Writing Assignments

1. Steps in Writing

There are many different steps in writing that will be covered during this unit.

• How can you choose your topic wisely?
• How do you identify what you need to do?
• How should you plan?
• Drafting?
• Editing and proofing you work?

All your questions will be answered!

1.1. How to choose a topic wisely

Often you are given a list of topics to choose from for your assignment.  OR You might be given a broad topic and have to identify your own topic based on what you’ve covered in the course.  Either way, you’ll want to select a topic that works for you.

Consider brainstorming (you might like to use some of the questions below) in order to help you select your topic. 

When selecting a task from a given list consider:

• Do you clearly understand all the choices?

• What are you interested in?  What do you want to, or need to, learn more about.

• What do you already know a lot about?

• What topics align to your strengths?

• Where would you like to be challenged?

When selecting a task from a stimulus question or broad topic consider:

• Do you clearly understand the question or broad topic?  What clarification do you need?

• What topics/texts have you covered this semester?

• What stands out as interesting/engaging/challenging from what you have covered.

• What are the common themes of the tutorials?  What’s the ‘big picture’ that your lecturer is asking you to engage with?

More helpful hints are available here.

1.2. Identifying what you need to do

Sometimes, it might not be clear exactly what it is you are being asked to do.  Lecturers provide lots of information to help you with your assignment (task sheets, marking rubrics and even supporting material).  It is important to sort through it all carefully so that you complete the task that is set - as it is set. This way, you can ensure the work you do is rewarded.

Task analysis means working out two things:

• What you’re being asked to do.

• How you’re being asked to do it.

1. The question or What are you being asked to do?

• Try to identify topic, focus and instruction words

• Topic words help you identify the broad topic that you are working on e.g. international relations, modern theatre, abstract art.

• Focus words suggest how you should focus your assignment e.g. key theorists, impact of.

• Instruction words tell you what you are meant to do e.g. analyse, describe, compare.  Use this glossary of task words to help you understand your tasks. https://student.unsw.edu.au/glossary-task-words

• Remember the context of the course.

• Keeping the broader course context/focus in mind will help you to contextualise your topic.  Sometimes, this context is ‘assumed knowledge’. Your lecturer assumes you remember the context and use it to inform your assignment.

2. The conditions or How are you being asked to do it?

• What is the word limit?  

• If 10% of your word limit is used for your introduction and an additional 10% for your conclusion, how much is left over?  

• How many words will you include in each section/key points?

• What research is required?  

• Even if they don’t say it, your lecturers will want credible research.  We have more on the Open Desk about this. 

• Are you expected to use course readings?  How many?

• Are you expected to find additional sources?  What type? How many?

• What referencing style is expected?

• Are there any expectations for formatting?

• When is it due?!

• Can you divide the assignment into parts (including submitting a draft to your lecturer, learning advisor or Smarthinking)?  When should each of the parts be completed?

3. Create a checklist to help you ensure that you stay on track and complete the task that is set.

You might find this resource helpful.

1.3. Planning

Steps in planning:

1. Select your topic

2. Analyse the task: know the expectations

3. Plan your time

4. Brainstorm your topic

5. Research (this is ongoing) - Don’t forget the note-taking strategies we covered earlier as this will help you identify themes that go across your research and should be included in your assignment.

6. Create your thesis so that it meets the requirements of the task.

7. Select a planning strategy and plan!

This video on planning is worth watching just to hear the presenter’s accent, besides the great content! 

There’s lots of different planning strategies.  Try a few until you find one that suits you.

• Traditional linear plans

• Use the headings of the basic assignment structure (please see below) and write your main points underneath.

• Reorganise these points so that they are in a logical order.

• Check to make sure you have satisfied task conditions.

• Use these notes to write up your assignment.

• (Please see an example of a linear plan below.)

• Mind mapping  (more info on mind mapping https://www.mindmapping.com/)

• Mind mapping is a visual way to record your ideas.

• It can be created during and/or after your research.

• Graphic organisers

• Graphic organisers (more on these in the next section) are excellent ways to build your assignment as you do your research.  

• They ensure you meet all the expectations of the task.

• You can create your own.

Try this link for more information.

1.4. Drafting

Now that you have your ideas down, and know that you will cover all the elements you need to, it’s time to draft your assignment.  Time to write!

• Before you start, go back to the beginning - task analysis.  Check to ensure you know what it is you are being asked to do, and how you are being asked to do it.

• Use your plan to guide your writing.  Some people like to go in linear order, from introduction to body to conclusion.  Others like to write the body first. It’s up to you.

