Understanding the assignment question is a key skill in academic writing
It is important to invest time in analysing the assignment question. Do not start to write, or even draft a plan, until you are confident that you know what the question is asking, how you should respond, and that you have all the information you need. Students who consistently do well in their written assignments apply a version of the steps below.
See also Assignment Writing and Editing Checklist
The Assignment Question (1)
Approaching a new assignment
Ensure you are up to date with the tutorial material and readings before starting the assignment: many assignments relate to the tutorial material covered in the course up to the time the assignment is due. If you have not covered all the material, you have no way of knowing the concepts, skills and application-to-context you are missing. Many people start by printing out the assignment question and assessment criteria, then make notes.
Read the assignment question carefully a number of times, along with any marking criteria or supplementary information from your lecturer.
Highlight the key points and any words or phrases whose meaning you are unsure of.
Before proceeding, ascertain the definitions and meaning of those words and phrases.
Determine the genre of the assignment or the type of response the assignment calls for (See Assignment Genre ).
Sketch out a rough plan as a mindmap or series of dot points.
Gather the resources (sources, references, readings, etc.) that you will rely upon.
Compile the reference list (Yes! Do this at the start, not the end).
The Assignment Question (2)
While working on these 7 steps, ask yourself the following questions
What knowledge is the assignment question asking me to demonstrate? This will usually be from the set readings and learning activities in the online tutorials. Check the Learning Outcomes for the unit as these are an important clue to what is to be assessed.
What academic skills is the assignment question providing the opportunity for me to demonstrate? : skills such as critical understanding, application of theoretical content to your own context, and so on. The Learning Outcomes for the unit can also provide valuable information.
What argument, theme(s), or angle will I adopt in my response to the assignment question?
Now, check your interpretation of the question one more time before you draft a plan and commit yourself to writing the assignment.
The investment of time before beginning to write pays a big dividend in the efficient use of the time taken to write the assignment itself, and in the quality of your output.
Checklist for writing and editing assignments
For further help in analysing assignment questions, see the following checklist.
UTS:HELPS Higher Education Language and Presentation Support. (2017). Checklist for writing and editing assignments. Retrieved 13 September, 2018, from https://www.uts.edu.au/sites/default/files/article/downloads/Writing%20and%20Editing%20Checklist_3.pdf
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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Understanding Writing Assignments
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Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing.
Read the prompt the entire way through once. This gives you an overall view of what is going on.
Underline or circle the portions that you absolutely must know. This information may include due date, research (source) requirements, page length, and format (MLA, APA, CMS).
Underline or circle important phrases. You should know your instructor at least a little by now - what phrases do they use in class? Does he repeatedly say a specific word? If these are in the prompt, you know the instructor wants you to use them in the assignment.
Think about how you will address the prompt. The prompt contains clues on how to write the assignment. Your instructor will often describe the ideas they want discussed either in questions, in bullet points, or in the text of the prompt. Think about each of these sentences and number them so that you can write a paragraph or section of your essay on that portion if necessary.
Rank ideas in descending order, from most important to least important. Instructors may include more questions or talking points than you can cover in your assignment, so rank them in the order you think is more important. One area of the prompt may be more interesting to you than another.
Ask your instructor questions if you have any.
After you are finished with these steps, ask yourself the following:
What is the purpose of this assignment? Is my purpose to provide information without forming an argument, to construct an argument based on research, or analyze a poem and discuss its imagery?
Who is my audience? Is my instructor my only audience? Who else might read this? Will it be posted online? What are my readers' needs and expectations?
What resources do I need to begin work? Do I need to conduct literature (hermeneutic or historical) research, or do I need to review important literature on the topic and then conduct empirical research, such as a survey or an observation? How many sources are required?
Who - beyond my instructor - can I contact to help me if I have questions? Do you have a writing lab or student service center that offers tutorials in writing?
(Notes on prompts made in blue )
Poster or Song Analysis: Poster or Song? Poster!
Goals : To systematically consider the rhetorical choices made in either a poster or a song. She says that all the time.
Things to Consider: ah- talking points
how the poster addresses its audience and is affected by context I'll do this first - 1.
general layout, use of color, contours of light and shade, etc.
use of contrast, alignment, repetition, and proximity C.A.R.P. They say that, too. I'll do this third - 3.
the point of view the viewer is invited to take, poses of figures in the poster, etc. any text that may be present
possible cultural ramifications or social issues that have bearing I'll cover this second - 2.
ethical implications
how the poster affects us emotionally, or what mood it evokes
the poster's implicit argument and its effectiveness said that was important in class, so I'll discuss this last - 4.
how the song addresses its audience
lyrics: how they rhyme, repeat, what they say
use of music, tempo, different instruments
possible cultural ramifications or social issues that have bearing
emotional effects
the implicit argument and its effectiveness
These thinking points are not a step-by-step guideline on how to write your paper; instead, they are various means through which you can approach the subject. I do expect to see at least a few of them addressed, and there are other aspects that may be pertinent to your choice that have not been included in these lists. You will want to find a central idea and base your argument around that. Additionally, you must include a copy of the poster or song that you are working with. Really important!
I will be your audience. This is a formal paper, and you should use academic conventions throughout.
Length: 4 pages Format: Typed, double-spaced, 10-12 point Times New Roman, 1 inch margins I need to remember the format stuff. I messed this up last time =(
Academic Argument Essay
5-7 pages, Times New Roman 12 pt. font, 1 inch margins.
Minimum of five cited sources: 3 must be from academic journals or books
Design Plan due: Thurs. 10/19
Rough Draft due: Monday 10/30
Final Draft due: Thurs. 11/9
Remember this! I missed the deadline last time
The design plan is simply a statement of purpose, as described on pages 40-41 of the book, and an outline. The outline may be formal, as we discussed in class, or a printout of an Open Mind project. It must be a minimum of 1 page typed information, plus 1 page outline.
This project is an expansion of your opinion editorial. While you should avoid repeating any of your exact phrases from Project 2, you may reuse some of the same ideas. Your topic should be similar. You must use research to support your position, and you must also demonstrate a fairly thorough knowledge of any opposing position(s). 2 things to do - my position and the opposite.
Your essay should begin with an introduction that encapsulates your topic and indicates 1 the general trajectory of your argument. You need to have a discernable thesis that appears early in your paper. Your conclusion should restate the thesis in different words, 2 and then draw some additional meaningful analysis out of the developments of your argument. Think of this as a "so what" factor. What are some implications for the future, relating to your topic? What does all this (what you have argued) mean for society, or for the section of it to which your argument pertains? A good conclusion moves outside the topic in the paper and deals with a larger issue.
You should spend at least one paragraph acknowledging and describing the opposing position in a manner that is respectful and honestly representative of the opposition’s 3 views. The counterargument does not need to occur in a certain area, but generally begins or ends your argument. Asserting and attempting to prove each aspect of your argument’s structure should comprise the majority of your paper. Ask yourself what your argument assumes and what must be proven in order to validate your claims. Then go step-by-step, paragraph-by-paragraph, addressing each facet of your position. Most important part!
Finally, pay attention to readability . Just because this is a research paper does not mean that it has to be boring. Use examples and allow your opinion to show through word choice and tone. Proofread before you turn in the paper. Your audience is generally the academic community and specifically me, as a representative of that community. Ok, They want this to be easy to read, to contain examples I find, and they want it to be grammatically correct. I can visit the tutoring center if I get stuck, or I can email the OWL Email Tutors short questions if I have any more problems.
Understanding your assignment questions: A short guide
Introduction
Breaking down the question
Directive or task words
Task works for science based essays.
Further reading and references
A-Z of Other Guides This link opens in a new window
Academic Skills Gateway This link opens in a new window
Book an Academic Skills Team Appointment This link opens in a new window
It is really important to understand the directive or task word used in your assignment.
This will indicate how you should write and what the purpose of the assignment in. The following examples show some task words and their definitions.
However, it is important to note that none of these words has a fixed meaning. The definitions given are a general guide, and interpretation of the words may vary according to the context and the discipline.
If you are unsure as the exactly what a lecturer means by a particular task word, you should ask for clarification.
Analyse : Break up into parts; investigate
Comment on : Identify and write about the main issues; give your reactions based on what you've read/ heard in lectures. Avoid just personal opinion.
Compare : Look for the similarities between two things. Show the relevance or consequences of these similarities concluding which is preferable.
Contrast : Identify the differences between two items or arguments. Show whether the differences are significant. Perhaps give reasons why one is preferable.
Criticise : Requires an answer that points out mistakes or weaknesses, and which also indicates any favourable aspects of the subject of the question. It requires a balanced answer.
Critically evaluate : Weigh arguments for and against something, assessing the strength of the evidence on both sides. Use criteria to guide your assessment of which opinions, theories, models or items are preferable.
Define : Give the exact meaning of. Where relevant, show you understand how the definition may be problematic.
Describe : To describe is to give an observational account of something and would deal with what happened, where it happened, when it happened and who was involved. Spell out the main aspects of an idea or topic or the sequence in which a series of things happened.
Discuss : Investigate or examine by argument; sift and debate; give reasons for and against; examine the implications.
Evaluate : Assess and give your judgement about the merit, importance or usefulness of something using evidence to support your argument.
Examine : Look closely into something
Explain : Offer a detailed and exact rationale behind an idea or principle, or a set of reasons for a situation or attitude. Make clear how and why something happens.
Explore : Examine thoroughly; consider from a variety of viewpoints
Illustrate : Make something clear and explicit, give examples of evidence
Justify : Give evidence that supports and argument or idea; show why a decision or conclusions were made
Outline : Give the main points/features/general principles; show the main structure and interrelations; omit details and examples
State : Give the main features briefly and clearly
Summarise : Draw out the main points only; omit details and examples
To what extent... : Consider how far something is true, or contributes to a final outcome. Consider also ways in which it is not true.
Task Words:
How to write e.g., discuss, argue etc.
Subject Matter:
What you should be writing about.
