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10 Tips for Writing Assignments

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

Tip 1: Start Early

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

Tip 2: Understand the Assignment

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

Tip 3: Plan Your Work

Effective planning is a cornerstone of assignment writing. Develop a structured plan that includes creating a timeline for your assignment. Break down the work into smaller tasks, allocate sufficient time for research, outlining, drafting, and proofreading. A well-organized plan will keep you on track and reduce stress.

Tip 4: Utilize Campus Resources

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

Tip 5: Research Thoroughly

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

Tip 6: Maintain a Good Writing Style

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

Tip 7: Seek Writing Assistance

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

Tip 8: Proofread and Edit

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

Tip 9: Stay Safe Online

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

Tip 10: Celebrate Your Achievements

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

Dos and Don'ts

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

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

Frequently Asked Questions

Here are some common questions related to assignment writing:

1. How can I improve my writing style?

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

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

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

Final Thoughts

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

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Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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5 tips on writing better university assignments

Lecturer in Student Learning and Communication Development, University of Sydney

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Alexandra Garcia does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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

1. Use all available sources of information

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

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

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

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

2. Take referencing seriously

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

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

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

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

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

3. Plan before you write

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

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

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

4. Choose the right words

Which of these sentences is more appropriate for an assignment?

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

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

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

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

5. Edit and proofread

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

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

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

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

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

• College assignments
• University study
• Writing tips
• Essay writing
• Student assessment

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10 tips for writing assignments.

• Clarify the task. Don't let questions about the task encourage procrastination.
• Do the research early. Collecting and absorbing the material will help you meditate on what you will write, even if you don't get to work on the writing immediately.
• Leave a strong paper trail. Frequently, the lack of good note taking doesn't register until you are in the throes of the final preparation of your project, when deadlines loom, and materials are difficult to recover. This is because one often reads and discards materials as not being relevant during the research process, only to discover later, during the writing process, that they are.
• Brainstorm, make notes, jot down ideas as they occur, and begin by writing the stuff you do know. Most writing will be complex and you can't do all of the stages--brainstorming, drafting, revising, editing, proofreading--in one fell swoop. Breaking the process into smaller steps makes it more manageable, and lets you make progress even when you don't have large chunks of time to devote to writing.
• Get feedback. It's difficult to anticipate the gaps, confusion, and potential misinterpretations that complex writing can generate. You need to have at least one outside reader to help you.
• Allow time for revising and editing. Once the ideas are drafted, you'll usually find that you need to go back and re-read, re-search, re-organize, and re-think what you have said.
• Make the organization apparent. Use paragraphs, subheadings, and spatial divisions (layout) to indicate clearly changes in subject matter, focus, and depth. Sometimes this is a good time to prepare an outline, to make sure that your organization makes sense.
• Write the introduction last. A good introduction must point forward to what the writing contains. It is a promise to the reader, and should be accurate. The best introductions will be prepared after you know what you will say and how you will say it.
• Check for accuracy. Research-based writing is often complex and it is easy to overlook a mistake made while drafting. Check your sources, read carefully through your quotations, citations, and documentation.
• Proofread carefully. This is often a step left out in the crunch to finish by a deadline, and yet, it is often little mistakes (typos, errors of punctuation and grammar) which communicate to your reader a sense of carelessness or inability to write.
• Forgive yourself for what is not perfect. We never stop learning how to write. No draft is ever perfect, but the deadline requires that you do your best and then send it out into the world of the reader.

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How to Use Assignment Feedback

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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If you’re like me, assignment feedback can depress the heck out of you! Sometimes I want to throw it away and never look at it again.

If you’re like me, you’ll also probably look first at your grade and everything else matters less: the feedback is far less important to you than your overall grade.

Top students see negative feedback on a paper as a good thing. It’s another opportunity to get ahead.

In this post, I outline how to use feedback on your paper to grow your mark and get ahead.

If you use the following thirteen steps, you can bring substantial improvements to your own assignments in the future.

What’s the point of Feedback? Assignment feedback isn’t a chance for your teacher to be mean or rank you against your peers.

Feedback is not about being judged or talked down to. Feedback is all about YOU and no one else.

Feedback is the opportunity you get to check yourself, see how you’re going, and look for opportunities to improve.

Assignment feedback is about personal growth.

1. Start with a Growth Mindset

Having a growth mindset means that you believe you have the ability to improve. People with a growth mindset think that they are in control of their own future and actively go about achieving their goals.

If you approach assignment feedback with a growth mindset you’ll be on track to improving.

If you approach feedback with a sense that improving is out of your control, you’re never going to improve.

Here are three simple thoughts you need to put out of your mind right away:

• I’m not good enough . Did I ever tell you how average a student I was in my undergraduate degree? If I can go from average student to Ph.D. at 24 , so can you. Believe in yourself.
• The teacher’s a jerk. This might be true. But, let’s face it, unless you got the top mark in the class, you didn’t get the maximum grade your teacher gives out. That means that you’ve got room for improvement. So don’t blame the teacher. Improvement is in your hands.
• I don’t want to think about it. I get it. Burnout sucks. So feel free to forget about that feedback for a little while. But at some point, you’ve got to tackle it. So get in a positive mindset: I’m here to improve. Come at me, world.

Want some motivation? Check out this awesome and inspiring YouTube video about growth mindsets from Khan Academy:

2. Figure out your Teacher’s Pet Peeves

All teachers have something that is a huge pet peeve. Some have many.

For me, one pet peeve is apostrophes . A misplaced apostrophe jumps off the page at me and makes me think: Poor editing. Sloppy.”

I had a colleague once who couldn’t stand when a paper didn’t use the correct margin sizes. Seriously! He would flip out and cut students’ marks. Personally, I couldn’t care less about the margins!

When looking over your teacher’s feedback, take note of what little things they really seemed overly picky about. Was it the referencing style? The fact that you used first-person language? Your over-use of a certain word?

Take note. If your teacher has given you strong feedback on something that no other teacher has bothered to mention, you’ll need to adjust your writing style for that teacher.

Feedback is your opportunity to read your teacher and find out what you need to do in order to avoid their pet peeves in the future.

3. Read it. Then Forget it. For a while.

I hate assignment feedback.

My Ph.D. supervisor would give me my work back with red marks all through it . It would be so depressing. I’d be mad at her for days and days. I worked my tail off on that work! I took on all your feedback and it’s still not good enough!?

I developed a strategy:

Check the grade. Read the feedback. All of it. Then put it away for at least two days.

Don’t email your teacher yet. Don’t bitch about her to your friends. Just forget about it.

You’ll find that when you come back to the feedback two days later the emotion is gone. You’ll not look at the mark but look through the feedback to see what you can pick out of it that you can use in the future.

Be very careful about contacting your teacher about the feedback. You want to take those two days to let it soak in before sending out an email.

You have no idea how many emotional emails I get from students that probably have been much more carefully (and professionally!) worded if they’d only taken a few days to sit on the marks and let the emotions settle a little.

4. Make a Table

Tables are amazing for working through assignment feedback. They help you to sort out your thoughts and consider ways in which you can improve your work.

I follow a very simple format that I’ve used for years with great success. Whenever I write an academic paper for publication in journals I use this method – and let me tell you, the feedback in peer review is brutal!

Here’s a simple example of a feedback table:

The key to your table is to list all the assignment feedback you received on the left and provide space on the right for you to fill in how you’d like to improve on that work for next time.

Brainstorm ways you can improve on the points your teacher wants you to improve on, and list all the ways you think you can do this. Aim also to link these changes to the next assessment, i.e: “In future assessments, I will…”

In this way, you’re turning feedback into feed-forward.

