

A comparison operator compares its operands and returns a logical value based on whether the comparison is true. The operands can be numerical, string, logical, or object values. Strings are compared based on standard lexicographical ordering, using Unicode values. In most cases, if the two operands are not of the same type, JavaScript attempts to convert them to an appropriate type for the comparison. This behavior generally results in comparing the operands numerically. The sole exceptions to type conversion within comparisons involve the === and !== operators, which perform strict equality and inequality comparisons. These operators do not attempt to convert the operands to compatible types before checking equality. The following table describes the comparison operators in terms of this sample code:

Note: => is not a comparison operator but rather is the notation for Arrow functions .

An arithmetic operator takes numerical values (either literals or variables) as their operands and returns a single numerical value. The standard arithmetic operators are addition ( + ), subtraction ( - ), multiplication ( * ), and division ( / ). These operators work as they do in most other programming languages when used with floating point numbers (in particular, note that division by zero produces Infinity ). For example:

In addition to the standard arithmetic operations ( + , - , * , / ), JavaScript provides the arithmetic operators listed in the following table:

A bitwise operator treats their operands as a set of 32 bits (zeros and ones), rather than as decimal, hexadecimal, or octal numbers. For example, the decimal number nine has a binary representation of 1001. Bitwise operators perform their operations on such binary representations, but they return standard JavaScript numerical values.

The following table summarizes JavaScript's bitwise operators.

Bitwise logical operators

Conceptually, the bitwise logical operators work as follows:

• The operands are converted to thirty-two-bit integers and expressed by a series of bits (zeros and ones). Numbers with more than 32 bits get their most significant bits discarded. For example, the following integer with more than 32 bits will be converted to a 32-bit integer: Before: 1110 0110 1111 1010 0000 0000 0000 0110 0000 0000 0001 After: 1010 0000 0000 0000 0110 0000 0000 0001
• Each bit in the first operand is paired with the corresponding bit in the second operand: first bit to first bit, second bit to second bit, and so on.
• The operator is applied to each pair of bits, and the result is constructed bitwise.

For example, the binary representation of nine is 1001, and the binary representation of fifteen is 1111. So, when the bitwise operators are applied to these values, the results are as follows:

Note that all 32 bits are inverted using the Bitwise NOT operator, and that values with the most significant (left-most) bit set to 1 represent negative numbers (two's-complement representation). ~x evaluates to the same value that -x - 1 evaluates to.

Bitwise shift operators

The bitwise shift operators take two operands: the first is a quantity to be shifted, and the second specifies the number of bit positions by which the first operand is to be shifted. The direction of the shift operation is controlled by the operator used.

Shift operators convert their operands to thirty-two-bit integers and return a result of either type Number or BigInt : specifically, if the type of the left operand is BigInt , they return BigInt ; otherwise, they return Number .

The shift operators are listed in the following table.

Logical operators are typically used with Boolean (logical) values; when they are, they return a Boolean value. However, the && and || operators actually return the value of one of the specified operands, so if these operators are used with non-Boolean values, they may return a non-Boolean value. The logical operators are described in the following table.

Examples of expressions that can be converted to false are those that evaluate to null, 0, NaN, the empty string (""), or undefined.

The following code shows examples of the && (logical AND) operator.

The following code shows examples of the || (logical OR) operator.

The following code shows examples of the ! (logical NOT) operator.

Short-circuit evaluation

As logical expressions are evaluated left to right, they are tested for possible "short-circuit" evaluation using the following rules:

• false && anything is short-circuit evaluated to false.
• true || anything is short-circuit evaluated to true.

The rules of logic guarantee that these evaluations are always correct. Note that the anything part of the above expressions is not evaluated, so any side effects of doing so do not take effect.

Note that for the second case, in modern code you can use the Nullish coalescing operator ( ?? ) that works like || , but it only returns the second expression, when the first one is " nullish ", i.e. null or undefined . It is thus the better alternative to provide defaults, when values like '' or 0 are valid values for the first expression, too.

Most operators that can be used between numbers can be used between BigInt values as well.

One exception is unsigned right shift ( >>> ) , which is not defined for BigInt values. This is because a BigInt does not have a fixed width, so technically it does not have a "highest bit".