Limiting Words:
May narrow or change the focus of your answer. (Important - they stop you from including irrelevant info)
Below are some examples of questions and tips on how you might think about answering them.
Example of assignment questions:
1. compare acute and chronic pain in terms of pathophysiology and treatment.
Compare - Make sure you are comparing and not just describing the two things in isolation
Acute and chronic pain - Subject matter
In terms of pathophysiology and treatment - Important limiting phrase - focus ONLY on these things. Use them as a lens to highlight the differences between acute and chronic pain.
Tip : Assignments that ask you to compare two things can be structured in different ways. You may choose to alternate continually between the two things, making direct comparisons and organising your essay according to themes. Alternatively, you may choose to discuss one thing fully and then the next. If you choose the second approach, you must make the links and comparisons between the two things completely clear.
2. With reference to any particular example enzyme, outline the key structural and functional properties of its active site
With reference to any particular example enzyme - Important limiting phase - focus your answer on a specific example. Use this example to help demonstrate your understanding.
Outline - Factual description is needed. You must demonstrate your knowledge and understanding.
The key structural and functional properties of its active site - Subject matter
Tip : Assignments that ask you to outline or describe are assessing your understanding of the topic. You must express facts clearly and precisely, using examples to illuminate them.
3. There is no convincing evidence for the existence of life outside our solar systems
There is - Task words not so obvious this time. Try turning the title into a question: 'Is there any convincing evidence for...?'
Convincing - Important limiting word- there may be evidence but you need to assess whether or not it is convincing.
For the existence of life outside of our solar system - Subject matter
Tip : Assignment titles that are on actually a question are often simply asking 'how true is this statement?' You must present reasons it could be true and reasons it might not be, supported by evidence and recognising the complexity of the statement.
4. To what extent can nuclear power provide a solution to environmental issues?
Discuss - Explore the topic from different angles, in a critical way (not purely descriptive)
Nuclear power - Subject matter
Provide a solution to - Limiting phrase: discuss ways it can and ways it can't- don't be afraid to take a position based on evidence.
Environmental issues - Subject matter. Might be an idea to define/ discuss what could be meant by environmental issues? This might be important for your argument.
Tip : If an assignment is asking a direct question, make sure your essay answers it. Address it directly in the introduction, make sure each paragraph contributes something towards your response to it, and reinforce your response in your conclusion.
5. Discuss the issue of patient autonomy in relation to at least one case study
The issue of patient autonomy - Subject matter
In relation to at least one case study - Important limiting phrase - don't just discuss the issue of patient autonomy in general; discuss it in the context of one or more case studies. You should use the case study to illustrate all of your points about patient autonomy.
Tip : Assignments that ask you to discuss in relation to a case study, or to a placement or own experience, usually want to see a clear link between theory and practice (reality).
There are four kinds of analysis you need to do in order to fully understand an assignment: determining the purpose of the assignment , understanding how to answer an assignment’s questions , recognizing implied questions in the assignment , and recognizing the disciplinary expectations of the assignment .
Always make sure you fully understand an assignment before you start writing!
Determining the Purpose
The wording of an assignment should suggest its purpose. Any of the following might be expected of you in a college writing assignment:
Summarizing information
Analyzing ideas and concepts
Taking a position and defending it
Combining ideas from several sources and creating your own original argument.
Understanding How to Answer the Assignment
College writing assignments will ask you to answer a how or why question – questions that can’t be answered with just facts. For example, the question “ What are the names of the presidents of the US in the last twenty years?” needs only a list of facts to be answered. The question “ Who was the best president of the last twenty years and why?” requires you to take a position and support that position with evidence.
Sometimes, a list of prompts may appear with an assignment. Remember, your instructor will not expect you to answer all of the questions listed. They are simply offering you some ideas so that you can think of your own questions to ask.
Recognizing Implied Questions
A prompt may not include a clear ‘how’ or ‘why’ question, though one is always implied by the language of the prompt. For example:
“Discuss the effects of the No Child Left Behind Act on special education programs” is asking you to write how the act has affected special education programs. “Consider the recent rise of autism diagnoses” is asking you to write why the diagnoses of autism are on the rise.
Recognizing Disciplinary Expectations
Depending on the discipline in which you are writing, different features and formats of your writing may be expected. Always look closely at key terms and vocabulary in the writing assignment, and be sure to note what type of evidence and citations style your instructor expects.
Relevant Workshops This link opens in a new window
What is meant by understanding the question?
Understanding the question is the first and most important step when starting your assignments, as it means you can start your research and writing focused and on the right track.
It is vital that you answer the question and fulfil the learning outcomes to pass your assessments and gain good marks. You could write an excellent essay, but if it does not answer the question asked or satisfy the learning outcomes it will not get the grade it deserves.
Information for an assignment can be found in the assignment brief and the learning outcomes/objectives. The assignment brief will tell you what you need to produce e.g., an essay about the First World War; and learning outcomes describe what you need to demonstrate to achieve different marks e.g., critical analysis. You will find your assignment brief and learning outcomes in the handbook for each of your modules.
How can I understand the question?
The first step in understanding the question is to find and analyse the information given to you in your assignment brief and learning outcomes. If anything is unclear in these, you can ask your lecturer for clarification.
When analysing the assignment question there are two things to look out for: ‘Instruction Words’ and ‘Subject Words’.
Instruction Words are words that tell you what you need to do within your essay. Here are some examples:
Compare
Critically analyse
Assess
Instruction Words have specific meanings and affect what you are expected to write on a given topic. An assignment evaluating the causes of World War 1 would be very different to one describing the causes of World War 1. Evaluation requires analysis of the facts, where description requires the facts to be set out. As Instruction Words having distinct meanings, it is crucial that you define any instruction words in the question, assignment brief or learning outcomes to ensure you understand what is expected of your essay.
Subject Words are words that inform you of the topics and specific areas that you should cover within your answer. These are often subject specific. Subject Words set the scope of the question and inform your research questions.
For example:
Analyse the impact of the Tea Act (1773) on UK Public Health, with a focus on middle and lower classes. Justify your findings with evidence and identify any limitations in your argument.
The Instruction Words are ‘analyse’, ‘justify’, ‘evidence’ and ‘identify’.
The Subject Words are ‘impact’, 'Tea Act (1773)’, ‘UK Public Health’ ‘focus on middle and lower classes’.
As well as looking at the question, look at the assignment brief and any outcomes or objectives that you are asked to achieve. These will include factors such as more detailed key words, word limits and time scales. This information should inform your assignment timeline and planning.
Throughout the process of researching and writing the assignment your knowledge and understanding of the question will grow and develop. To avoid going outside the scope of the assignment during your research, it is advised that you reflect and re-examine your assignment information before you write your assignment.
For more information about how you can understand your question, check out ' The Assignment Journey Podcast' episode 'The First Steps', located in the resources section of this page.
Furthermore, 'Understanding the Question' is covered in our Academic Writing Workshop: 'Preparing for Academic Writing'. You can find it on the Develop@Derby workshops calendar here .
In this episode of the Assignment Journey Podcast Alex and Naomi (Senior Skills Officer), go through what the first steps are that you could take when you are given an assignment. They discuss using the assignment brief and what questions you can ask to understand the question. Their advice is backed up by voices of current University of Derby Students.
Understanding the question
In this video recorded live during the Introduction to the Key Skills Workshop on the 22nd September 2020, Alex from the Skills team outlines tips and advice for ensuring that you understand the assignment question so that you can ensure that your answer in relevant and hits the marking criteria.
How can I check I am answering the question
In this 8 minute video from the Understanding the Question livestream, Naomi and Alex from the Skills Team discuss ways that you can check that you are answering the question throughout your assignment.
The first and most important thing to do is pay close attention to what the module assignment guide says you have to do. It gives you the assignment question and extra things that might help such as notes on the writing style and the format you should adopt.
Make sure you know what type of assignment is needed. Is an essay required? Do you have to write a report or a series of short answers to questions?
Check the word limit and keep to it.
Eulina's advice on starting an assignment
Eulina: I really do try and stress to analyse the essay title or the assignment title. Just for 15 minutes, don't even start working, just have the title in front of you and maybe pick out the words that are telling you what to do. If it's to compare and contrast? Is it to outline? Is it to explain a theme? What are they asking of me? What are they looking for? If you get that right, you're halfway through into writing your assignment. And then from that you can write your essay plan. Now people write essay plans in all different ways, in like a box, flow diagram, or in linear. And your essay plan should just be key words, or key themes that will then trigger off other, issues or other notes. So when you begin to write your essay you've got a plan in front of you, know exactly where to go for the information, you know exactly what information you're going for and I think if you work within that structure it becomes less confusing.
All assignment questions have key words or phrases that indicate how and what you should write. There are two types of key words to be aware of.
Content words
Process words
You'll be able to focus your ideas much more clearly if you identify the content and process words in the question or title of your assignment.
These tell you what topics the question requires you to focus on. For example, look at this assignment question.
Compare your own education to date with that of one of your parents, one of your children (if you have any) or a friend from a different generation . Which points of comparison seem important to you and why ?
The content words are in bold and tend to be nouns. There are plenty of content words there. The question asks you to choose between three groups of people against whom you should compare your education. The key word 'important' indicates that you must pick out a number of main points of comparison (not everything you can think of).
Content word activity
Identify the content words in the assignment question in the following activity: Content words activity . There is also a Word version (DOC, 158KB) available.
Process words and phrases
Process words and phrases tell you what to do with your material and are often expressed as imperatives: ' Assess the impact of ...' or ' Explain the importance of ...' So, in the example question above, the key words 'Compare' and 'why' are process words (rather than content words). The word 'why' indicates that you must give reasons for selecting particular points of similarity and difference.
In the assignment question below, the process words are in bold.
With particular reference to Reading A of Chapter 9, English: history, diversity and change, discuss and evaluate the grounds on which judgements are made about ‘correctness’ in English.