5. Find just Three Action Points (and One point for Praise)

Sometimes there’s too much feedback to handle. If you’re looking at a piece of paper with big red marks scribbled up and down the margins, I recommend finding just three key points that you think you can work on – and putting the rest aside for now.

Here are a few major ones to focus on in the beginning:

• Not enough referencing. If your teacher wrote this, it’s an easy one to fix – so start with it. I recommend reading my post on how to find scholarly sources to get started solving this issue.
• Add depth or be more critical. These two often mean the same thing. This is also one of the biggest pieces of assignment feedback teachers give. It’s really cryptic, so I’ve broken down how to address this issue in my post on how to show critical thinking in an essay.
• Write more clearly. Again, this a major one – which is why I formulated my perfect paragraph formula to help you out.

The trick with choosing action points is that you want to find ones that you think you have a realistic chance of working on.

If your negative feedback was on something specific to that previous class that you just finished, you’re better off focusing on the general feedback that you can put into action in the next course.

Remember to celebrate the Positives While you’re at it, note down one point of praise. Note down something you did well and give yourself a moment to congratulate yourself. Feel good about the fact that you had one little win even in a sea of negative feedback.

6. Forget about the Grade

Feedback and the grade need to be seen as two entirely separate points.

I recommend leaving the assignment feedback aside until you’ve come to terms with your grade. If you attach the feedback to the grade you’ll not be looking at it with clear eyes.

Teachers hate when students email them and say “why did I only get that grade?”

That’s totally the wrong question. This question instantly signifies to the teacher that all you care about is the mark and not whether or not you actually learned anything!

The right questions to ask your teacher are:

• Please explain the feedback
• Please explain one specific point in the feedback
• What advice do you have for improvement?

The next step examines approaching your teacher for feedback in a little more detail.

7. Go to your Teacher

Ensure you’ve left it for two days at least between reading the feedback the first time and contacting your teacher.

Then, email your teacher and either:

• Ask for a one-to-one discussion during open office hours or a convenient time; or
• Provide no more than three questions you want clarification on.

Asking for further details or clarification on feedback is your right. You paid a lot of money to do this degree – make the most of it.

I recommend no more than three questions. If you ask more than three questions in an email you’ll find your teacher gets vague and doesn’t cover all three of them at once. List the three questions in number format and ask the questions in full sentences.

To get the best response, it’s important not to seem defensive. Open the email with a thank you in recognition of their work in providing feedback in the first place. Then, ask the teacher to clarify each point.

You could ask:

• Whether they can point out specific points in your paper where the feedback is relevant to help you get a better understanding;
• To clarify their expectations for the next piece; or
• Ask for any tips on how to achieve their advice (is there a source they recommend that explains this idea they’ve presented to you in their feedback?)

I’ve provided an email for just this very purpose in my free email template booklet, which has email templates for any scenario:

If you’ve asked for a one-to-one discussion, make sure you print the assignment feedback and a copy of your paper when you attend the meeting. There’s nothing worse than a student who attends a meeting without questions and works to show.

8. Show your teacher how you used the feedback to Improve in the Next Assignment

This one’s the clincher. Literally, show them how you used their feedback. Put evidence that you used their feedback right under their nose. I recommend that you meet with the teacher before you submit your next piece and point out how you used their feedback.

When it comes time to show your teacher the draft for your next piece of work, come to the meeting with your table (see step 3) to show how you’ve taken their feedback into account.

Then, point out exactly where in your paper you’ve put their feedback into action.

Because you met with your teacher and showed them how you used their feedback, they will be primed and ready to recognize where and how you put their feedback into action when they mark your work.

If you don’t take the step of meeting with the teacher, there’s a good chance they won’t recognize all the effort you put into using their feedback.

Teachers give a lot of feedback – remember, they’ll probably have 40 to 100 other papers to mark just like yours. Your work gets lost in their memory amongst the jumble of other papers they read that one weekend six weeks ago.

Furthermore, meeting with your teacher to show them how you’ve used their feedback will go down really well in convincing them you’re worthy of top marks.

You’ll surely have gotten your teacher on your side and well and truly ready to give you top marks for your next piece of work.

9. List your Goals for next Term / Semester on a Post-It Note

University summer break is very, very long. We’re talking about up to three months of working, traveling, drinking, partying, or whatever else you have on your plate.

By the time you get back to university, you will likely have forgotten a lot of what you learned last semester.

One trick you should get into the habit of using is the post-it note reminder. All you need to do is list your three actionable goals from Step 5 and leave them on a post-it note on your desk for reflection next semester.

It’s so simple: a 2-minute task that will dramatically improve your chances of growing your grade next semester. It’ll get you back in the game and focused for next semester.

And it’ll remind you what your weaknesses are that you need to work on.

10. Keep your Assignment Feedback for Reflection

You should keep a folder on your computer (or in a drawer, if you’re still getting paper feedback) that has all your assignments and feedback kept in there.

In Step 8 I reinforced the importance of using assignment feedback semester-on-semester.

Even though the post-it trick in Week 8 is effective, it’s not quite enough.

You also need to dig deeper. You need to identify trends in your assignment feedback to see what your true weaknesses are.

If one teacher tells you your writing style is no good, that’s one thing. If five teachers in the past two years have told you your writing style needs work, then you’ve got yourself a real problem.

So, keep your assignment feedback and every now and then, go back to the stack of feedback and try to identify trends.

If you know your weaknesses, you’ll be able to work on them and turn them into strengths.

11. Be Humble.

In my experience, the angriest, obnoxious, self-assured students are often the ones who least deserve the top marks.

If I’m honest, I think I know the reason for this. These are the students who have dug themselves into their own delusions that they deserve the top marks because they’re talented .

The problem here is that these students lack a growth mindset . They never took assignment feedback on board and used it to improve. Ergo, they never improved.

Humility is a skill that will serve you well. Regularly, you are given feedback from teachers reinforcing the fact that your work – your mind – has faults. You’re not perfect. That sucks to hear, but it’s true!

Whenever you get assignment feedback, remember that this is the time for humility and good grace. Even if you disagree with your teacher, approach the situation with the recognition that you still have much to learn.

You might even find that being polite, humble, and genuine about your desire for help will endear you to your teacher and help you convince them to take it easier on you next time around.

12. Turn Negative Feedback into a Talking Point

At some point in your life you’re going to get this question in a job interview: “what is your biggest weakness?”

You can use teacher feedback to answer this question in a way that will move you to the top of the pile.

Your future boss is really asking you this:

• Are you aware of your faults?
• How do you address them?

There is a very easy formula for answering this question. It goes like this:

• Here’s a weakness a mentor identified;
• Here’s how I have worked to overcome it

If you’ve got a piece of feedback that occurs regularly, I recommend turning it into your talking point for showing how you have a growth mentality. Let people know what the weakness is, and what you’re doing to address it.

To really hit this point out of the park, you can give an indication of the progress you have made. Talk about how once you got feedback on your research or writing style (your weakness), and you actively addressed it by booking library workshop seminars.

After taking the seminars, you noticed your grades started to rise! You overcame a weakness!

13. Use the Internet to Improve on your Weaknesses

You’re here. You already took the first big step towards teaching yourself to use the internet.

Even if your teacher is a monster who gives totally useless assignment feedback and is impossible to understand, you still have the power to improve your marks.

Make the most out of free online resources. I’d recommend making it a part of your social media and internet downtime routine to browse around your favorite student support websites for little golden bits of information about how to improve your marks.

If you listen to ‘write more clearly’ as one of your three actionable goals in Point 5, then google “how to write more clearly”. It’s really that easy to get started!