BigInts and numbers are not mutually replaceable — you cannot mix them in calculations.

This is because BigInt is neither a subset nor a superset of numbers. BigInts have higher precision than numbers when representing large integers, but cannot represent decimals, so implicit conversion on either side might lose precision. Use explicit conversion to signal whether you wish the operation to be a number operation or a BigInt one.

You can compare BigInts with numbers.

In addition to the comparison operators, which can be used on string values, the concatenation operator (+) concatenates two string values together, returning another string that is the union of the two operand strings.

For example,

The shorthand assignment operator += can also be used to concatenate strings.

The conditional operator is the only JavaScript operator that takes three operands. The operator can have one of two values based on a condition. The syntax is:

If condition is true, the operator has the value of val1 . Otherwise it has the value of val2 . You can use the conditional operator anywhere you would use a standard operator.

This statement assigns the value "adult" to the variable status if age is eighteen or more. Otherwise, it assigns the value "minor" to status .

The comma operator ( , ) evaluates both of its operands and returns the value of the last operand. This operator is primarily used inside a for loop, to allow multiple variables to be updated each time through the loop. It is regarded bad style to use it elsewhere, when it is not necessary. Often two separate statements can and should be used instead.

For example, if a is a 2-dimensional array with 10 elements on a side, the following code uses the comma operator to update two variables at once. The code prints the values of the diagonal elements in the array:

A unary operation is an operation with only one operand.

The delete operator deletes an object's property. The syntax is:

where object is the name of an object, property is an existing property, and propertyKey is a string or symbol referring to an existing property.

If the delete operator succeeds, it removes the property from the object. Trying to access it afterwards will yield undefined . The delete operator returns true if the operation is possible; it returns false if the operation is not possible.

Deleting array elements

Since arrays are just objects, it's technically possible to delete elements from them. This is, however, regarded as a bad practice — try to avoid it. When you delete an array property, the array length is not affected and other elements are not re-indexed. To achieve that behavior, it is much better to just overwrite the element with the value undefined . To actually manipulate the array, use the various array methods such as splice .

The typeof operator returns a string indicating the type of the unevaluated operand. operand is the string, variable, keyword, or object for which the type is to be returned. The parentheses are optional.

Suppose you define the following variables:

The typeof operator returns the following results for these variables:

For the keywords true and null , the typeof operator returns the following results:

For a number or string, the typeof operator returns the following results:

For property values, the typeof operator returns the type of value the property contains:

For methods and functions, the typeof operator returns results as follows:

For predefined objects, the typeof operator returns results as follows:

The void operator specifies an expression to be evaluated without returning a value. expression is a JavaScript expression to evaluate. The parentheses surrounding the expression are optional, but it is good style to use them to avoid precedence issues.

A relational operator compares its operands and returns a Boolean value based on whether the comparison is true.

The in operator returns true if the specified property is in the specified object. The syntax is:

where propNameOrNumber is a string, numeric, or symbol expression representing a property name or array index, and objectName is the name of an object.

The following examples show some uses of the in operator.

The instanceof operator returns true if the specified object is of the specified object type. The syntax is:

where objectName is the name of the object to compare to objectType , and objectType is an object type, such as Date or Array .

Use instanceof when you need to confirm the type of an object at runtime. For example, when catching exceptions, you can branch to different exception-handling code depending on the type of exception thrown.

For example, the following code uses instanceof to determine whether theDay is a Date object. Because theDay is a Date object, the statements in the if statement execute.

Basic expressions

All operators eventually operate on one or more basic expressions. These basic expressions include identifiers and literals , but there are a few other kinds as well. They are briefly introduced below, and their semantics are described in detail in their respective reference sections.

Use the this keyword to refer to the current object. In general, this refers to the calling object in a method. Use this either with the dot or the bracket notation:

Suppose a function called validate validates an object's value property, given the object and the high and low values:

You could call validate in each form element's onChange event handler, using this to pass it to the form element, as in the following example:

Grouping operator

The grouping operator ( ) controls the precedence of evaluation in expressions. For example, you can override multiplication and division first, then addition and subtraction to evaluate addition first.

You can use the new operator to create an instance of a user-defined object type or of one of the built-in object types. Use new as follows:

The super keyword is used to call functions on an object's parent. It is useful with classes to call the parent constructor, for example.