Process word activity
Identify the meanings of these process words in the following activity: Process words activity . There is also a Word version (DOC, 195KB) available. Once you feel confident that you've identified what you are being asked to do for your assignment, you can turn to finding the relevant books, etc.
Before you start researching or writing, you need to take some time to analyse your assignment topic, interpret the question and decide how you are going to approach it. The title, brief and guidelines are the key elements for any assignment, so it is important to make sure that you clearly understand what is being asked of you.
A very common remark from lecturers is that a student has written a lot of information but failed to answer the question. So, rather than rush straight into reading and researching – give yourself time to think carefully about the assignment and understand what it is asking you to do. The assignment will generally be asking for something specific and will be closely related to the module content and the module reading.
Read the assignment guidelines in detail and make sure you understand exactly what type of assignment you are expected to write. For example, it could be an assignment, report, case study analysis, reflective journal, literature review or research proposal.
The key to success in written assignments is to understand what is expected of you. If you do not understand what is expected from the assignment brief or the marking criteria, you will not be able to produce the result that your lecturer is expecting and hoping for. Understanding the question is the first and most important step when starting your assignments and helps to ensure that your research and writing is more focused and relevant. This means understanding both the individual words, and also the general scope of the question. A common mistake students make with their assignments is to misinterpret what the assignment is asking them to do and go off-topic.
Close reading of the question and referring back to it throughout the assignment writing process is important to ensure that you are answering it properly.
Deconstructing the question is the first step in answering an assignment question. You might need to clarify the meaning of some words and work out what the brief really wants you to do. Your question will contain key words related to the assignment topic, as well as directive/instructional words that tell you what to do. Highlight, circle or underline the key words in the assignment brief. Also, mark any words or phrases that you do not understand. What does the title / question mean? What is it asking you to do? Why is this important? How are you going to answer it? What do you need to find out first, second, third in order to answer the question? This is a good way of working out what important points or issues make up the overall question which in turn helps to focus your reading and your initial writing. Asking questions early also helps you to feel more in control, as it helps you to think more critically and independently about the topic prior to doing any wider research.
An assignment is usually made up of two parts: the assignment brief and the learning outcomes/objectives.
The assignment brief will tell you what you need to produce,. Learning outcomes or objectives are a description of what you need to demonstrate to pass a module / assignment. By reading and understanding the expected learning outcomes/objectives for a module, you can help improve your grades for each assignment.
Set the question in context – how does it fit with the key issues in your module and the topic as a whole? Looking at your lecture notes, module readings and learning outcomes/objectives will help you determine how the key themes, concepts and theories you have been studying on your module are linked to the question.
One of the key components of assignment questions or criteria are – the verbs that tell you what you need to do in your assignment. There are a number of commonly used directive/instructional words, which have recognised meanings when applied to college assignments. To interpret the question accurately, you need to understand what these words mean. Recognising directive/instructional words used in your assignment titles and guidelines will help you organise your ideas appropriately and help you write more confidently. It is easy to overlook the directive/instructional words, but if you just describe something when you have been asked to analyse it, your assignment is likely to receive a lower grade.
Words commonly used in assignments can appear to have similar meanings, but there are subtle differences between them. How is analyse different to critically evaluate? These words may seem similar but do have distinct meanings. However, there are not always hard distinctions between the words and different lecturers may use them in slightly different ways. You must always go by the total meaning of the title or question in the assignment brief. Read the question carefully and do not jump to conclusions about what is required on the basis of these words only. It is always advisable to clarify an assignment with your lecturer if you do not fully understand what you are being asked to do.
Do not get put off by phrases such as "with reference to relevant literature" or "critically evaluate" and "critically analyse" (rather than simply "evaluate" or "analyse"). These phrases/words are there as a gentle reminder as it is expected that much of your writing will refer to relevant literature and have an element of criticality at college level no matter what the instructions in the assignment brief. Breaking down the assignment directive/instructional words to understand what you are being asked to do will help kickstart your critical thinking skills and help you plan the logical ordering of your ideas.
Below is a list of interpretations for some of the more common directive/instructional words. These interpretations are intended as a guide only but should help you gain a better understanding of what is required when they are used.
Account for
Explain, clarify, give reasons for something and why it happens; give evidence to support your argument.
Analyse
Examine the topic methodically. Separate the subject into parts and then discuss, examine, or interpret each part carefully and in detail, considering how they relate to each other, how the parts contribute to the whole and why they are important. Using evidence for and against, mention any strengths/weaknesses, advantages/disadvantages. Do not simply describe or summarise; question the information.
Apply
Use evidence or details that you have been given to demonstrate how an idea, theory, or concept works in a particular situation. May involve transferring evidence from your reading to real life, or to a case study, perhaps applying theory to practice.
Argue
Methodically present the case for and/or against something basing your claims/reasons on a range of appropriate evidence; aim to influence the reader to accept your view, demonstrating weaknesses in the opposing argument.
Assess
Using evidence and arguments, weigh something up and consider the value, quality or importance of it, examining the positive, negative and contestable aspects. Come to a conclusion.
Be critical
Identify what is good and bad about the information and why; probe, question, identify inaccuracies or shortcomings in the information; estimate the value of the material.
Characterise
Describe the features and qualities of a concept or phenomenon, making it different and distinguished from other things.
Clarify
Make something clearer and simplify it; identify the key components of an issue/topic/problem, removing any potential misunderstandings; if appropriate, explain the relationship between two or more variables.
Classify
Organise information into categories, groups or classes; noting the influence and importance of each, outline the difference between them, explaining why and how you classified the information.
Comment on
Identify and write about the main issues, giving your observations and interpretations based upon what you have read and researched, explaining the meaning of a situation or statement. Be critical, give your point of view, saying why something matters but avoid opinion that is not backed up or based on evidence presented in your writing.
Compare
Look at the similarities more than the differences between two or more things. Explain how they are similar, say if any similarities are more important than others and indicate the relevance or consequences of them.
Consider
Think and write about something carefully, discussing different possibilities and perspectives on a given topic. Support your comments/explanations by using appropriate evidence - include any views which are contrary to your own and how they relate to what you think.
Contrast
Look at the similarities and differences between two or more things, mainly emphasising the differences and what sets them apart – explain how different they are, indicate if this is significant and, if appropriate, give reasons why one item or argument may be preferable.
Critically
Used in combination with another directive/instructional word to get you to analyse and evaluate the strengths and weaknesses of something not simply describe or state how something is.
Critically evaluate
Weigh arguments for and against something, assessing the strength of the evidence on both sides. Provide evidence taken from a wide range of sources which both agree with and contradict an argument. Based on the evidence, come to a final conclusion, basing your decision on what you judge to be the most important factors and justify how you have made your choice.
Critique
This does not mean you have to be negative, include both positive and negative points - look at any implications. Give your judgment about the value, quality and effectiveness of a theory, opinion or methodology and how it meets specific expectations; back your judgment by discussing the evidence.
Define
Describe or state clearly the meaning of something, examining the different possible or often used definitions in reputable research material. Where relevant, show the boundaries and limitations of the definition and the different interpretations that may exist, indicating how the definition distinguishes this term/concept from others.
Demonstrate
Show clearly or prove something by giving explanations, illustrations and/or supporting evidence.
Describe
Give a detailed, full account of the main characteristics, properties or qualities of a topic/issue or the sequence in which a series of things happen(ed). Explain how and why something happens.
Determine
Find out or calculate something
Differentiate
Show the difference or make a distinction between two or more things.
Discuss
Essentially this is a written debate. Supported by carefully selected evidence, examine, analyse and present both sides of the most important aspects of a topic, pointing out advantages and disadvantages, giving arguments/reasons for and against, assessing how satisfactory something is and examining the implications. Based on the evidence you have presented, state which argument is more persuasive, examine the implications and come to a conclusion.
Distinguish
Identify and describe the differences between two or more items.
Elaborate
Explain something in greater detail and at greater length, providing reasons, examples and more information.
Enumerate
List, organise or outline relevant items/ideas one by one, and concisely describe them.
Estimate
Weigh up the evidence and say by how much a theory or opinion may be preferable; calculate; predict.
Evaluate
Present a careful judgement on the worth, value, significance, relevance or usefulness of something; weighing up the arguments for and against something, show the advantages and disadvantages, strengths and weaknesses. Refer to relevant and reliable evidence and use logic and reason to argue and justify your case. Come to a conclusion.
Examine
Critically discuss, investigate or look at a subject in close detail and evaluate the key facts and important issues, giving reasons why they are the most important and explaining the different ways they could be understood/interpreted.
Explain
Make plain and clear in an understandable way; give reasons for differences of opinion or results and analyse. Clarify and interpret the topic by giving a detailed account as to how and why something happens (analysing the causes), why it is the way it is or what is meant by the use of a term in a particular context. Define key terms where appropriate and back up with evidence and examples.
Explore
Examine thoroughly, considering a variety of different viewpoints and perspectives, adopting a questioning approach. Show why there might be debate and where possible, reconcile opposing views by presenting a final line of argument.
Formulate
Use current understanding from evidence and theory to create an idea, definition or interpretation on a topic.
Give an account of
Give a detailed description of something, showing the important steps, stages or developments in the subject
Highlight
Bring attention to something or emphasise its importance (for example, highlight the main points in an argument).
Identify
Select/point out/list what you regard as the key features, problems, needs or issues in relation to something, explaining how and why they are important or relevant.
Illustrate
Make something very clear and explicit, by providing visual or written examples - use figures, diagrams, graphs, statistics, charts, tables or other visual concepts.
Indicate
Point out, show or explain something.
Infer
Conclude something from facts or reasoning.
Interpret
Demonstrate your understanding of something in a detailed and methodical way about which there may be more than one opinion. Backed by evidence, explain the meaning and significance of it, how or why it is important, giving your own judgement. Perhaps indicate how it relates to some other thing or perspective.
Investigate
Enquire into all aspects of a topic through research.