Here are three types of online resources you can use to teach yourself:

• Blogs . Of course, I recommend my blog: Helpfulprofessor.com . But there’s more out there, like Scribendi.com and Grammar Girl that are really useful for learning how to increase your grades.
• Podcasts . My personal favorite resource that I have created is my podcast . I have so many students who don’t, particularly like reading blogs but are happy to listen to me explain my secret strategies for success. If you don’t like my podcast, try Marion Hegarty’s Grammar Girl podcast – it’s sublime.
• YouTube Videos . Use a YouTube search to learn anything you like – like how to paraphrase better, how to use quotes more effectively, or even simple study tips.

Using feedback for self-growth is a secret weapon of top students. While most students hate the frustration of bad assignment feedback and never want to look at it ever again, top students see it as another opportunity to get that little bit further ahead in their pursuit of an amazing degree.

Use your assignment feedback to fuel your desire for top marks.

In this article, I’ve recommended five strategies that top students use to get ahead using assignment feedback. These are:

How to Use Assignment Feedback to Improve your Grades

• Start with a Growth Mindset
• Figure out your Teacher’s Pet Peeves
• Read it. Then Forget it. For a while.
• Make a Table
• Find just Three Action Points (and One point for Praise)
• Forget about the Grade
• Go to your Teacher
• Show your teacher how you used the feedback to Improve in the Next Assignment
• List your Goals for the next Term / Semester on a Post-It Note
• Keep your Feedback for Reflection
• Turn Negative Feedback into a Talking Point
• Use the Internet to Improve on your Weaknesses

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 19 Top Cognitive Psychology Theories (Explained)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 119 Bloom’s Taxonomy Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ All 6 Levels of Understanding (on Bloom’s Taxonomy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Self-Actualization Examples (Maslow's Hierarchy)

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6 Ways To Improve Your Essay, Coursework or Assignment from a 2:2 (C) to 2:1 (B) Grade

Almost all students are capable of achieving a 2:2 but it is more difficult to reach the higher standard of a 2:1. Here are our top six tips to improve your essay, coursework or assignment from 2:2 to 2:1 grade.

Improve Spelling and Grammar

Improve structure, decrease wordiness, use a sufficient number of sources, demonstrate depth of knowledge, submit a draft to your tutor, further reading:.

• How to Write Better Essays
• The Good Study Guide
• Thinking Critically

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7 Tips for Students to Improve Assignment Writing Skills

February 16, 2023 by Bassey James Leave a Comment

In this article, you will learn how you can improve your assignment writing skills as a student.

Are you continuously scoring low grades on your assignments?

Do you want to improve your assignment writing skills so that you get excellent grades and improve your CGPA?

If these two questions are your key concerns, you have landed on the exact place. 

To help you out, we have shared the top seven tips that will help you write better assignments. 

Here you go!

Tips for improving assignment writing skills 

Writing a top-quality assignment is a challenging task. But you can achieve perfection in this task with smart work.

Whether you are a school, college, or university student , it is never too late to fine-tune your assignment writing skills. 

Below there are some tips and tricks that will help you write top-notch assignments in the shortest possible time.

Let’s have a look at them one by one.

Develop a reading habit 

Reading keeps your mind active and boosts your creative ability. 

In order to become a remarkable writer, you first need to be an excellent reader. 

On the other hand, if you do not like reading, you cannot become a good assignment writer. 

Reading gives you new ideas and inspiration. These two things help you become a better writer. 

As a student, you are not only bound to read books of your syllabus. Instead, you can read anything that appeals to you. 

You can read fiction, thriller, humor, or anything that sparks curiosity in your mind. 

Focus on the writer’s writing style and tone. 

Another plus point of developing a reading habit is that it increases your vocabulary. 

Master different writing styles

There are four types of academic writing you should be aware of. These are:

Descriptive style

It is the simplest form of academic writing. While writing a descriptive assignment, students need to provide factual information. 

Analytical style

Most often, students are also assigned to write analytical papers. In this type of assignment, they have to include descriptive writing. 

In addition, you also need to reorganize information and facts into categories. 

Persuasive style

In persuasive writing, you have to persuade your readers. In addition, you need to justify your feelings and opinion on a specific subject and convince them. 

Narrative style

Writers employ the narrative style of writing to craft short stories, novels, and poetry. 

Think about your assignment’s structure 

If you want to give the best structure to your assignment and improve your writing skills, you need to craft an outline. 

An outline can help you picture the flow of your essay, explain the points that need more research, and highlight the main points of each section.

Depending on what you are writing, the structure may seem different.

A standard essay comprises a thesis statement, body paragraphs, and a conclusion. 

However, fiction might follow this structure:

• Rising action

Pick the option that best serves your needs.

Avoid using flowery language

Many students use complicated words in their assignments to impress their readers. 

You cannot express your message by using complex words. Furthermore, your mentor and readers will not appreciate words that are hard to read and understand. 

Not at all!

So stop using hard-to-read words and sentences in your assignments.

Instead, use simple words to help readers grasp the main theme of your writing. 

Make a habit of using simple words in your paper. The more you use common words, the better it will be for you and your readers. 

Do not know how to simplify hard-to-read assignments?

You can paraphrase complicated sentences. An online word rephraser tool helps you replace all difficult words with simple synonyms. 

An online paraphraser is an AI-supported tool that changes the sentence structure and replaces all hard-to-read words with common words that keeps readers interested. 

In this way, you can make it easier for your readers to digest your content. 

Moreover, a rephrasing tool also breaks the long sentences and writes short and sweet sentences that are easy to read and scan. 

It helps you to learn different writing styles to present the same idea with different wordings. So it gives a helping hand to students. 

Keep your writing focused

Being focused on your writing is a challenging task, but it is a key you need if you want to improve your assignment writing skills.

Even though it seems pretty clear, it is easy to get caught up in small details and lose sight of the main point of your piece.

Most writing tasks require you to develop a thesis – the main point you want to make. 

Each paragraph you write should have something to do with your thesis. 

So stick around your paper’s thesis. 

Include citations & references

In order to make your academic paper look more professional and authentic, you need to include citations at the end of your assignments. 

Citations help you give proper credit to the author of the source you used to write your paper. 

Include citations in the required referencing style asked by your teacher. The famous referencing styles are:

Proofread it

Once you write your assignment, you should take a rest for a couple of hours. After that, you need to reread your paper to make sure it is written accurately and clearly. 

This is where proofreading comes into play. 

Do you not know how to proofread your assignments?

To proofread an academic paper, follow these steps:

Read your text aloud

Seems awkward?

This step helps you to trace the confusing structure and abrupt sentences. 

Print out the assignment

If you shift your focus from a computer screen to paper, you can find writing mistakes easily that slip through the cracks. 

Following the aforementioned tips and tricks will help you improve your academic writing skills. 

In this way, you can write a top-notch assignment that will impress your mentor. 

Best of luck!

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About Bassey James

Bassey Chimezirim James is an ardent writer who has written for top education and tech websites, which includes the likes of World Scholarship Forum, After School Africa, Gadget Wrights, etc. James is a public speaker; a graduate of Physics and the Team for the http://stayinformedgroup.com/ Project.

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10 Top Rules To Improve Your Assignment

You're unhappy with the final grade of your assignment and you're wondering what could have gone wrong. It's not the only one. There are many students just like you who don't master the art of writing assignments correctly. The results of surveys show that students are more likely to make the same mistakes when responding to hypothetical inquiries. To be sure not to make this mistake, you must to be aware of the best methods to improve your work.

Ten Best Ways To Improve Your Assignment

Here's a list of guidelines that will assist you in improving your writing abilities and earn better scores.