Best Article On Types of Assignment

At a university level, the students must be prepared to work on various different type of assignment. There is a long list of these assignment types but here an effort is made to include the most common types amongst them.

• Project report
• Page by Page journals
• Bibliography

What each of these Types of Assignment entails

• Essay: They are written on a particular subject, topic or an issue. Most of the essays are used by peers or the academic community. The essay mostly follows a pattern where there are an introduction, body, and conclusion. The major part of an essay is in the body where the main points being made in the introduction are discussed by providing supporting evidence and explanations.
• Reviews: This is mainly a critical evaluation of anything like a publication, project, literature etc which is made using research methods. Mostly peers and people from the profession take interest in them. The review is majorly focused on what the purpose of something was and that it was achieved or not. There is majorly no particular flow and the whole writing looks like a summary. There is no new addition made is review and only the topic is discussed.
• Case Study: This is related to problem and solution and people from various different parts are interested in the case study. It is an in-depth-investigation which is done over a period of time. The case study follows a strict format and goes through many phases. The case study identifies a problems and then work on finding a solution. Most case studies form the basis of debates and discussions in college.
• Project report: Most of the reports are written on analysis of issues including maximum information possible. Most of the reports are used for making decisions and people outside the organizations are also interested in the content. Most of the reports are about the future which helps to make critical decisions but there are research reports as well which are done on existing information and what the outcome was.
• Page by Page journals: This is majorly used by self and often used by higher institutes to develop a habit. It includes the person understanding of the topic and what they have learned. Since it is for self-use there is no strict pattern. The professors may, however, suggest some format which will help in building other projects and keeping the train of thought in place.
• Bibliography: This is nothing but a very useful list of resources. The various articles on a related topic or resources are listed down. They are followed by a summary of relevance to the main topic. This is mostly useful for fellow researchers, professionals, and academicians. There is no set pattern but bibliography always follows alphabetical order and a summary of the topic.

There are a few other types of assignments’ which are given to the students or researchers but in all major institutes, one can expect to face the aforesaid ones.

Table of Contents

Assignments types and features, exams & quizzes, homework & problem sets, bubble sheets, programming assignments, online assignments (beta).

• ​Assignment Workflow

Assignment Types

The Gradescope Help Center is moving!

We are migrating our content to the new Gradescope Help Center. You can preview an early iteration of our Gradescope Help Center now.

Gradescope allows you to grade paper-based exams, quizzes, bubble sheets, and homework. In addition, Gradescope enables you to grade  programming assignments  (graded automatically or manually) and lets you create online assignments that students can answer right on Gradescope.

For paper assignments, Gradescope works well for many types of questions: paragraphs, proofs, diagrams, fill-in-the-blank, true/false, and more. Our biggest users so far have been high school and higher-ed courses in Math, Chemistry, Computer Science, Physics, Economics, and Business — but we’re confident that our tool is useful to most subject areas and grade levels. Please  reach out to us  and we can help you figure out if Gradescope will be helpful in your course.

The following table details Gradescope assignment types, default settings, and offerings.

*The file-upload question type can be used for students to upload images of their handwritten work.

**Certain question types can be auto-graded: Multiple choice, select all, and fill in the blank.

***A non-templated, variable-length submission is only available for student-uploaded Gradescope assignments (HW/Problem Set and Programming assignments), and not for instructor-uploaded assignments.

Exam/Quiz assignments are for fixed-template assessments (not variable-length). You will upload a blank copy of the exam (see Creating, editing, and deleting an assignment  for more information) and create the assignment outline that you’ll use for grading. By default, the  Exam / Quiz  assignment type is set up so that instructors or TAs can scan and submit their students’ work.

Once the assignment is created, you’ll:

• Mark the question regions on a template PDF ( Creating an outline )
• Create rubrics for your questions if applicable ( Creating rubrics )
• Upload and process scans*  ( Managing scans )
• Match student names to submissions*  ( Managing submissions )
• Grade student work with flexible, dynamic rubrics ( Grading )

When grading is finished you can:

• Publish grades and email students ( Reviewing grades )
• Export grades ( Exporting Grades )
• Manage regrade requests ( Managing regrade requests )
• See question and rubric-level statistics to better understand what your students have learned ( Assignment Statistics )

*Not applicable if students are uploading their own work.