Justify
Make a case for a particular viewpoint, decision or conclusion; give convincing evidence and reasons which support this while also taking into account the opposing view, considering objections that others might make before stating your conclusion.
List
Write your answer as an itemised series of brief points in a logical order
Outline
Give a general summary of the main points, ideas or features; emphasise the structure and how they fit together or complement each other. Leaving out minor details, present the information in a logical order.
Prove
Show by argument or logic that something is true or false by presenting and evaluating adequate evidence to back up your reasoning.
Reconcile
Show how two apparently opposed or mutually exclusive ideas or propositions can be seen to be similar in important respects, if not identical.
Reflect (on)
Analyse a past experience to improve future performance. Think carefully about something, and consider different views and possibilities.
Relate
Show or describe the connections, similarities or associations between things and the extent to which they are alike or affect each other.
Review
Examine a subject critically, analysing and commenting on the main points in an organised manner, bringing together and critiquing the current evidence and understanding on a topic. Assess rather than simply describe, drawing a conclusion based on the evidence presented.
Show
Demonstrate with supporting evidence.
Specify
Give details of something.
State
Specify the main points of an idea or topic in brief, precise terms; no need to be overly descriptive – leave out minor details. Generally does not call for argument or discussion or a judgement from you, just the presentation of the facts.
Suggest
Make a proposal and support it.
Summarise
Give a concise/condensed account of the main points / ideas that are worth noting and remembering – leave out unnecessary detail, side-issues or examples, reducing your discussion to the basic essentials, the key ideas.
Support
Give reasons or evidence for something with appropriate evidence, usually academic sources promoted by your lecturer (books, academic journals or reputable websites).
Synthesise
Combine or bring together research or information from several different sources and integrate into your writing to create a single, cohesive discussion / argument which effectively presents your ideas or opinions.
To what extent
How far is something true or not true? Consider in what ways something meets the requirements of a purpose or contributes to an outcome; support with evidence. Exploring these alternative explanations, make a judgment and defend it. The answer is unlikely to be 100% true or false but somewhere in between.
Trace
Outline how something has changed or developed from an earlier time to its current form. Identify connections.
Verify
Prove something by showing evidence or information. It could also mean that you check and see to make sure certain information is correct and accurate.
Communications from the Library: Please note all communications from the library, concerning renewal of books, overdue books and reservations will be sent to your NCI student email account.
There are usually three steps to analysing an assignment question. Some questions may involve more than one task.
Checking the meaning
Check the meaning of any words or terms within the assignment question by looking up your course notes, study guide, textbook, or dictionary.
If the assignment question includes a direct quote from a particular author, then you could try to locate a copy of the source (article or paper or text). This will enable you to identify the context of the writer's statement. This can lead you to supporting evidence for the author's position that you may need to consider when writing your assignment.
Identify the three main parts of the question
Normally, there are three main parts to assignment questions:
Command/s : These are command or directing words that tell you what to do, such as "Discuss", "Analyse", "Compare and contrast", "Critique", or "Evaluate". Sometimes there is more than one command in a question. For more on this see the section on assignment command words .
Topic/s : This is the general area(s) for your discussion. The topic/s can be determined by taking the command word/s and asking "what?" after each command word. For example, Discuss what? Compare and contrast what with what?
Focus : The specific area of the topic that you need to concentrate on. Sometimes there is more than one focus in a question. This can usually be identified by extending the strategy above: Discuss - what? - in relation to what?
Forming a thesis statement
Many types of assignment (such as essays ) require you to form a thesis statement - a single sentence outlining your answer to the question. See the section on thesis statements for more.
Complex questions
Some assignments are more complex and may require you to perform more than one task to complete the assignment. This is not always clear, as some tasks are implied rather than explicitly stated. It may be necessary to break the question into small chunks to find all the different sections that you will need to cover in order to answer a question fully.
For example:
Define Maslow's hierarchy of needs. Describe how they apply to an online marketing environment.
First Chunk: Define Maslow's hierarchy of needs
Understand the chunk: Define Maslow's Hierarchy.
Brainstorm about the topic; ask yourself questions about the topic.
Note down in your own words your next action.
Second Chunk: Describe online marketing
Understand the chunk: Describe online marketing
Brainstorm about the topic: What is online marketing?
Note down in your own words your next action: What research do you need to do?
Third Chunk: Describe how Maslow relates to the different facets of the online marketing environment
Page authorised by Director - Centre for Learner Success Last updated on 18 February, 2019
Academic Q+A
Have a study or assignment writing question? Ask an expert at Academic Q+A
In order to decide how to answer an assignment question, you need to identify what it requires in terms of content and genre. This guide outlines some methods to help you analyse assignment questions.
Implied or complex questions
Some assignment questions are more complex than the example in the last section. They might have a number of parts or may not include a clear task word, which can seem confusing.
In order to understand how to answer, look at the entire question. Look for clues in the limiting and content words and in the relationships between words and phrases.
Elements of complex questions
Some questions consist of a statement or a proposition that requires a discussion . Such questions often provide a quotation or statement, followed by a task word such as 'discuss'.
Other questions include a direction such as 'explain the significance' of' a given statement.
Some questions include specific instructions . They might require you to include certain material, use specific sources or to take a particular approach. Make sure you follow these instructions.
Other questions include guidelines as to the scope of the essay. They will specify a time period or location or specify a framework for the discussion.
Sometimes an assignment task consists of a number of related questions . There may be several parts to the question, including a number of task words or specific questions. In this case, make sure you address each part of the task, and also recognise the relationship and links between the different parts of the assignment when forming your conclusions.
Sample questions
The sample assignment questions below are examples of implied tasks.
Questions which require a discussion or explanation:
'The ideal of human rights is not universal. Discuss.'
'Account for the economic success of the 'tiger' economies of Taiwan, Hong Kong, Singapore and South Korea during the 1960s.'
Questions which imply a comparison and/or contrast:
'The development of ethics is as important to medicine as the development and use of antibiotics.'
Questions which ask for the cause and/or effect relationships to be exposed:
'Indigenous Australians experience lower levels of access to health services than the general population. Discuss the factors determining access.'
Questions which imply an opinion needs to be given:
'Why did the ideas of Martin Luther cause such an upheaval in 16th century Europe? Would there have been a Reformation without him? How would you measure the success of the Lutheran Reformation? Give reasons for your view.'
Questions which imply evaluation:
'To what extent did the subcultural research project demonstrate that youth cultures were "counter-hegemonic"?'
'What traits distinguish Buddhism, Confucianism, and Daoism from each another? Has society influenced these religions or have these religions influenced society?'
What if I don't have a question?
Some assignments let you choose a topic to explore within a particular framework or context. For example:
'Write a report on the significance of your chosen topic for the Engineering program.'
If you are given a general topic to research for an assignment, you need to form your own focus.
First consider the current trends, issues or debates on the topic (this may require some preliminary research).
Then form a focus question that indicates how you will approach the topic.
You should also discuss your question with your tutor.
Next: Glossary of task words
Essay and assignment writing guide.
Essay writing basics
Essay and assignment planning
Complex assignment questions
Glossary of task words
Editing checklist
Writing a critical review
Annotated bibliography
Reflective writing
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Understanding Your Assignment
“What is expected of me?” Writing a strong paper requires that you fully understand your assignment, and answering this question is the first crucial step in the academic writing process. What is your professor asking of you? The suggestions below will assist you as you determine what is expected of you.
Assignment Comprehension Tips
Click on the tabs below for tips on how to fully understand what is expected of you.
STUDY THE DETAILS
CREATE A TANGIBLE RESOURCE
IMPLEMENT A TIMETABLE
HIGHLIGHT KEY WORDS
STAY WITHIN CLOSE PROXIMITY OF DETAILS
RELY ON SUPPORT
Read the instructions line-by-line to familiarize yourself initially. Reading them aloud helps too.
Print out the instructions if necessary and highlight key information, such as the due date, word count, format, or citation style. Print and study the rubric, if available. The rubric reveals how you will be graded for each part of your essay and will give you clues on how exactly to structure your writing.
Plug the due date into your smartphone calendar and request a reminder notification. In addition, work backward from the due date and schedule specific weeks for planning, prewriting, researching, writing, getting feedback, and rewriting.
Circle any key phrases that can guide your actions.
Keep your assignment instructions next to you as you work on informal prewriting exercises and planning so you avoid getting off track.
When in doubt, ask your professor. Your professors want you to succeed and welcome any remaining questions about assignment expectations.
Finding Purpose and Meaning
The purpose of the preparative steps above is to create a foundation for nuanced writing. Some additional questions can help you reach a deeper understanding of the assignment. Ask yourself the following questions:
What is the purpose of this assignment and why is it important?
Who is my audience my professor classmates professionals in my field of study, how will this contribute to my knowledge and growth as a writer, what timeline should i assign myself for the gradual development of this work.
Table 2.1 below shows you how to identify keywords and expectations from the directive wording of the assignment. These key phrases are often associated with essay questions, as well as informal and formal papers. As a note, the table is based on Benjamin Bloom’s cognitive objectives.
Make judgments based on criteria; support, confirm preferences
Use supporting examples, cite passages from the text, paraphrase, summarize
Quote or paraphrase to support what you have written
Provide corroborating evidence, reference other works, research, cite examples from case studies
Use outside research to support your thesis or hypothesis
Once you understand your assignment and decide on what approach to take, you can move on to identifying and targeting your audience.
Key Takeaways
If you take the steps to retain, plan, and understand the meaning behind your writing assignment, you will increase your confidence and success as a writer.
Focusing on key words and phrases will provide clues on what actions to take while planning the structure and content of your essay.
How Does College Writing Differ from Workplace Writing?
What Is College Writing?
Why So Much Emphasis on Writing?