1. Make Sure You Have Essentials:

Assistance with assignments is about communicating you thoughts, ideas and thoughts in a writing way. To effectively communicate your thoughts, you have to have the appropriate capabilities available. You must concentrate on the specifics of finding relevant information as well as analyzing information, research and to discover the relevant information for your goal.

2. Read With Understanding:

The other option to read hasn't been found yet. Therefore, whatever discipline you choose to study you must do lots of reading when making preparations for your assignment. You don't need to read through the entire book however, you should extract the necessary information from it. To find the relevant information note-taking, you can take notes while you read. The most efficient method of learning because you can write the notes into a source text.

3. Use Library As Source:

If you are looking to enhance the quality of your work You must read additional materials in addition to your list of reading. It is possible to get the assistance of journals, books, and other publications at the library. The library should have ---

Study area with a quiet atmosphere

Work areas for groups where you can discuss issues

Printers and photocopies

Computer facilities , in addition to wireless networks

Online catalogue access

Help from our expert staff in person or on the library's website.

4. Create Notes From Later References:

When you are taking notes, you should take note of the following:

The frame provides a summary of the topic

To analyze the root of a issue

The logic behind the argument is extracted.

Compare different viewpoints

Borrow quotes

Note the complete information about the author's surname, source along with initials and title in its entirety including chapter and pages the date of publication, the publisher's name and address.

5. Think Critically:

In order to develop the skills needed for assignments, critical thinking is at as the top priority on the list of essential skills. The experts believe that critical thinking is learned through the process of practice. Benjamin Bloom, a famous educational psychologist , has identified six steps to learn and think which include

Application

6. Master The Structure:

No matter what kind of project you're doing, you must write your essay using an established format. The standard format is--

The main concept (the introduction)

The precise explanation (the principal body)

Returning to the basic concept (the conclusion)

7. Outline Is Must:

After you've gathered the information you require, you have to plan out what you will do to tackle the writing assignment. You will need to create an outline of your project Outlining is the process of preparing your work

Finding the key words in your text

The adoption of an approach to structure

You can expand on what you've thought of in the past (the outline)

8. Adopt Appropriate Language:

It is essential to adhere to the academic format of your work. Here are some suggestions to improve you writing skills. work•

Be careful not to use the personal pronoun (I/me/one)

Use the correct tense

Write in the simple English

Make sure you use the right vocabulary and consider carefully before you make a decision about words

9. Create Effective Sentence And Paragraphs:

It is important to keep in mind that academic writing doesn't consist of composing long sentences with stunning-sounding words. Short sentences usually have more impact than those with longer sentences because they are short and straightforward. Try to convey your thoughts in shorter and shorter sentences.

10. Improve Your Grammar:

It is essential to master your grammar since it is an essential and essential part for academic written work. If you don't have a good grammar, your sentence won't make sense.

Here are some tips to improve your grammar skills

Read. Reading could be the most important method to improve your grammar.

Find a grammar guide. It's helpful to have a comprehensive reference book which you can refer to while writing.

Recap the fundamentals.

Be attentive to the opinions of others.

Proofread...out loud.

These 10 rules will assist you in improving your writing skills and present a quality assignment to your teacher.

How ahecounselling can help you in writing an effective assignment.

It is possible to get top-quality writing assistance and assignment support services all under the one under the umbrella at AHECounselling. AHECounselling is an efficient group of experts who have the knowledge and expertise to write any kind of assignment , including dissertations, essays thesis, term essays on any the subject. Our academic writers provide top-quality, flawless amazing and error-free papers. You will receive the highest quality custom-written paper that is composed in a professional and well-organized manner. and delivered to your mailbox by the timeframe. All you have to do is call our customer support representatives 24/7 and will be happy to discuss what you require and the referencing style.

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9 top rules to improve your assignment.

Are you disappointed with your last assignment’s grade and wondering what went wrong? You are not the only one who is in this situation. There are several students like you who want to master the art of assignment writing. According to a survey, Students tend to do the same mistakes when it comes to answering hypothetical questions. In order to avoid this, it’s important to know the correct ways to improve your assignment.

9 Best Ways to Improve Your Assignment

Make sure you have essentials:.

Assignment work is nothing but expressing your thoughts in a written manner.  To express your ideas successfully, you need to have the right skills at your disposal. You have to pay attention to the practicalities of locating relevant material, researching information, and analyzing in order to extract what is relevant to your purpose.

Read with Understanding:

Whatever your discipline is, you need to do a lot of reading before writing an assignment. Extract the required information from it instead of reading the whole book. To get the relevant material, make notes while reading. This will be effective because you can rewrite these notes as your source text.

Use Library as Source:

To improve the quality of your assignment, you need to read additional material apart from your reading list. Take the help of journals, books, and other articles from the library. The ideal things to look for in the library are a quiet study area, photocopies, and printers, computer facilities with wireless networks, and support expert staff.

Think Critically:

Critical thinking is essential to develop assignment writing skills. As per experts, critical thinking can be acquired through practice. According to Benjamin Bloom, a famous educational psychologist, there are six steps to learning and thinking which are:

• Application

Master The Structure:

Whatever be the type of assignment, you have to produce the writing on the basis of a standard format. The standard format of an assignment is-

• The general idea (the introduction)
• The specific explanation (the main body)
• Back to the general idea (the conclusion)

Outline is Must:

After gathering your material, you need to think about how you are going to respond to the writing task. Make an outline of your work which involves-

• Identifying the keywords in your text
• Adopting a structural approach
• Expand what you have planned already (the outline)

Adopt Appropriate Language:

To elevate the quality of your writing you need to follow an academic style in your assignment. Follow these tips to make it the best:

• Avoid using personal pronouns (I/me/one)
• Use appropriate tense
• Try to write in plain English
• Use appropriate vocabulary and think carefully before making choice of words

Create Effective Sentence and Paragraphs:

Academic writing is not about constructing long sentences with impressive-sounding ‘big’ words. As the short sentences are brief and simple than longer ones, they make more impact.  So, try to express in smaller and short sentences.

Improve Your Grammar:

The most important thing you need to improve is your grammar. As it is an integral part of academic writing, without grammar, your sentence will not make any sense.

These are the 9 guidelines to help you improve your assignment writing skills and present a good quality assignment.

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What Are The 10 Top Rules To Improve Your Assignment

Are you working throughout the day on your assignment and getting an average grade? The reason is obvious: you are missing writing skills. Getting low grades, although working too hard, is a major concern among most students. Most of them believe that the assignment topic is tough, but they fail to identify their lack of writing skills, leading them to secure poor grades in all assignments.

If you are facing such a concern, you can fix your assignment by reading our blog on 10 top rules to improve your assignment. The blog lays down the ways to improve the quality of your writing and your ability to get good grades in all your assignments.

10 top rules to improve your assignment

In this section of the blog on 10 top rules to improve your assignment, we will share 10 tips to take your assignments to a high level regarding quality, writing, and grades.

Pay attention to the format and visuals: Format and visuals are some basic rules to look for while writing an assignment. An assignment cannot be written devoid of an outline. Each type of assignment has a peculiar format. For instance, essays have a distinct format comprising an abstract, an introduction, five paragraphs of body, and a conclusion. A thesis comprises an abstract, introduction, literature review, methods, results, discussion, and conclusion. Students should adhere to these formats and those who do not get lower marks.

The format must be organized and sturdy, as it is one of the 10 top rules to improve your assignment. It must appeal to the readers and make them glued to your assignment. When revising the structure, you may also correct the visuals added to the assignment. If the paper is cluttered with visuals, it may disinterest the readers; so, while refining the format, check the placement and format of each visual. You can add charts, fonts, colors, and themes to make it more presentable.