The  Homework / Problem Set  assignment type is for variable-length (non-templated) assessments. Be default, the assignment is set for student upload or for students to submit work. In a typical homework assignment, students will upload their work and be directed to mark where their answers are on their submissions ( Submitting an assignment ), making them even easier for you to grade. If needed, you can also submit on behalf of your students, even if you’ve originally set the assignment to be student-uploaded. See more on that on our Managing Submissions help page.

Next, Gradescope will prompt you to set the assignment release date and due date, choose your submission type and set your group submission policy ( Creating, editing, and deleting an assignment ). Next, you can select Enforce time limit and use the  Maximum Time Permitted  feature to give students a set number of minutes to complete the assignment from the moment they confirm that they’re ready to begin. Under  Template Visibility , you can select Allow students to view and download the template to let students view and download a blank copy of the homework after the assignment release date.

Then, you will create the assignment outline ( Creating an outline ) and either create a rubric now or wait for students to submit their work. You can begin grading as soon as a single submission is uploaded (although we recommend waiting until the due date passes, since students can resubmit), and you can view all student-uploaded submissions from the  Manage Submissions  tab. The rest of the workflow is the same as exams and quizzes: you can publish grades, email students ( Reviewing grades ), export grades ( Exporting Grades ), and manage regrade requests ( Managing regrade requests ).

If your assignment is completely multiple choice, you should consider using the Bubble Sheet assignment type. With this type of assignment, you need to electronically or manually distribute and have students fill out the  Gradescope Bubble Sheet Template . You can then mark the correct answers for each question ahead of time, and all student submissions will be automatically graded.

By default, the Bubble Sheet assignment type is set up for instructors to scan and upload. However, you can change this by choosing Students under  Who will upload submissions?  in your assignment settings and following the steps in the Homework and Problem Sets section of this guide. If submissions will be student-uploaded, you can also enable  Template Visibility  in your assignment settings to let students download a blank, 200-question bubble sheet template from Gradescope when they open the assignment. If you enable template visibility on a Bubble Sheet assignment, please note that you will  not  need to upload a blank bubble sheet for students to be able to download it, and the template students can download will contain five answer bubbles per question, but no question content.

Once the assignment is created you’ll:

• Create an answer key and set grading defaults ( Bubble Sheet specific features )
• Upload and process scans * ( Managing scans )
• Match student names to submissions * ( Managing submissions )
• Review uncertain marks and optionally add more descriptive rubric items ( Bubble Sheet specific features )

And when grading is completed you have access to the usual steps:

However, there is also an additional analysis page for Bubble Sheet Assignments - Item Analysis. We calculate a discriminatory score, or the correlation between getting the question right and the overall assignment score.

For more information about specific features to Bubble Sheets check out our Bubble Sheets assignment guidance .

With Programming Assignments, students submit code projects and instructors can automatically grade student code with a custom written autograder and/or manually grade using the traditional Gradescope interface.

When setting up a Programming Assignment, you’ll have a few unique options to choose from for this specific assignment type which you can learn over in the  programming assignment documentation .

After the assignment is created , the workflow is similar to other student submitted assignments:

• If you wish to manually grade questions, you’ll add them to the outline
• If you wish to use an autograder, you’ll set it up next ( Autograder Specifications )
• Wait for submissions from students
• Optionally, manually grade student work ( Manual Grading )
• Manage regrade requests ( Managing regrade requests ).

For more information about programming assignments and autograders, check out the  Programming Assignment documentation .

Currently in beta, an Online Assignment offers the following features:

• Allows you to create questions directly on Gradescope.
• Students will be able to log in and submit responses within the Gradescope interface.
• If you’d like, you can also give students a set number of minutes to submit their work from the moment they open the assignment.
• Additionally, you can choose to hide questions and responses once the due date passes or the time limit runs out to help prevent students who have completed the assignment from sharing questions and answers with students who have not finished working.
• For multiple choice, select all, and short answer questions, you can indicate the correct answer ahead of time, and student submissions will be automatically graded. You can also add a  File Upload  field to a question that will allow students to complete their work on that question outside of Gradescope and then the upload files. For example, a photo or PDF of handwritten work can be uploaded that contains their answer.