Chapter 2: The Writing Process
Doing Exploratory Research
Getting from Notes to Your Draft
Introduction
Prewriting - Techniques to Get Started - Mining Your Intuition
Prewriting: Targeting Your Audience
Prewriting: Techniques to Get Started
Prewriting: Understanding Your Assignment
Rewriting: Being Your Own Critic
Rewriting: Creating a Revision Strategy
Rewriting: Getting Feedback
Rewriting: The Final Draft
Techniques to Get Started - Outlining
Techniques to Get Started - Using Systematic Techniques
Thesis Statement and Controlling Idea
Writing: Getting from Notes to Your Draft - Freewriting
Writing: Getting from Notes to Your Draft - Summarizing Your Ideas
Writing: Outlining What You Will Write
Chapter 3: Thinking Strategies
A Word About Style, Voice, and Tone
A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction
Critical Strategies and Writing
Critical Strategies and Writing: Analysis
Critical Strategies and Writing: Evaluation
Critical Strategies and Writing: Persuasion
Critical Strategies and Writing: Synthesis
Developing a Paper Using Strategies
Kinds of Assignments You Will Write
Patterns for Presenting Information
Patterns for Presenting Information: Critiques
Patterns for Presenting Information: Discussing Raw Data
Patterns for Presenting Information: General-to-Specific Pattern
Patterns for Presenting Information: Problem-Cause-Solution Pattern
Patterns for Presenting Information: Specific-to-General Pattern
Patterns for Presenting Information: Summaries and Abstracts
Supporting with Research and Examples
Writing Essay Examinations
Writing Essay Examinations: Make Your Answer Relevant and Complete
Writing Essay Examinations: Organize Thinking Before Writing
Writing Essay Examinations: Read and Understand the Question
Chapter 4: The Research Process
Planning and Writing a Research Paper
Planning and Writing a Research Paper: Ask a Research Question
Planning and Writing a Research Paper: Cite Sources
Planning and Writing a Research Paper: Collect Evidence
Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research
Planning and Writing a Research Paper: Draw Conclusions
Planning and Writing a Research Paper: Find a Topic and Get an Overview
Planning and Writing a Research Paper: Manage Your Resources
Planning and Writing a Research Paper: Outline
Planning and Writing a Research Paper: Survey the Literature
Planning and Writing a Research Paper: Work Your Sources into Your Research Writing
Research Resources: Where Are Research Resources Found? - Human Resources
Research Resources: What Are Research Resources?
Research Resources: Where Are Research Resources Found?
Research Resources: Where Are Research Resources Found? - Electronic Resources
Research Resources: Where Are Research Resources Found? - Print Resources
Structuring the Research Paper: Formal Research Structure
Structuring the Research Paper: Informal Research Structure
The Nature of Research
The Research Assignment: How Should Research Sources Be Evaluated?
The Research Assignment: When Is Research Needed?
The Research Assignment: Why Perform Research?
Chapter 5: Academic Integrity
Academic Integrity
Giving Credit to Sources
Giving Credit to Sources: Copyright Laws
Giving Credit to Sources: Documentation
Giving Credit to Sources: Style Guides
Integrating Sources
Practicing Academic Integrity
Practicing Academic Integrity: Keeping Accurate Records
Practicing Academic Integrity: Managing Source Material
Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source
Practicing Academic Integrity: Managing Source Material - Quoting Your Source
Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources
Types of Documentation
Types of Documentation: Bibliographies and Source Lists
Types of Documentation: Citing World Wide Web Sources
Types of Documentation: In-Text or Parenthetical Citations
Types of Documentation: In-Text or Parenthetical Citations - APA Style
Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style
Types of Documentation: In-Text or Parenthetical Citations - Chicago Style
Types of Documentation: In-Text or Parenthetical Citations - MLA Style
Types of Documentation: Note Citations
Chapter 6: Using Library Resources
Finding Library Resources
Chapter 7: Assessing Your Writing
How Is Writing Graded?
How Is Writing Graded?: A General Assessment Tool
The Draft Stage
The Draft Stage: The First Draft
The Draft Stage: The Revision Process and the Final Draft
The Draft Stage: Using Feedback
The Research Stage
Using Assessment to Improve Your Writing
Chapter 8: Other Frequently Assigned Papers
Reviews and Reaction Papers: Article and Book Reviews
Reviews and Reaction Papers: Reaction Papers
Writing Arguments
Writing Arguments: Adapting the Argument Structure
Writing Arguments: Purposes of Argument
Writing Arguments: References to Consult for Writing Arguments
Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition
Writing Arguments: Steps to Writing an Argument - Determine Your Organization
Writing Arguments: Steps to Writing an Argument - Develop Your Argument
Writing Arguments: Steps to Writing an Argument - Introduce Your Argument
Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition
Writing Arguments: Steps to Writing an Argument - Write Your Conclusion
Writing Arguments: Types of Argument
Appendix A: Books to Help Improve Your Writing
Dictionaries
General Style Manuals
Researching on the Internet
Special Style Manuals
Writing Handbooks
Appendix B: Collaborative Writing and Peer Reviewing
Collaborative Writing: Assignments to Accompany the Group Project
Collaborative Writing: Informal Progress Report
Collaborative Writing: Issues to Resolve
Collaborative Writing: Methodology
Collaborative Writing: Peer Evaluation
Collaborative Writing: Tasks of Collaborative Writing Group Members
Collaborative Writing: Writing Plan
General Introduction
Peer Reviewing
Appendix C: Developing an Improvement Plan
Working with Your Instructor’s Comments and Grades
Appendix D: Writing Plan and Project Schedule
Devising a Writing Project Plan and Schedule
Reviewing Your Plan with Others
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Introduction
Academic essays
Thesis statement
Question analysis
Sample essay
Introduction paragraphs
Beginner paragraphs
Perfecting Paragraphs
Academic paragraphs
Conclusion paragraphs
Academic writing style
Using headings
Using evidence
Supporting evidence
Citing authors
Quoting authors
Paraphrasing authors
Summarising authors
Tables & figures
Synthesising evidence
About academic reading
Identify your purpose for reading
Some reading techniques
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When you are set a writing task, you are expected to answer the set question. The most common complaint from lecturers is that students don’t answer the question or only answer part of it . There are few marks for essays that don’t answer the set question—even if they are well written!
About question analysis
You need to use question analysis for assignments, exam essays and short answer questions. If you learn the steps for question analysis and take 10-15 minutes to think through the question in this systematic way, then you will have a good start to writing a successful essay—one that pleases the lecturer!
Tools for question analysis
The following five steps can be used to analyse ALL questions:
1. Read the whole question twice
2. Look for topic words
Topic words are easy to locate. They tell you what you have to write about. But be careful as you may only have to write about some aspect of this topic. Never stop here! Go to the next step (restricting words).
3. Look for any words that may restrict the topic in any way
Restricting words are words or phrases that narrow the topic and make it more specific, i.e. this is the part of the broad topic that the lecturer wants you to investigate— you will only be given marks on subject matter that is restricted to the aspect of the topic .
4. Look for instruction words
Instruction words are words that tell you what to do. Be careful with these. If the lecturer wants you to describe, your answer will not be the same as when you are asked to critically assess. The ASO factsheet: Analysing the question gives you a number of common instruction words and shows you what they mean. Be careful:
Words such as what, how and why can also be used, and you will have to interpret the specific meaning behind the question
Two or more instruction words in a question means that you will have to answer each part of the question.
5. Rewrite the question in your own words.
Rewriting the question in your own words is a good way of making sure that you have understood the question, BUT you must stay close to the original question. Then, you need to match your version to the original—if you have any doubts about your interpretation, check with your lecturer.
READ this question twice then analyse the question using the question analysis steps:
Discuss why assignment essays are common assessment tasks in undergraduate tertiary coursework, and evaluate the effectiveness of assignments as an avenue for learning.
When you are analysing a question for an assignment or in exams, you need a system to mark up your text (scribble notes around the question) using highlighters, arrows and short notes. Develop a code that you can use for all of your question analysis needs. An example is demonstrated below.
The trouble with questions
The trouble with questions is that they don’t always follow the same pattern. Sometimes, the lecturers write a brief question, and other times you may get a page of instructions about what is required. Sometimes, instruction words are like those on the ASO factsheet: Analysing the question , and at other times you need to interpret key words to match the instruction words.
The question starts with a statement. Assignment essays are common assessment tasks in undergraduate tertiary coursework. Discuss why they are set and evaluate the effectiveness of assignments as an avenue for learning.
The question doesn’t use ‘instruction’ words. Why are assignment essays common assessment tasks in undergraduate tertiary coursework, and are they effective as an avenue for learning?
You still follow the same steps, but you will need to recognize the differences and spend time interpreting the question until you are satisfied that you are on the right path.
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When you receive a paper assignment, your first step should be to read the assignment prompt carefully to make sure you understand what you are being asked to do. Sometimes your assignment will be open-ended (“write a paper about anything in the course that interests you”). But more often, the instructor will be asking you to do something specific that allows you to make sense of what you’ve been learning in the course. You may be asked to put new ideas in context, to analyze course texts, or to do research on something related to the course.
Even if the instructor has introduced the assignment in class, make sure to read the prompt on your own. You’d be surprised how often someone comes to the Writing Center to ask for help on a paper before reading the prompt. Once they do read the prompt, they often find that it answers many of their questions.
When you read the assignment prompt, you should do the following:
Look for action verbs. Verbs like analyze , compare , discuss , explain , make an argument , propose a solution , trace , or research can help you understand what you’re being asked to do with an assignment.
Unless the instructor has specified otherwise, most of your paper assignments at Harvard will ask you to make an argument. So even when the assignment instructions tell you to “discuss” or “consider,” your instructor generally expects you to offer an arguable claim in the paper. For example, if you are asked to “discuss” several proposals for reaching carbon neutral by 2050, your instructor would likely not be asking you to list the proposals and summarize them; instead, the goal would be to analyze them in relation to each other and offer some sort of claim—either about the differences between the proposals, the potential outcomes of following one rather than another, or something that has been overlooked in all of the proposals. While you would need to summarize those proposals in order to make a claim about them, it wouldn’t be enough just to summarize them. Similarly, if you’re asked to compare sources or consider sources in relation to each other, it is not enough to offer a list of similarities and differences. Again, this type of assignment is generally asking you to make some claim about the sources in relation to each other.