Give value through the text: There are different ways to educate people about the content of a particular paper, as they have limited time. Content is being taken over by short videos describing the context of the content. So, if you put effort into providing value through your content, you can create a difference. Readers have a short time, so you must look for demonstrating an issue and devising a solution. It is one of the 10 top rules to improve your assignment.

You can also share distinct facts or bring a new angle to an old case. All in all, your main motive is to share information through your paper, which is valuable to the readers. We are always interested in searching for new information and data from something. If your paper can provide that, it can garner loyal readers and lead to improved grades.

Verify information: These days, fetching information is easy due to extensive internet use. Students can type any question and get instant answers. But be careful, as you cannot trust all the websites that have some content related to your study. It is vital to cross-verify the information before using it as a source of information for writing assignments, and it is one of the 10 top rules to improve your assignment.

There are many scam sites, and their information will never have substantial evidence. The misleading information can be dangerous for the readers. So, try not to include the first information you get; try to ascertain its validity by referring to other sources. You can cross-check data, events, names, figures, etc., to ascertain the legitimacy of content.

Refine introduction and conclusion: It is vital to polish your introduction and conclusion as they are the sections of your assignment typically read by your readers first. We have encountered many students who put in much effort in the body sections and compromise with the quality of the introduction and conclusion.

The first part of an assignment is the introduction, which must grab the reader’s attention; likewise, the conclusion must provide a good reading. Remember to give equal importance to each part of an assignment; doing this will help you write an assignment with no flaws. Refine each part to ensure good grades; it is one of the 10 top rules to improve your assignment.

Keep it straightforward: Including advanced terms in your paper may strengthen the quality of an assignment, but not all readers can understand it. So, keeping the content straightforward and attracting the reader’s attention is essential. The advanced terms can be included here and there but not in every sentence.

If you know the target readers, you can identify the type of words to be included in the assignment. If the paper is being written for students in 6 th grade, then there is no requirement to add advanced terms. But, if the paper is written considering college students, it is vital to add advanced terms. Try to simplify the content of the complex topics for easy readership.

Ward off plagiarism: Plagiarism from an assignment must be prevented at all costs, which are among the 10 top rules to improve your assignment. Here, plagiarism not only means general plagiarism but also self-plagiarism. When a material is copied from a previous work, it is known as self-plagiarism. Though you are using previously written content, it will still be considered copying from another source and can lead to plagiarism. Being charged with plagiarism can affect your credibility. Preparing a paper without plagiarism is easy if you apply the correct strategies.

Select correct titles: Select accurate titles for your assignments, as it is one of the 10 top rules to improve your assignment. While writing compelling assignment content, many students overlook the significance of appropriate titles and pick a topic from the assignment requirements. Titles are printed on the cover page and must not be broad or too narrow as it can impact the prospect of your topic. Create a topic that describes the concept and the topic considered for writing the assignment.

Follow assignment requirements: Out of the 10 top rules to improve your assignment, one of them is following the assignment requirements or the guidelines. The guideline provides detailed information on how to proceed with the assignment, such as topic selection, formatting, referencing, length, etc. The guidelines are for students to follow, and students who do not adhere are bound to get lower grades or even fail the assignment.

Ask for feedback from others: Getting feedback is also among the 10 top rules to improve your assignment. While seeking feedback, you achieve priceless insights and viewpoints that can aid in improving your work. To do so, you must select a few reliable sources who can review your work by giving unbiased feedback. Remember, you can also face criticism, but take it as an opportunity to improve the quality of the paper. Try to process the feedback before making any amendments and carefully review all the recommendations.

Proofread and edit: The last rule among the 10 top rules to improve your assignment is proofreading and editing it and making it error-free. Step away once you have finished the work and take a break. Having a fresh perspective can help find the errors more effectively. Read out loud to understand the errors made by you. Ensure that the matter written in the assignment is clear and has smooth ideas flow. Check the consistency in formatting, citation, and writing conventions.

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Frequently asked questions

What must be included in every assignment?

As per the 10 top rules to improve your assignment, every assignment must have a title page, contents page, introduction, main body, conclusion, and references. In addition, page numbers, citations, visuals, etc., are vital things to be included in an assignment.

What are the things that help secure better grades?

Understanding the topic is the first thing that helps secure better grades. You must break the topic into small segments for better understanding. After understanding the topic, you can begin with the research process and create an outline. Add data and adopt an appropriate writing style.

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Feedback on your assignments: what it is and how to use it

This guide explains how to use your tutor's feedback so that you understand your grade and how to improve your academic performance..

• Understand your strengths and weaknesses

When you get your assignments back from your tutor, you will probably initially focus on the grade you have received.

However, your tutor will have given you useful and well thought-out feedback, with the purpose of a) helping you understand the grade and b) providing you with ideas for how to improve in future assignments. It is important that you make good use of this feedback to help you understand your strengths and weaknesses and what you need to do to improve on your grade.

There are three key things you need to do in order to maximise the usefulness of your tutor feedback:

• Understand the feedback : look at all the feedback provided (sometimes there are comments on your script as well as the overall comments), and read it carefully to ensure you understand each comment.
• Log your feedback : create a system of storing your feedback that is easily accessible.
• Use your feedback in future assignments : refer to your feedback in preparation for new assignments, and use it as a checklist.
• Understand the feedback

Tutors will have different ways of giving you feedback. Some will provide a written summary of your key strengths and weaknesses, and some will provide oral recorded feedback. You may also receive focused, itemised feedback on the script of your work.

Tutors will provide both positive and critical feedback. Generally, the positive feedback is easy to understand, but sometimes the critical feedback can be unclear or can use terminology that is not easy to understand. Some common critical comments are listed below with a glossary to explain what is meant, and suggestions for how to improve as a result of this feedback.

• Glossary of terms

• Log your feedback

Once you have read and understood the feedback you have received, it is important to create a system of storing it for future reference. This feedback is useful when preparing your next assignments, and you should find a system of storage that is easily accessible and works well for you.

Not everyone will like the same system. Here are a couple of examples of ways that students have stored their feedback to create an easy reference tool to use as a check list each time they start work on assignments.

Using a table

This method of logging and storing your feedback is commonly used. Here you create a table and cut and past feedback into the appropriate column. In addition, students often include a column for their grade, so that they can see which assignments are likely to have feedback that tells them not only what to improve, but also what to continue doing.

This is what it could look like as a student starts to fill it in:

Using a mind map

Another common way to log your feedback is by creating a mind map.

Use sections to group your feedback so that it is easily demarcated by comment-type. Mind maps work best with the key points from your feedback. It can be a useful review task to pull out the main issues raised by your tutor, and to summarise them using concise language.

Remember that you should choose a way to log your feedback that works best for you. It needs to be achievable and accessible to you, so that you can use it easily to review your tutors’ advice and learn from it.

• Use your feedback in future assignments

Once you have set up a system for collecting and storing your feedback, you have an important resource to help you improve on your work.

You need to revisit this feedback and review the comments frequently, in order to learn what your strengths and weaknesses are. You will start to identify themes, and this will help you to create a plan for how to improve.

For each new assignment, the following approach should help you to avoid making the same mistakes again, and allow you to consolidate the strengths you have.

• Summary and next steps
• Make sure you understand it and can see why your tutors are saying what they are saying.
• Create a storage system that suits you. Include your own reflection and ideas for what you need to do to improve.
• As you build up your feedback, start to collate it to show recurring themes and comments.
• Use your collated feedback as a guide and checklist when planning, preparing and reviewing your work.

Engaging with feedback resource

This short, interactive self-access resource shows you how to:

• use feedback as a powerful learning tool
• examine what might be preventing you from using feedback
• identify patterns in your feedback
• set goals and create a personal action plan.

If you have any questions, please contact us.