After creating the assignment:

• Enter your questions using the Assignment Editor ( Online Assignment specific features )
• Optionally, manually grade student answers

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Translation Expert (English-Arabic) - National Consultant - Retainer

Advertised on behalf of, type of contract :.

Individual Contract

Starting Date :

Application deadline :.

25-Jun-24 (Midnight New York, USA)

Post Level :

National Consultant

Duration of Initial Contract :

Languages required :.

Arabic   English  

Expected Duration of Assignment :

Up to 12 days per month for 12 months

UNDP is committed to achieving workforce diversity in terms of gender, nationality and culture. Individuals from minority groups, indigenous groups and persons with disabilities are equally encouraged to apply. All applications will be treated with the strictest confidence. UNDP does not tolerate sexual exploitation and abuse, any kind of harassment, including sexual harassment, and discrimination. All selected candidates will, therefore, undergo rigorous reference and background checks.

UN Women, grounded in the vision of equality enshrined in the Charter of the United Nations, works for the elimination of discrimination against women and girls; the empowerment of women; and the achievement of equality between women and men as partners and beneficiaries of development, human rights, humanitarian action and peace and security.

The Regional Office for the Arab States (ROAS) covers 17 countries in the Arab States region. ROAS supports Country Offices to assist national governments to fulfill their gender equality commitments under the applicable national and international laws, and in furtherance of national and regional implementation of Agenda 2030 and the Sustainable Development Goals. In 2023, UN Women has opened its first physical presence in Bahrain, where, as a signatory to the United Nations Sustainable Development Cooperation Framework, it will contribute to UN joint efforts in support of the national development plan Bahrain Economic Vision 2030, in close consultation with its national partner the Supreme Council for Women. 

The translator will be engaged under a retainer contract for twelve months in length (with the possibility of extension) and is expected to provide high-quality Arabic-to-English and English-to-Arabic written translation services for UN Women on a per-assignment basis. Individual assignments will vary in length, content, and form. UN Women Bahrain will identify in advance translation assignments, ascertain whether the hired consultant is available during the time period of the assignment, and clearly inform the hired consultant of the nature, timeframe, and expected outputs for each assignment. Flexibility is expected as the nature of the communications work often evolves to respond to contextual needs and demands, including deadlines set at short notice. After completion of the assignment, the consultant will be required to submit an invoice detailing the number of words translated (one page of text being equivalent to 250 words).

Under the direct supervision of the Coordination Specialist and the overall guidance and supervision of the Regional Director for the Arab States, the consultant will be responsible for providing written translation (Arabic-English, English-Arabic) for a range of documents, including briefs, reports, speeches, presentations, meeting notes, etc., compliant with UN Women’s inclusive language guidelines.

Duties and Responsibilities

• Translate UN Women Bahrain knowledge products and communication materials from English to Arabic and vice versa, ensuring accuracy, appropriateness, and adherence to UN Women's gender-sensitive translation guidelines;
• Conduct thorough terminological research using UN/UN Women/UN Term websites and other resources to ensure the accuracy and consistency of translations;
• Take full responsibility for the quality and accuracy of the entire translated document before submission.

Consultant’s Workplace and Official Travel

• This is a home-based consultancy.

Competencies

Core Values: 

• Respect for Diversity;
• Professionalism. 

Core Competencies: 

• Awareness and Sensitivity Regarding Gender Issues; 
• Accountability;
• Creative Problem Solving
• Effective Communication;
• Inclusive Collaboration;
• Stakeholder Engagement; 
• Leading by Example.

Please visit this link for more information on UN Women’s Core Values and Competencies: https://www.unwomen.org/en/about-us/employment/application-process#_Values

FUNCTIONAL COMPETENCIES: 

• Excellent translation expertise on gender-sensitive, inclusive, and neutral languages;
• Demonstrable experience in communicating on gender equality and women’s empowerment;
• Excellent writing skills;
• Ability and willingness to work as part of a team to meet tight deadlines and produce high quality work.

Required Skills and Experience

Education and Certification:

• Master’s degree in translation or languages, or a related field;
• A first-level university degree in combination with two additional years of qualifying experience may be accepted in lieu of the advanced university degree.