Consider the broader goals of the assignment. What kind of thinking is your instructor asking you to do? Are you supposed to be deciding whether you agree with one theorist more than another? Are you supposed to be trying out a particular method of analysis on your own body of evidence? Are you supposed to be learning a new skill (close reading? data analysis? recognizing the type of questions that can be asked in a particular discipline?)? If you understand the broader goals of the assignment, you will have an easier time figuring out if you are on the right track.
Look for instructions about the scope of the assignment. Are you supposed to consult sources other than those you have read in class? Are you supposed to keep your focus narrow (on a passage, a document, a claim made by another author) or choose your own focus (raise a question that is sparked by course texts, pair texts in a new way)? If your instructor has told you not to consider sources outside of those specified in the assignment, then you should follow that instruction. In those assignments, the instructor wants to know what you think about the assigned sources and about the question, and they do not want you to bring in other sources.
If you’re writing a research paper, do not assume that your reader has read all the sources that you are writing about. You’ll need to offer context about what those sources say so that your reader can understand why you have brought them into the conversation.
If you’re writing only about assigned sources, you will still need to provide enough context to orient the reader to the main ideas of the source. While you may not need to summarize the entire text, you will need to give readers enough information to follow your argument and understand what you are doing with the text. If you’re not sure whether you should assume that readers are familiar with the ideas in the text, you should ask your instructor.
Ask questions! If you’re not sure what you’re supposed to do, email your instructor or go to office hours and ask.
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22 Essay Question Words You Must Understand to Prepare a Well-Structured Essay
(Last updated: 3 June 2024)
Since 2006, Oxbridge Essays has been the UK’s leading paid essay-writing and dissertation service
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Now, we may be experts in best essay writing , but we’re also the first to admit that tackling essay questions can be, well, a bit of a challenge. Essays first require copious amounts of background reading and research so you can include accurate facts in your writing. You then have to figure out how to present those facts in a convincing and systematic argument. No mean feat.
But the silver lining here is that presenting your argument doesn’t have to be stressful. This goes even if you’re a new student without much experience and ability. To write a coherent and well-structured essay , you just have to really understand the requirements of the question. And to understand the requirements of the question, you need to have a good hold on all the different question words. For example, 'justify', 'examine', and 'discuss', to name a few.
Lacking this understanding is a pitfall many students tumble into. But our guide on essay question words below should keep you firmly above on safe, essay-acing ground.
Definition of Question Words with Examples
No matter their nature, question words are key and must always be adhered to. And yet, many students often overlook them and therefore answer their essay questions incorrectly. You may be a font of all knowledge in your subject area, but if you misinterpret the question words in your essay title, your essay writing could be completely irrelevant and score poorly.
For example, if you are asked to compare the French and British upper houses of parliament, you won’t get many points by simply highlighting the differences between the two parliamentary systems.
So, what should you do? We advise you start by reading this guide – we’ve divided the question words either by ‘critical’ or ‘descriptive’ depending on their nature, which should help you identify the type of response your essay requires.
Critical question words
Descriptive question words
Analyse
Define
Evaluate
Demonstrate
Justify
Describe
Critically evaluate
Elaborate
Review
Explain
Assess
Explore
Discuss
Identify
Examine
Illustrate
To what extent
Outline
Summarise
Clarify
Compare
Contrast
Question Words that Require a Critical Approach
Once you have done this, it’s also important that you critically (more on this word later) examine each part. You need to use important debates and evidence to look in depth at the arguments for and against, as well as how the parts interconnect. What does the evidence suggest? Use it to adopt a stance in your essay, ensuring you don’t simply give a narration on the key debates in the literature. Make your position known and tie this to the literature.
2. Evaluate
It is essential to provide information on both sides of the debate using evidence from a wide range of academic sources. Then you must state your position basing your arguments on the evidence that informed you in arriving at your position.
Also, you may want to consider arguments that are contrary to your position before stating a conclusion to your arguments. This will help present a balanced argument and demonstrate wide knowledge of the literature. Here, a critical approach becomes crucial. You need to explain why other possible arguments are unsatisfactory as well as why your own particular argument is preferable.
4. Critically evaluate
The key to tackling these question words is providing ample evidence to support your claims. Ensure that your analysis is balanced by shedding light on, and presenting a critique of, alternative perspectives. It is also important that you present extensive evidence taken from a varying range of sources.
State your conclusion clearly and state the reasons for this conclusion, drawing on factors and evidence that informed your perspective. Also try to justify your position in order to present a convincing argument to the reader.
Put another way, ‘review’ questions entail offering your opinion on the validity of the essay question. For example, you may be asked to review the literature on electoral reform in Great Britain. You'll need to give an overview of the literature. and any major arguments or issues that arose from it. You then need to comment logically and analytically on this material. What do you agree or disagree with? What have other scholars said about the subject? Are there any views that contrast with yours? What evidence are you using to support your assessment? Don’t forget to state your position clearly.
Review answers should not be purely descriptive; they must demonstrate a high level of analytical skill. The aim is not simply to regurgitate the works of other scholars, but rather to critically analyse these works.
However, when assessing a particular argument or topic, it is important that your thoughts on its significance are made clear. This must be supported by evidence, and secondary sources in the literature are a great start. Essentially, you need to convince the reader about the strength of your argument, using research to back up your assessment of the topic is essential. Highlight any limitations to your argument and remember to mention any counterarguments to your position.
Give a detailed examination of the topic by including knowledge of the various perspectives put forward by other scholars in relation to it. What are your thoughts on the subject based on the general debates in the literature? Remember to clearly state your position based on all the evidence you present.
You should also try to provide some context on why the issues and facts that you have closely examined are important. Have these issues and facts been examined differently by other scholars? If so, make a note of this. How did they differ in their approach and what are the factors that account for these alternative approaches?
‘Examine’ questions are less exploratory and discursive than some other types of question. They focus instead on asking you to critically examine particular pieces of evidence or facts to inform your analysis.
9. To what extent
Such questions require that you display the extent of your knowledge on a given subject and that you also adopt an analytical style in stating your position. This means that you must consider both sides of the argument, by present contrasting pieces of evidence. But ultimately, you must show why a particular set of evidence, or piece of information, is more valid for supporting your answer.
Question Words that Require a Descriptive Response
It is important that you provide more than one meaning if there are several of them as it shows that you are very familiar with the literature.
2. Demonstrate
Make sure you assert your position with these types of questions. It's even more important that you support your arguments with valid evidence in order to establish a strong case.
3. Describe
‘Describe’ question words focus less on the basic meaning of something, therefore, and more on its particular characteristics. These characteristics should form the building blocks of your answer.
4. Elaborate
In addition, always remember to back any claims with academic research. In explanatory answers it is important that you demonstrate a clear understanding of a research topic or argument. This comes across most convincingly if you present a clear interpretation of the subject or argument to the reader. Keep in mind any ‘what’, ‘how’ and ‘why’ questions as this will help you to structure a clear and logically coherent response. Coherence is extremely important in providing explanatory answers.
A somewhat detached, dispassionate tone can be particularly effective, in contrast to the more assertive, argumentative tone you might adopt for other types of essay question. Just remember that the key objective here is to give a nuanced account of a research topic or argument by examining its composite parts.
7. Identify
8. illustrate, 10. summarise, 11. clarify.
Such questions require you to shed light on a topic or, in some instances, break down a complex subject into simple parts. Coherence is very important for acing such questions, remembering to present your answer in a systematic manner.
12. Compare
Furthermore, you may also want to emphasise any differences, although the focus of your essay should be on establishing similarities.
13. Contrast
How to Strategically Structure Essay Based on Question Words
Understanding how to structure an essay based on question words is crucial for producing clear, focused, and compelling academic writing. The question words we analised above guide the direction of your response and dictate the type of content required. Recognising the demands of each question word allows you to strategically organise your essay, ensuring that your arguments are relevant and comprehensive. By mastering this approach, you can enhance the clarity and impact of your writing, making your academic work more persuasive and effective.
Here are a few more handy tips to bear in mind when addressing your essay questions:
When you first get your essay question, always try to understand exactly what the question means and what it is asking you to do. Look at the question word(s) and think about their meaning before you launch into planning what to write. Hopefully, our guide has shown you how to do this expertly.
Remember to read the question several times and consider any underlying assumptions behind the question. Highlight the key words and if possible, make a very basic draft outline of your response. This outline does not have to be detailed. But if you follow it as you write, it will help keep your response coherent and systematic.
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Writing Strong Research Questions | Criteria & Examples
Writing Strong Research Questions | Criteria & Examples
Published on October 26, 2022 by Shona McCombes . Revised on November 21, 2023.
A research question pinpoints exactly what you want to find out in your work. A good research question is essential to guide your research paper , dissertation , or thesis .
All research questions should be:
Focused on a single problem or issue
Researchable using primary and/or secondary sources
Feasible to answer within the timeframe and practical constraints
Specific enough to answer thoroughly
Complex enough to develop the answer over the space of a paper or thesis
Relevant to your field of study and/or society more broadly
Table of contents
How to write a research question, what makes a strong research question, using sub-questions to strengthen your main research question, research questions quiz, other interesting articles, frequently asked questions about research questions.
You can follow these steps to develop a strong research question:
Choose your topic
Do some preliminary reading about the current state of the field
Narrow your focus to a specific niche
Identify the research problem that you will address
The way you frame your question depends on what your research aims to achieve. The table below shows some examples of how you might formulate questions for different purposes.
Research question formulations
Describing and exploring
Explaining and testing
Evaluating and acting
is X
Using your research problem to develop your research question
Example research problem
Example research question(s)
Teachers at the school do not have the skills to recognize or properly guide gifted children in the classroom.
What practical techniques can teachers use to better identify and guide gifted children?