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Teaching, Learning, & Professional Development Center

• Teaching Resources
• TLPDC Teaching Resources

How Do I Create Meaningful and Effective Assignments?

Prepared by allison boye, ph.d. teaching, learning, and professional development center.

Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning.  And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment.  This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.

First Things First…

Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor:

• Your goals for the assignment . Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment?  Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general.  For instance, if you want your students to demonstrate critical thinking, perhaps asking them to simply summarize an article is not the best match for that goal; a more appropriate option might be to ask for an analysis of a controversial issue in the discipline. Ultimately, the connection between the assignment and its purpose should be clear to both you and your students to ensure that it is fulfilling the desired goals and doesn't seem like “busy work.” For some ideas about what kinds of assignments match certain learning goals, take a look at this page from DePaul University's Teaching Commons.
• Have they experienced “socialization” in the culture of your discipline (Flaxman, 2005)? Are they familiar with any conventions you might want them to know? In other words, do they know the “language” of your discipline, generally accepted style guidelines, or research protocols?
• Do they know how to conduct research?  Do they know the proper style format, documentation style, acceptable resources, etc.? Do they know how to use the library (Fitzpatrick, 1989) or evaluate resources?
• What kinds of writing or work have they previously engaged in?  For instance, have they completed long, formal writing assignments or research projects before? Have they ever engaged in analysis, reflection, or argumentation? Have they completed group assignments before?  Do they know how to write a literature review or scientific report?

In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78):

1. What are the main units/modules in my course?

2. What are my main learning objectives for each module and for the course?

3. What thinking skills am I trying to develop within each unit and throughout the course?

4. What are the most difficult aspects of my course for students?

5. If I could change my students' study habits, what would I most like to change?

6. What difference do I want my course to make in my students' lives?

What your students need to know

Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment.  However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible.

• First, you will need to articulate the purpose of the assignment . Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose. Your students will appreciate an understanding of how the assignment fits into the larger goals of the course and what they will learn from the process (Hass & Osborn, 2007). Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully.
• If you are asking your students to complete a writing assignment, you should define for them the “rhetorical or cognitive mode/s” you want them to employ in their writing (Flaxman, 2005). In other words, use precise verbs that communicate whether you are asking them to analyze, argue, describe, inform, etc.  (Verbs like “explore” or “comment on” can be too vague and cause confusion.) Provide them with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support.  For those who want assignments to lead to top-down, thesis-driven writing, John Bean (1996) suggests presenting a proposition that students must defend or refute, or a problem that demands a thesis answer.
• It is also a good idea to define the audience you want your students to address with their assignment, if possible – especially with writing assignments.  Otherwise, students will address only the instructor, often assuming little requires explanation or development (Hedengren, 2004; MIT, 1999). Further, asking students to address the instructor, who typically knows more about the topic than the student, places the student in an unnatural rhetorical position.  Instead, you might consider asking your students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper.  In fact, a study by Bean (1996) indicated the students often appreciate and enjoy assignments that vary elements such as audience or rhetorical context, so don't be afraid to get creative!
• Obviously, you will also need to articulate clearly the logistics or “business aspects” of the assignment . In other words, be explicit with your students about required elements such as the format, length, documentation style, writing style (formal or informal?), and deadlines.  One caveat, however: do not allow the logistics of the paper take precedence over the content in your assignment description; if you spend all of your time describing these things, students might suspect that is all you care about in their execution of the assignment.
• Finally, you should clarify your evaluation criteria for the assignment. What elements of content are most important? Will you grade holistically or weight features separately? How much weight will be given to individual elements, etc?  Another precaution to take when defining requirements for your students is to take care that your instructions and rubric also do not overshadow the content; prescribing too rigidly each element of an assignment can limit students' freedom to explore and discover. According to Beth Finch Hedengren, “A good assignment provides the purpose and guidelines… without dictating exactly what to say” (2004, p. 27).  If you decide to utilize a grading rubric, be sure to provide that to the students along with the assignment description, prior to their completion of the assignment.

A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration:

• Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories.

• Set the grading categories yourself, but ask the students to help write the descriptions.

• Draft the complete grading scale yourself, then give it to your students for review and suggestions.

A Few Do's and Don'ts…

Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design. First, here are a few things you should do :

• Do provide detail in your assignment description . Research has shown that students frequently prefer some guiding constraints when completing assignments (Bean, 1996), and that more detail (within reason) can lead to more successful student responses.  One idea is to provide students with physical assignment handouts , in addition to or instead of a simple description in a syllabus.  This can meet the needs of concrete learners and give them something tangible to refer to.  Likewise, it is often beneficial to make explicit for students the process or steps necessary to complete an assignment, given that students – especially younger ones – might need guidance in planning and time management (MIT, 1999).
• Do use open-ended questions.  The most effective and challenging assignments focus on questions that lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the  brainstorming heuristics (Gardner, 2005).
• Do direct students to appropriate available resources . Giving students pointers about other venues for assistance can help them get started on the right track independently. These kinds of suggestions might include information about campus resources such as the University Writing Center or discipline-specific librarians, suggesting specific journals or books, or even sections of their textbook, or providing them with lists of research ideas or links to acceptable websites.
• Do consider providing models – both successful and unsuccessful models (Miller, 2007). These models could be provided by past students, or models you have created yourself.  You could even ask students to evaluate the models themselves using the determined evaluation criteria, helping them to visualize the final product, think critically about how to complete the assignment, and ideally, recognize success in their own work.
• Do consider including a way for students to make the assignment their own. In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment.  Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom.  You might think of ways to encourage students to tap into their own experiences or curiosities, to solve or explore a real problem, or connect to the larger community.  Offering variety in assignment selection can also help students feel more individualized, creative, and in control.
• If your assignment is substantial or long, do consider sequencing it. Far too often, assignments are given as one-shot final products that receive grades at the end of the semester, eternally abandoned by the student.  By sequencing a large assignment, or essentially breaking it down into a systematic approach consisting of interconnected smaller elements (such as a project proposal, an annotated bibliography, or a rough draft, or a series of mini-assignments related to the longer assignment), you can encourage thoughtfulness, complexity, and thoroughness in your students, as well as emphasize process over final product.

Next are a few elements to avoid in your assignments:

• Do not ask too many questions in your assignment.  In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus. Offering an overly specific “checklist” prompt often leads to externally organized papers, in which inexperienced students “slavishly follow the checklist instead of integrating their ideas into more organically-discovered structure” (Flaxman, 2005).
• Do not expect or suggest that there is an “ideal” response to the assignment. A common error for instructors is to dictate content of an assignment too rigidly, or to imply that there is a single correct response or a specific conclusion to reach, either explicitly or implicitly (Flaxman, 2005). Undoubtedly, students do not appreciate feeling as if they must read an instructor's mind to complete an assignment successfully, or that their own ideas have nowhere to go, and can lose motivation as a result. Similarly, avoid assignments that simply ask for regurgitation (Miller, 2007). Again, the best assignments invite students to engage in critical thinking, not just reproduce lectures or readings.
• Do not provide vague or confusing commands . Do students know what you mean when they are asked to “examine” or “discuss” a topic? Return to what you determined about your students' experiences and levels to help you decide what directions will make the most sense to them and what will require more explanation or guidance, and avoid verbiage that might confound them.
• Do not impose impossible time restraints or require the use of insufficient resources for completion of the assignment.  For instance, if you are asking all of your students to use the same resource, ensure that there are enough copies available for all students to access – or at least put one copy on reserve in the library. Likewise, make sure that you are providing your students with ample time to locate resources and effectively complete the assignment (Fitzpatrick, 1989).

The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few:

Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations

Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below.

Online Resources

“Creating Effective Assignments” http://www.unh.edu/teaching-excellence/resources/Assignments.htm This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning,  provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations.