Experience:

• At least 2 years of progressively responsible work experience in Arabic-English translation;
• Familiarity with gender-sensitive language in Arabic and English;
• Work experience with UN Women or the UN system would be an asset.
• Fluency in written and oral English and Arabic is a must.

Application:

Interested individuals must submit the following document to demonstrate their qualifications. Kindly note that the system will only allow one attachment.

• UN Women Personal History form (P-11) which can be downloaded from   https://www.unwomen.org/sites/default/files/Headquarters/Attachments/Sections/About%20Us/Employment/UN-Women-P11-Personal-History-Form.doc ;
• Any application without submitting the above-mentioned document will be a ground for disqualification.

At UN Women, we are committed to creating a diverse and inclusive environment of mutual respect. UN Women recruits, employs, trains, compensates, and promotes regardless of race, religion, color, sex, gender identity, sexual orientation, age, ability, national origin, or any other basis covered by appropriate law. All employment is decided on the basis of qualifications, competence, integrity, and organizational need.

If you need any reasonable accommodation to support your participation in the recruitment and selection process, please include this information in your application.

UN Women has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UN Women, including sexual exploitation and abuse, sexual harassment, abuse of authority, and discrimination. All selected candidates will be expected to adhere to UN Women’s policies and procedures and the standards of conduct expected of UN Women personnel and will therefore undergo rigorous reference and background checks. (Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check.)

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Bibliometrics & citations, view options, recommendations, a simulation-based variable neighborhood search approach for optimizing cross-training policies.

We study cross-training policies in a single multi-skill, multi-server repair facility with an inventory of ready-to-use spare parts. The repair facility has an inventory facility for different spare parts. If available, the failed spare parts are ...

Managing capacity and inventory jointly for multi-server make-to-stock queues

We consider joint capacity---inventory management for multi-server make-to-stock queues operating under a base stock policy. The number of servers corresponds to the capacity decision, and the base stock level is the inventory decision. Our goal is to ...

Exact simulation of the stationary distribution of the FIFO M/G/c queue: the general case for ρ < c

We present an exact simulation algorithm for the stationary distribution of customer delay for FIFO M/G/c queues in which = / μ < c . In Sigman (J. Appl. Probab. 48A:209---216, 2011) an exact simulation algorithm was presented but only under the ...

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Gen ed writes, writing across the disciplines at harvard college.

• Types of Assignments

Gen Ed courses transcend disciplinary boundaries in a variety of ways, so the types of writing assignments that they include also often venture outside the traditional discipline-specific essays. Students may encounter a wide variety of writing assignments in Gen Ed, but most of them can be categorized into four general types: 

• Traditional academic assignments include the short essays or research papers most commonly associated with college-level assignments.
• Less traditional academic assignments include elements of engagement in academia not normally encountered by undergraduates. 
• Traditional non-academic assignments include types of written communication that students are likely to encounter in real world situations. 
• Less traditional non-academic assignments are those that push the boundaries of typical "writing" assignments and are likely to include some kind of creative or artistic component.

Examples and Resources

Traditional academic.

For most of us, these are the most familiar types of college-level writing assignments. While they are perhaps less common in Gen Ed than in departmental courses, there are still numerous examples we could examine.

Two illustrations of common types include: 

Example 1: Short Essay  Professor Michael Sandel asks the students in his Gen Ed course on Tech Ethics to write several short essays over the course of the semester in which they make an argument in response to the course readings. Because many students will never have written a philosophy-style paper, Professor Sandel offers students a number of resources—from a guide on writing in philosophy, to sample graded essays, to a list of logical fallacies—to keep in mind. 

Example 2: Research Paper In Who Lives, Who Dies, Who Cares?, a Gen Ed course co-taught by multiple global health faculty members, students write a 12–15 page research paper on a biosocial analysis of a global health topic of their choosing for the final assignment. The assignment is broken up into two parts: (1) a proposal with annotated bibliography and (2) the final paper itself. The prompt clearly outlines the key qualities and features of a successful paper, which is especially useful for students who have not yet written a research paper in the sciences. 