Young people increasingly engage in the “gig economy,” rather than traditional full-time employment. However, it is unclear why they choose to do so.
What are the main factors influencing young people’s decisions to engage in the gig economy?
Note that while most research questions can be answered with various types of research , the way you frame your question should help determine your choices.
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Research questions anchor your whole project, so it’s important to spend some time refining them. The criteria below can help you evaluate the strength of your research question.
Focused and researchable
Criteria
Explanation
Focused on a single topic
Your central research question should work together with your research problem to keep your work focused. If you have multiple questions, they should all clearly tie back to your central aim.
Answerable using
Your question must be answerable using and/or , or by reading scholarly sources on the to develop your argument. If such data is impossible to access, you likely need to rethink your question.
Not based on value judgements
Avoid subjective words like , , and . These do not give clear criteria for answering the question.
Feasible and specific
Criteria
Explanation
Answerable within practical constraints
Make sure you have enough time and resources to do all research required to answer your question. If it seems you will not be able to gain access to the data you need, consider narrowing down your question to be more specific.
Uses specific, well-defined concepts
All the terms you use in the research question should have clear meanings. Avoid vague language, jargon, and too-broad ideas.
Does not demand a conclusive solution, policy, or course of action
Research is about informing, not instructing. Even if your project is focused on a practical problem, it should aim to improve understanding rather than demand a ready-made solution.
If ready-made solutions are necessary, consider conducting instead. Action research is a research method that aims to simultaneously investigate an issue as it is solved. In other words, as its name suggests, action research conducts research and takes action at the same time.
Complex and arguable
Criteria
Explanation
Cannot be answered with or
Closed-ended, / questions are too simple to work as good research questions—they don’t provide enough for robust investigation and discussion.
Cannot be answered with easily-found facts
If you can answer the question through a single Google search, book, or article, it is probably not complex enough. A good research question requires original data, synthesis of multiple sources, and original interpretation and argumentation prior to providing an answer.
Relevant and original
Criteria
Explanation
Addresses a relevant problem
Your research question should be developed based on initial reading around your . It should focus on addressing a problem or gap in the existing knowledge in your field or discipline.
Contributes to a timely social or academic debate
The question should aim to contribute to an existing and current debate in your field or in society at large. It should produce knowledge that future researchers or practitioners can later build on.
Has not already been answered
You don’t have to ask something that nobody has ever thought of before, but your question should have some aspect of originality. For example, you can focus on a specific location, or explore a new angle.
Chances are that your main research question likely can’t be answered all at once. That’s why sub-questions are important: they allow you to answer your main question in a step-by-step manner.
Good sub-questions should be:
Less complex than the main question
Focused only on 1 type of research
Presented in a logical order
Here are a few examples of descriptive and framing questions:
Descriptive: According to current government arguments, how should a European bank tax be implemented?
Descriptive: Which countries have a bank tax/levy on financial transactions?
Framing: How should a bank tax/levy on financial transactions look at a European level?
Keep in mind that sub-questions are by no means mandatory. They should only be asked if you need the findings to answer your main question. If your main question is simple enough to stand on its own, it’s okay to skip the sub-question part. As a rule of thumb, the more complex your subject, the more sub-questions you’ll need.
Try to limit yourself to 4 or 5 sub-questions, maximum. If you feel you need more than this, it may be indication that your main research question is not sufficiently specific. In this case, it’s is better to revisit your problem statement and try to tighten your main question up.
Prevent plagiarism. Run a free check.
If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.
Methodology
Sampling methods
Simple random sampling
Stratified sampling
Cluster sampling
Likert scales
Reproducibility
Statistics
Null hypothesis
Statistical power
Probability distribution
Effect size
Poisson distribution
Research bias
Optimism bias
Cognitive bias
Implicit bias
Hawthorne effect
Anchoring bias
Explicit bias
The way you present your research problem in your introduction varies depending on the nature of your research paper . A research paper that presents a sustained argument will usually encapsulate this argument in a thesis statement .
A research paper designed to present the results of empirical research tends to present a research question that it seeks to answer. It may also include a hypothesis —a prediction that will be confirmed or disproved by your research.
As you cannot possibly read every source related to your topic, it’s important to evaluate sources to assess their relevance. Use preliminary evaluation to determine whether a source is worth examining in more depth.
This involves:
Reading abstracts , prefaces, introductions , and conclusions
Looking at the table of contents to determine the scope of the work
Consulting the index for key terms or the names of important scholars
A research hypothesis is your proposed answer to your research question. The research hypothesis usually includes an explanation (“ x affects y because …”).
A statistical hypothesis, on the other hand, is a mathematical statement about a population parameter. Statistical hypotheses always come in pairs: the null and alternative hypotheses . In a well-designed study , the statistical hypotheses correspond logically to the research hypothesis.
Formulating a main research question can be a difficult task. Overall, your question should contribute to solving the problem that you have defined in your problem statement .
However, it should also fulfill criteria in three main areas:
Researchability
Feasibility and specificity
Relevance and originality
Cite this Scribbr article
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Types of Assignments
Cristy Bartlett and Kate Derrington
Introduction
As discussed in the previous chapter, assignments are a common method of assessment at university. You may encounter many assignments over your years of study, yet some will look quite different from others. By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. This chapter draws on the skills from the previous chapter, and extends the discussion, showing you where to aim with different types of assignments.
The chapter begins by exploring the popular essay assignment, with its two common categories, analytical and argumentative essays. It then examines assignments requiring case study responses , as often encountered in fields such as health or business. This is followed by a discussion of assignments seeking a report (such as a scientific report) and reflective writing assignments, common in nursing, education and human services. The chapter concludes with an examination of annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.
Different Types of Written Assignments
At university, an essay is a common form of assessment. In the previous chapter Writing Assignments we discussed what was meant by showing academic writing in your assignments. It is important that you consider these aspects of structure, tone and language when writing an essay.
Components of an essay
Essays should use formal but reader friendly language and have a clear and logical structure. They must include research from credible academic sources such as peer reviewed journal articles and textbooks. This research should be referenced throughout your essay to support your ideas (See the chapter Working with Information ).
If you have never written an essay before, you may feel unsure about how to start. Breaking your essay into sections and allocating words accordingly will make this process more manageable and will make planning the overall essay structure much easier.
An essay requires an introduction, body paragraphs and a conclusion.
Generally, an introduction and conclusion are approximately 10% each of the total word count.
The remaining words can then be divided into sections and a paragraph allowed for each area of content you need to cover.
Use your task and criteria sheet to decide what content needs to be in your plan
An effective essay introduction needs to inform your reader by doing four basic things:
Table 20.1 An effective essay
1
Engage their interest and provide a brief background of the topic.
2
Provide a thesis statement. This is the position or argument you will adopt. (Note a thesis statement is not always required. Check with your tutor).
3
Outline the structure of the essay.
4
Indicate any parameters or scope that will/will not be covered.
An effective essay body paragraph needs to:
1
State the topic sentence or main point of the paragraph. If you have a thesis statement, the topic sentence should relate to this.
2
Expand this main idea, define any terminology and explain concepts in more depth.
3
This information should be paraphrased and referenced from credible sources according to the appropriate referencing style of your course.
4
Demonstrate critical thinking by showing the relationship of the point you are making and the evidence you have included. This is where you introduce your “student voice”. Ask yourself the “So what?” question (as outlined in the critical thinking section) to add a discussion or interpretation of the how evidence you have included in your paragraph is relevant to your topic.
5
Conclude your idea and link to your next point.
An effective essay conclusion needs to:
1
Summarise or state the main points covered, using past tense.
2
Provide an overall conclusion that relates to the thesis statement or position you raised in your introduction.
3
Not add any new information.
Common types of essays
You may be required to write different types of essays, depending on your study area and topic. Two of the most commonly used essays are analytical and argumentative . The task analysis process discussed in the previous chapter Writing Assignments will help you determine the type of essay required. For example, if your assignment question uses task words such as analyse, examine, discuss, determine or explore, you would be writing an analytical essay . If your assignment question has task words such as argue, evaluate, justify or assess, you would be writing an argumentative essay . Despite the type of essay, your ability to analyse and think critically is important and common across genres.
Analytical essays
These essays usually provide some background description of the relevant theory, situation, problem, case, image, etcetera that is your topic. Being analytical requires you to look carefully at various components or sections of your topic in a methodical and logical way to create understanding.
The purpose of the analytical essay is to demonstrate your ability to examine the topic thoroughly. This requires you to go deeper than description by considering different sides of the situation, comparing and contrasting a variety of theories and the positives and negatives of the topic. Although in an analytical essay your position on the topic may be clear, it is not necessarily a requirement that you explicitly identify this with a thesis statement, as is the case with an argumentative essay. If you are unsure whether you are required to take a position, and provide a thesis statement, it is best to check with your tutor.
Argumentative essays
These essays require you to take a position on the assignment topic. This is expressed through your thesis statement in your introduction. You must then present and develop your arguments throughout the body of your assignment using logically structured paragraphs. Each of these paragraphs needs a topic sentence that relates to the thesis statement. In an argumentative essay, you must reach a conclusion based on the evidence you have presented.
Case Study Responses
Case studies are a common form of assignment in many study areas and students can underperform in this genre for a number of key reasons.
Students typically lose marks for not:
Relating their answer sufficiently to the case details
Applying critical thinking
Writing with clear structure
Using appropriate or sufficient sources
Using accurate referencing
When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure but include examples and data from the case as additional evidence to support your points (see Figure 20.5 ). The colours in the sample paragraph below show the function of each component.