Gardner, T.  (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten. http://www.tengrrl.com/tens/034.shtml This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English .  The website will also link you to several other lists of “ten tips” related to literacy pedagogy.

“How to Create Effective Assignments for College Students.”  http:// tilt.colostate.edu/retreat/2011/zimmerman.pdf     This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments.

“Learner-Centered Assessment” http://cte.uwaterloo.ca/teaching_resources/tips/learner_centered_assessment.html From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind. “Matching Learning Goals to Assignment Types.” http://teachingcommons.depaul.edu/How_to/design_assignments/assignments_learning_goals.html This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals.

Additional References Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass.

Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum , 3.2, pp. 15 – 24.

Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange .  Retrieved Jan. 9, 2008 from http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf

Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4. 

Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines . Boston: Bedford/St. Martin's.

Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments.  Teaching Sociology , 31, pp. 195 – 202.

Leahy, R. (2002). Conducting writing assignments. College Teaching , 50.2, pp. 50 – 54.

Miller, H. (2007). Designing effective writing assignments.  Teaching with writing .  University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from http://writing.umn.edu/tww/assignments/designing.html

MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html .

Contact TTU

How To Improve Your Assignment? 8+ Assignment Writing Rules

• Emily Scott

Assignments are important to get excellent grades in the academic year. The students in various disciplines have to complete several assignments in the academic year. Crafting an assignment is a complex process. It requires concentration and skills to make a proper assignment. You can also apply some writing tips before writing the assignments. 

Some students work hard but are unable to make a proper assignment. There are some effective ways by which you can make a perfect assignment before the given deadlines. We are going to see the ways in this blog. These ways will help you to make the best assignment within the deadlines. 

The students who lack the skills when completing the assignments often face problems. If you want to change the situation you should refer to the assignment writing tips  that will guide you in your academic year. The assignment help services provide you with plagiarism-free and non-AI assignments in different referencing styles. 

Let us see how to improve your assignments with the assistance of certain rules. These rules will help you increase your clarity and confidence and dispel the confusion regarding the assignments.  

The Rules Of Writing A Perfect Assignment

These rules for writing an assignment will conclude with a perfect assignment. You should go through these rules to make a proper assignment before your deadlines. It will also teach you how to write a  relevant assignment in different referencing styles. You should follow these rules to excel in your academic year. This will help you with your assignment writing altogether. 

Let us see the rules that will take your assignments to a higher level. 

Check the content: You should check the data that is available to you and then start writing the assignments. Nowadays data is available from various sources. You need to check the sources to write a proper assignment. This is an essential rule that needs to be followed. The assignment writing services provide data that you can trust when referring to these services.  

Work on the Structure: You should work on the structure of the assignment before the submissions. Every assignment has a unique structure and format. If you don’t follow the structure or format of the assignment it will result in a reduction of grades in the academic year. You should make a clear structure for the assignment that is easier to understand. It also should be presentable. This will create a good impression on the readers. The assignment help services provide you with a well-structured assignment.  

Make a proper introduction: You should make a proper introduction to improve the quality of the assignment. It is the initial part of the assignment that draws the attention of the readers. So, make sure that you make a proper introduction to increase your grades. You can refer to the assignment help services and get assignments with a perfect introduction.  

Select proper titles: The titles play an important role in improving your assignments. Appropriate titles enable the readers to understand the topic in a better manner. So, be careful when selecting the titles. You should select a relevant title that explains your topic and elevates its potential. 

Make it Simple and clear: You should choose appropriate words when completing the assignment. The words should be according to the audience of the assignment. Avoid using too many complicated words on your assignments. You can use a few complicated words here and there but don’t use them excessively. 

Follow the guidelines: Follow the guidelines given to you by your teachers and professors. For example the guidelines regarding the format of the assignment. The students who don’t follow the guidelines face a reduction in grades in the academic year. So, deviating from the guidelines is risky. You should avoid this risk when submitting the assignments. 

On the contrary following the guidelines will increase the grades during the course year. 

Make a proper conclusion: Conclusions are an important part of the assignments. You should make a proper conclusion to polish your assignment. These assignments will get good grades in the academic year. So, make a perfect conclusion when crafting the assignments. 

Make valuable content: The content of the assignment provided by you should be meaningful and relevant. It should make a value addition to the assignment. This content will increase your marks in the academic year. It will also increase the readability of the assignments while providing valuable content to the readers. 

Plagiarism-free assignments: You should prevent plagiarism at any cost. Plagiarism lowers the grades on the assignments. You should make an original assignment before the submissions. It should not have any traces of the previous work that you have done before.

These are the 8+ rules for making a proper assignment. You should read and analyze these rules before completing the assignments. This will assist you to apply these rules before the submissions and improve your academic performance. It will also overcome the challenges that occur when completing the assignments.  

Most Popular Frequently Asked Questions:

Q: How can I manage my time effectively while working on assignments?

 A: Time management is crucial. Break down your assignment into smaller tasks and allocate specific time slots for each. Avoid last-minute rushes by planning ahead.

Q: What should I do if I’m stuck or don’t understand the assignment?

A: Seek help! Reach out to your instructor, classmates, or academic support services. Don’t hesitate to clarify doubts—it’s essential for better understanding.

Q: How can I enhance the quality of my research?

A: Research thoroughly. Use reliable sources such as academic journals, books, and credible websites. Properly cite your references to avoid plagiarism.

Q: Is proofreading necessary?

A: Absolutely! Proofread your assignment to correct grammar, spelling, and formatting errors. A well-presented assignment reflects professionalism.

Q: Should I include my personal opinions in assignments?

A: It depends on the assignment type. For objective papers, stick to facts. For essays or reflections, express your thoughts but support them with evidence.

Q: How can I make my assignment more engaging?

A: Use clear language, varied sentence structures, and relevant examples. Add visuals (charts, graphs) if appropriate. Engage the reader from the start.

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10 Ways to Improve Your Assignment Writing and Make Ideal

Assignment writing is an important part of academics and an essential stage toward achieving your academic goals. This type of schoolwork needs quality work. And for that, one needs to practice and put a lot of effort into making it. The standard of all your projects, whether you are an undergraduate or a college student, has a major effect on your general academic achievement. But the path from a notion to a carefully planned assignment can be filled with difficulties. So, get some tips from the experts at assignment help Australia.

And to actually make the assignments deserving of submissions, you need to do good research. That will help you move through this path while improving your academic writing skills. Research is the core of a good paper. Good data collection and proper use of that data will solve half the problem.

Tips to Create an Ideal Assignment

Assignments are a vital component of the educational process that can have a significant effect on your overall performance. Whether you’re in school or continuing schooling, the standards of your work can have a meaningful impact on your overall marks. To help you with this assignment, this article have put together a list of ten simple and effective methods of boosting the assignment that you are writing and make it ready for submission. Let’s go on a quest and learn how one can turn the assignments into excellent, successful works of research. So, let’s get started! Following are some tips to score better grades:

• Understand the Project’s Needs

It is important that you fully understand the task’s rules before starting to write. Give extra attention to the text format, number of words, and certain rules given by the teacher when reading the instructions. Also, if you’re unsure about something, do not be hesitant to ask for an explanation.

• Make the Most of Your Time

The greatest threat to successful written work is putting it off. Make an achievable plan so that you have ample time to study, write down, and edit. So, divide the work into sections and give specified time frames to each. Further, it will allow you to better handle the time and minimize stress. This is an importan tip from the professionals at  assignment help  platforms.

• Thorough R esearch

Any good assignment is built on research. To find accurate data, look at multiple sources, such as papers, books, web pages, and scholarly journals. So, take detailed notes and summarize the findings. Keep in mind to properly credit the sources to prevent plagiarism.