Less Traditional Academic

In Gen Ed, sometimes assignments ask students to engage in academic work that, while familiar to faculty, is beyond the scope of the typical undergraduate experience. 

Here are a couple of examples from Gen Ed courses: 

Example 1: Design a conference  For the final project in her Gen Ed course, Global Feminisms, Professor Durba Mitra asks her students to imagine a dream conference  in the style of the feminist conferences they studied in class. Students are asked to imagine conference panels and events, potential speakers or exhibitions, and advertising materials. While conferences are a normal occurrence for graduate students and professors, undergraduates are much less likely to be familiar with this part of academic life, and this kind of assignment might require more specific background and instructions as part of the prompt. 

Example 2: Curate a museum exhibit In his Gen Ed class, Pyramid Schemes, Professor Peter Der Manuelian's final project offers students the option of designing a virtual museum exhibit . While exhibit curation can be a part of the academic life of an anthropologist or archaeologist, it's not often found in introductory undergraduate courses. In addition to selecting objects and creating a virtual exhibit layout, students also wrote an annotated bibliography as well as an exhibit introduction for potential visitors. 

Traditional Non-academic

One of the goals of Gen Ed is to encourage students to engage with the world around them. Sometimes writing assignments in Gen Ed directly mirror types of writing that students are likely to encounter in real-world, non-academic settings after they graduate.

The following are several examples of such assignments: 

Example 1: Policy memo In Power and Identity in the Middle East, Professor Melani Cammett assigns students a group policy memo evaluating "a major initiative aimed at promoting democracy in the Middle East and North Africa (MENA)." The assignment prompt is actually structured as a memo, providing context for students who likely lack experience with the format. It also outlines the key characteristics of a good memo, and it provides extensive advice on the process—especially important when students are working in groups. 

Example 2: Letter In Loss, Professor Kathleen Coleman asks students to write a letter of condolence . The letter has an unusual audience: a mother elephant who lost her calf. Since students may not have encountered this type of writing before, Professor Coleman also provides students with advice on process, pointing to some course readings that might be a good place to start. She also suggests a list of outside resources to help students get into the mindframe of addressing an elephant. 

Example 3: Podcast  Podcasts are becoming increasingly popular in Gen Ed classes, as they are in the real world. Though they're ultimately audio file outputs, they usually require writing and preparing a script ahead of time. For example, in Music from Earth, Professor Alex Rehding asks students to create a podcast in which they make an argument about a song studied in class. He usefully breaks up the assignments into two parts: (1) researching the song and preparing a script and (2) recording and making sonic choices about the presentation, offering students the opportunity to get feedback on the first part before moving onto the second. 

Less Traditional Non-academic

These are the types of assignments that perhaps are less obviously "writing" assignments. They usually involve an artistic or otherwise creative component, but they also often include some kind of written introduction or artist statement related to the work.

The following are several examples from recently offered Gen Ed courses: 

Example 1: Movie Professor Peter Der Manuelian offers students in his class, Pyramid Schemes, several options for the final project, one of which entails creating a 5–8 minute  iMovie making an argument about one of the themes of the course. Because relatively few students have prior experience making films, the teaching staff provide students with a written guide to making an iMovie as well as ample opportunities for tech support. In addition to preparing a script as part of the production, students also submit both an annotated bibliography and an artist’s statement. 

Example 2: Calligram In his course, Understanding Islam and Contemporary Muslim Societies, Professor Ali Asani asks students to browse through a provided list of resources about calligrams, which are an important traditional Islamic art form. Then they are required to "choose a concept or symbol associated with God in the Islamic tradition and attempt to represent it through a calligraphic design using the word Allah," in any medium they wish. Students also write a short explanation to accompany the design itself. 

Example 3: Soundscape In Music from Earth, Professor Alex Rehding has students create a soundscape . The soundscape is an audio file which involves layering sounds from different sources to create a single piece responding to an assigned question (e.g. "What sounds are characteristic of your current geographical region?"). Early on, as part of the development of the soundscape, students submit an artist's statement that explains the plan for the soundscape, the significance of the sounds, and the intention of the work. 

• DIY Guides for Analytical Writing Assignments

• Unpacking the Elements of Writing Prompts
• Teaching the Elements of Writing Assignments
• Giving Feedback to Students

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