• As you go, elaborate key points, include examples and references.

• Remember, you don’t have to do it all at once.  You might want your first draft to get the ideas down in a structured way.  You can add quotes the second read through and ensure you are using academic language the next time you read.

If you’re lacking motivation, or feeling overwhelmed, then remember some of your time-management strategies.

• 25/30:  Set the timer and write for 25 minutes, before giving yourself a 5 minute break.

• One small thing:  Don’t put pressure on yourself to write the entire assignment.  Just focus on one small thing.

• Reward yourself:  If you finish the introduction you can open the Tim Tams.  When you finish the body you can go for a walk...

1.5. Editing and Proofing

When you are editing your work, you need to:

• Ensure you have completed all elements of the task that is set.

• Do you meet the word limit?

• Are all sections complete?

• Have your included sufficient referencing.

• Make sure you don’t have information that isn’t needed.  

• Is your thesis clear?

• Does your assignment flow from point to point?

• Have you used academic language?

When proofreading, you will need to:

• Check your referencing

• Check your spelling and grammar

Try this checklist or go back to the section on proofreading on your Open Desk.

Don’t forget you can submit a draft to Smarthinking for feedback.

2. Common assignment elements

This section will help you with common assignment elements.

  

2.1. Thesis statements

How to write your thesis statements

The thesis statement should:

• Directly relate to the task

• Do more than restate the question

• Be specific and use precise language

• Let your reader know your position or main argument

• Usually have two parts: subject and contention

Some examples:

Example essay question:  ‘Compare the relevance of two styles of AgitProp Theatre.’

This is NOT a thesis statement, because it does not assert a clear position:  'There are many styles of AgitProp Theatre that are relevant.'

This is a thesis statement, because it clearly states the argument and links to the topic:   ‘Boal’s Forum theatre is more relevant to today’s audiences than Brechtian theatre, because its stylistic elements are more accessible.’

Example essay question:  ‘Evaluate the relevance of Shakespeare’s works to today’s audiences.’

This is NOT a thesis statement, because it does not focus on the key element of the task:  ‘Shakespeare’s plays are very famous today.’

This is a thesis statement, because it clearly states the argument:  ‘Shakespeare’s works are only relevant to today’s audiences when they are contemporised.’

Example essay question:  ‘Discuss the importance of sustainable development in government policy’

This is NOT a thesis statement, because it does not assert anything or state a position:  ‘This essay will discuss sustainable development’.

This is a thesis statement, because it clearly states the argument:  ‘This essay will argue that sustainable development provides a practical framework for government policy’.

Great website for more information.

2.2. Paragraphs - Why they're important

It seems a little odd to be thinking about paragraph structure at university, yet good paragraph structure is key to developing your essay structure and content.

Paragraphs usually consist of around 5 - 6 sentences and include:

• Topic sentence – introduce the main idea of the paragraph (probably one of your key points)

• Expanding sentence/s – explain the main idea (if necessary)

• Evidence sentence/s – provide your reliable sources that support your idea

• Expanding sentences  - explain the significance of the evidence - analyse it in relation to your thesis

• Concluding sentence – linking sentence

Tools like Smarthinking can provide feedback for your on your paragraph structure.

3. The Essay

4. Compare Contrast Essays

The writing process:

1. Decision time:

1. What are the two of more items you are comparing? E.g. comparing two different novels.

2. What attributes are you comparing within them? E.g. comparing the development of the narrative elements.

3. Are you looking for both similarities and differences?

2. Research: reading and note-taking.

3. What is your thesis?  What has your research and subsequent thinking led you to believe?

4. Organise your ideas in a way that will help you structure.

Structure

There are two key ways to structure a compare/contrast essay.

1. Grouping information by item, with a comparison (analysis, synthesis and evaluation) that follows i.e. working down the columns of the table below.  (In the main, this is an easier way to write your assignment, but it is harder to ensure you include an appropriate level of analysis.)

2. Grouping information by attribute, comparing along the way, with analysis, synthesis and evaluation at the end i.e. working across the rows.  (In the main, this is a more difficult way to write your assignment, but it easier to ensure you include an appropriate level of analysis.)

NB  Please remember introductions and conclusions.

5. Responding to feedback

When we get assignments back, most of us are only interested in the grade.  If you’re interested in improving your next grade, you should also read the marker’s comments.  You’ll find these in the body of your work as well as on the marking rubric.

• What feedback links only to this assignment?

• What areas do you need to improve?

• How can you improve?  (You might like to talk to your lecturer or learning advisor to help here.)

Try this site for more information.