• Make a Good Thesis Argument

The key idea that makes up the assignment is the thesis statement. Now, this should be easy and brief, explaining the key argument one will make in the rest of the paper. A carefully planned thesis statement works as a guide for those who read it and helps you stay on topic during your paper.

• Make a Plan for the Assignment

A well-planned assignment is easy to review and understand. Begin with an introduction, outlining your ideas in the body of the article, and close with an overview of the key points, following a logical process. Make your text more organized by using subheadings and headings.

• Maintain Honesty and Clarity

Jargon and lengthy sentences should be avoided. To clarify your opinions, use simple, clear words. Besides this, keep the arguments as brief and as clear as possible. The use of extra words might make the content seem excessive and confusing. Moreover, sometimes it outshines the real work. It is important to find a good balance between heavy and simple words. The main motive of the paper is to understand the problem, not to guess the word’s meaning.

• Editing and P roofreading

Do not turn in an assignment before first checking and editing it. Grammar and spelling mistakes may affect the level of your assignment. Check the assignment fully and try seeking feedback from classmates or using the web grammar-checking tools. The most important yet overlooked trick by  assignment help  experts.

• Edit and R evise

Use some time after editing to reread your work. Search for ways to improve the logic of the claim, explain your views, or give further proof. Editing is an important step in perfecting the assignment to get it ready for submission. Editing and revision go hand in hand and honestly, they take most of the time and energy. Taking small breaks between editing is very important for a good working pace.

• Get Feedback

Don’t be afraid to ask for remarks from your mentor, any of your friends, or the institution’s language center. Positive feedback can help you find places for growth and give you important tips to improve the quality of the assignment.

• Keep the W ork in O rder

Keep track of the study materials, drafts, and input during the writing phase. It will help you keep organized and allow you to make any changes that are needed.

Sometimes students do feel that their work is not enough, even though they have worked very hard on it and that is a natural phase. You have to feel confident with the work you present. In many ways, it represents you as a human. So, it is important for you to be satisfied with the work you turn in. Be attentive and stay calm; take small breaks between writing; surely it will turn out amazing.

Making improvements to the assignment’s writing skills is a continuous effort, and by following these ten easy yet useful tips, you can boost the quality of the work. Keep in mind to begin early, plan your schedule well, do thorough study, and give close attention to points like information and editing. Get feedback and be ready to make changes. With a little practice, you’ll notice how the assignment’s writing advances and gives you the results you want. Even after following these tips, if you have any issue, seeking do my assignment is the best alternative.

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Team Biden’s Debate Assignment: Don’t Let Trump Win the Spin

No matter what happens, the right is going to lie about thursday’s debate. biden’s camp better be ready to push back aggressively..

A long time ago, a debate was just a debate. The media analyzed and dissected it, of course—but for a day or two in the print press, and a few hours on the television networks, after which the world moved on to the next thing. But that was back when we had three television networks giving America 30 minutes of news a night, no nonstop cable news, two big national newspapers, no websites, no social media, and a small handful of prominent columnists like David Broder of The Washington Post ; they’d render their verdict, and that was that.

Today, a presidential “debate” is a much larger phenomenon. It lasts, really, several days now. Cable news started with debate previews last Thursday, a week before Joe Biden and Donald Trump will square off in CNN’s Atlanta studios. The postmortems will surely last through the weekend, making for a debate-a-palooza that will clock in at 11 days.

And in those 11 days, the conventional wisdom may shift several times. Hence, my debate prognostication: On the night itself, the conventional wisdom and the flash polls will probably show Biden winning. But by the time Fox News and the rest of them are finished spinning it, they may well have convinced your average swing voter that Trump dominated Biden.

A little history will help explain this. I’ve looked up “Who won the debate?” results for the full twenty-first century. Interestingly, the Democrat won almost every debate, according to the snap polls I could find. Even John Kerry—the only Democrat in this century to lose the popular vote, by about three million votes in 2004—prevailed. He won the first and third debates handily, while George W. Bush tied him in the second. As for these two contestants, Biden swept Trump in 2020. He won the first debate 54–39 , according to one insta-poll. Another had it Biden 60–28 . On the second and final debate, Biden won 53–39 , according to one poll.

The only clear Democratic debate loss in this century was the first 2012 debate, when Mitt Romney aggressively repositioned himself to the center, defenestrating conservative positions he’d been espousing for months, while Barack Obama looked like his mind was on something else. ( CNN’s flash poll gave that one to Romney by a whopping 67 to 25 percent.) Otherwise, Democrats tend to win, and often, win big.

I submit there’s a simple reason for that: Democratic positions on things are a lot more popular. When pundits and political insiders watch a debate, we tend to watch for style. The substance is old hat to us. We’ve heard it a thousand times, so pundits need something new to focus on. It’s shallow, but there it is. 

Voters, however, haven’t heard the candidates espouse their positions a thousand times. They’ve probably heard them a few times. Maybe they haven’t heard them at all. So they’re listening closely to the substance—to what the candidates have to say about taxes, investment, public education, abortion rights, climate, and so on, and majorities support Democratic positions on most major policy issues.

So Democrats tend to win. Republicans get this, so they know the task they have at hand—to spin things postdebate to try to change the result. The first time I remember seeing this in action was the very first debate of this century, between George W. Bush and Al Gore. Gore seemed to win on substance, but he used the word “lockbox” seven times, and he sighed too much. That did it. Here was Gore adviser Bob Shrum, speaking later : “I didn’t think Gore’s sighs were a really big deal until I got to the spin room. Reporters kept asking about sighs, reactions, exaggerations.” That weekend, Saturday Night Live ’s cold open mocked Gore mercilessly on these points. Soon enough, the conventional wisdom was that Bush won, and it gave him some momentum. 

What does this mean for Thursday? Let’s stipulate that Biden doesn’t do something egregious like fall down, fall asleep, forget the name of the guy who runs China, that sort of thing. If he clears those relatively low hurdles, he’ll probably do well enough to win. He knows a lot more about substance and policy and the world than Trump does, and his positions are a lot more mainstream. I hope also that he’s been prepped to get under Trump’s skin. Call him a convicted felon, mention Stormy Daniels’s name, mock some of his weird Hannibal Lecter–style comments—just rattle him.

Biden has certainly lost a step or three since 2020, but if he does some version of all the above, he’ll probably be judged the winner by most of those who watched. But then Fox News and MAGA TikTok and all the rest will throttle into gear and grab selected 12-second clips that show Biden stuttering a little or losing his train of thought. Also, Trump will undoubtedly get the better of him on an exchange or two. Finally, Trump, as Greg Sargent wrote last week , will go hard at Biden on immigration, and especially the “Migrant Killers” Trump proclaims to be an epidemic blighting the nation. That’s the moment MAGA world is going to be focused on. If Biden is caught flat-footed there, not only will postdebate MAGA spin work, but Biden might indeed just lose the debate outright.

That is Team Biden’s job this week: to have him  be  ready  not only  for the event itself but for a broad and multiplatform postdebate spin assault that will keep Fox and Trumpworld from dominating the news cycles. Their job will be made more difficult by the familiarity of both candidates—which means that the media will be even more focused on optics and less focused on policy than usual.  

I hope that Team Biden will have hundreds or even thousands of people ready to get to work from 10:31 p.m. Thursday through about the following 96 hours, blasting out their own 12-second clips that make Biden look like Abraham Lincoln and Trump look foolish and/or dangerous. Sad to say, the fate of the country may depend on who wins the TikTok debate battle, but that’s where we are.  

Michael Tomasky is the editor of The New Republic.