The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct and Nursing Standards (2018) play a crucial role in determining the scope of practice for nurses and midwives. A key component discussed in the code is the provision of person-centred care and the formation of therapeutic relationships between nurses and patients (NMBA, 2018). This ensures patient safety and promotes health and wellbeing (NMBA, 2018). The standards also discuss the importance of partnership and shared decision-making in the delivery of care (NMBA, 2018, 4). Boyd and Dare (2014) argue that good communication skills are vital for building therapeutic relationships and trust between patients and care givers. This will help ensure the patient is treated with dignity and respect and improve their overall hospital experience. In the case, the therapeutic relationship with the client has been compromised in several ways. Firstly, the nurse did not conform adequately to the guidelines for seeking informed consent before performing the examination as outlined in principle 2.3 (NMBA, 2018). Although she explained the procedure, she failed to give the patient appropriate choices regarding her health care.
Topic sentence | Explanations using paraphrased evidence including in-text references | Critical thinking (asks the so what? question to demonstrate your student voice). | Relating the theory back to the specifics of the case. The case becomes a source of examples as extra evidence to support the points you are making.
Reports are a common form of assessment at university and are also used widely in many professions. It is a common form of writing in business, government, scientific, and technical occupations.
Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case. Reports may be written for different audiences including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 20.2 ).
Table 20.2 Explanations of different types of reports
Executive or Business Reports
Overall purpose is to convey structured information for business decision making.
Short form or Summary Reports
Are abbreviated report structures designed to convey information in a focused short form manner.
Scientific Reports
Are used for scientific documentation purposes and may detail the results of research or describe an experiment or a research problem.
Technical Reports
Are used to communicate technical information for decision making, this may include discussing technical problems and solutions.
Evaluation Reports
Present the results of or a proposal for an evaluation or assessment of a policy, program, process or service.
Reflective writing
Reflective writing is a popular method of assessment at university. It is used to help you explore feelings, experiences, opinions, events or new information to gain a clearer and deeper understanding of your learning. A reflective writing task requires more than a description or summary. It requires you to analyse a situation, problem or experience, consider what you may have learnt and evaluate how this may impact your thinking and actions in the future. This requires critical thinking, analysis, and usually the application of good quality research, to demonstrate your understanding or learning from a situation. Essentially, reflective practice is the process of looking back on past experiences and engaging with them in a thoughtful way and drawing conclusions to inform future experiences. The reflection skills you develop at university will be vital in the workplace to assist you to use feedback for growth and continuous improvement. There are numerous models of reflective writing and you should refer to your subject guidelines for your expected format. If there is no specific framework, a simple model to help frame your thinking is What? So what? Now what? (Rolfe et al., 2001).
Table 20.3 What? So What? Now What? Explained.
What?
Describe the experience – who, what, why, when, where?
So what?
What have you learnt from this? Why does it matter? What has been the impact on you? In what way? Why? You can include connections to coursework, current events, past experiences.
Now what?
What are you going to do as a result of your experience? How will you apply what you have learnt in the future? Are there critical questions to further pursue? Make an action plan of what you will do next.
The Gibbs’ Reflective Cycle
The Gibbs’ Cycle of reflection encourages you to consider your feelings as part of the reflective process. There are six specific steps to work through. Following this model carefully and being clear of the requirements of each stage, will help you focus your thinking and reflect more deeply. This model is popular in Health.
The 4 R’s of reflective thinking
This model (Ryan and Ryan, 2013) was designed specifically for university students engaged in experiential learning. Experiential learning includes any ‘real-world’ activities including practice led activities, placements and internships. Experiential learning, and the use of reflective practice to heighten this learning, is common in Creative Arts, Health and Education.
Annotated Bibliography
What is it.
An annotated bibliography is an alphabetical list of appropriate sources (books, journals or websites) on a topic, accompanied by a brief summary, evaluation and sometimes an explanation or reflection on their usefulness or relevance to your topic. Its purpose is to teach you to research carefully, evaluate sources and systematically organise your notes. An annotated bibliography may be one part of a larger assessment item or a stand-alone assessment piece. Check your task guidelines for the number of sources you are required to annotate and the word limit for each entry.
How do I know what to include?
When choosing sources for your annotated bibliography it is important to determine:
The topic you are investigating and if there is a specific question to answer
The type of sources on which you need to focus
Whether they are reputable and of high quality
What do I say?
Important considerations include:
Is the work current?
Is the work relevant to your topic?
Is the author credible/reliable?
Is there any author bias?
The strength and limitations (this may include an evaluation of research methodology).
Literature Reviews
It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 20.4 ). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.
Table 20.4 Comparison of Literature Reviews
A literature review
A systematic literature review
A review which analyses and synthesises the literature on your research topic in a systemic (clear and logical) way. It may be organised: • Conceptually • Chronologically • Methodologically
A much larger and more complicated research project which follows a clearly defined research protocol or process to remove any reviewer bias. Each step in the search process is documented to ensure it is able to be replicated, repeated or updated.
Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 20.10 ). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 20.5 ).
Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.
Not all assignments at university are the same. Understanding the requirements of different types of assignments will assist in meeting the criteria more effectively.
There are many different types of assignments. Most will require an introduction, body paragraphs and a conclusion.
An essay should have a clear and logical structure and use formal but reader friendly language.
Breaking your assignment into manageable chunks makes it easier to approach.
Effective body paragraphs contain a topic sentence.
A case study structure is similar to an essay, but you must remember to provide examples from the case or scenario to demonstrate your points.
The type of report you may be required to write will depend on its purpose and audience. A report requires structured writing and uses headings.
Reflective writing is popular in many disciplines and is used to explore feelings, experiences, opinions or events to discover what learning or understanding has occurred. Reflective writing requires more than description. You need to be analytical, consider what has been learnt and evaluate the impact of this on future actions.
Annotated bibliographies teach you to research and evaluate sources and systematically organise your notes. They may be part of a larger assignment.
Literature reviews require you to look across the literature and analyse and synthesise the information you find into themes.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.
Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.
Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704
High School Assignment Sparks Controversy for Asking Students to Answer ‘Is God Real?’
“This is some crazy s--- overall and also on a technical level,” said a Skiatook High School student’s mother
A homework assignment ignited uproar online after a concerned parent shared a photo of the questions a teacher wanted her child to answer, including "Is God real?"
Oklahoma mother Olivia Gray posted her sophomore daughter Nettie Gray’s world history assignment from a Skiatook High School teacher on Facebook on Aug. 15, describing it as “some crazy s---.”
The assignment — titled “How did the world start?” — ended with two questions that raised concerns: “Is God real?” and “Is Satan real?”
“It’s being called a research paper,” Olivia wrote of the assignment, which asked students to provide sources using APA Style to support their answers.
“This is some crazy s--- overall and also on a technical level. Literally the kid had been in school ONE WEEK,” she concluded.
Many reacted to the assignment in the comments section of Olivia's Facebook post.
“This assignment is wrong on more than ten levels,” one person commented, while another wrote, “I’m stunned and horrified they are even being allowed to push or preach their own personal religion/religious bias like that onto students in a public school in the United States.”
Never miss a story — sign up for PEOPLE's free daily newsletter to stay up-to-date on the best of what PEOPLE has to offer, from celebrity news to compelling human interest stories. In a statement to area news outlet 2 News Oklahoma on Aug. 19, the school district addressed the situation.
“Skiatook Public Schools became aware of the World History assignment in question through a social media post,” the statement read. “Once administration reviewed the assignment, it was determined that the presentation of the material was not conducive to our instructional plan.”
“Administration and staff will continue to collaborate on best practices to meet the Oklahoma Academic Standards,” the statement added.
PEOPLE reached out to Skiatook Public Schools’ Superintendent Rick Loggins and Director of Curriculum Tim Buck for comment about the controversial assignment, but did not immediately hear back.
Related Articles
How do you format a question and answer in APA?
To format questions and answers in APA format :
Begin the question on a new line and type number 1 followed by a period.
Times New Roman font, 12 point size
Calibri font, 11 point size
Arial font, 11 point size
Georgia font, 11 point size
Lucida Sans Unicode font, 10 point size
Computer Modern font, 10 point size
Use double spacing and one inch margins.
Separate the answer from the question by beginning the answer on a new line.
Continue to use the same format for fonts and spacing for the whole document.
Continue the list of questions on a new line and align the number 2 under the 1.
If the Instructor has specific instructions about bold type, follow their preference, but APA does not require it.
Example in APA format :
1. What year was slavery abolished in America?
Slavery was officially abolished in the United States in 1865 , although many states abolished slavery for themselves at various dates between 1777 and 1864 .
Thank you for using ASK US. For more information, please contact your Baker librarians .
Last Updated May 19, 2022
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Comments (11)
My professor says the question should be bold and the answer should be indented. by James on Jan 05, 2017
I have seen some just have a Q. With the question And others say 1.and the question (both are in bold) what is the right way? by Brenda Ramirez on Feb 01, 2018
Begin your question on a new line and type number 1 followed by a period. Type the discussion question in Times New Roman font, 12 point size- do not bold. Please let us know if you have any further questions! by Patrick Mullane on Feb 05, 2018
If you are one of 4 people doing a case analysis together, do you state an introduction to your question? by Veronica on Feb 27, 2018
Depending on what your Instructor/Professor assigned, a short introduction would make the case analysis easier for your reader to understand. by ASK US Librarian on Feb 28, 2018
How do you format any extra paragraphs when using APA question/answer format? ie. The question, when written out in the paper isn't indented, and the follow up paragraph/answer isn't indented, but if your answer is multiple paragraphs, are those paragraphs indented? Thanks! by Mark on Sep 19, 2018
Since the question/answer is double spaced, there should be an empty line between paragraphs, but the second paragraph does not need to be indented. (Your Instructor/Professor may have a different opinion and, as always, defer to their preference.) by ASK US Librarian on Oct 10, 2018
When writing a question and answer case study should there be headings? by Tara on Oct 05, 2019
The APA Help guide has a Sample Paper with headings. https://guides.baker.edu/apahelp by ASK US Librarian on Oct 23, 2019
Hi, for question/answer type assignments, are introduction and conclusions necessary? Thank you by A. Sellers on Mar 31, 2020
Always defer to what the Professor/Instructor assigned, but APA format does call for an Introduction and Conclusion in a research paper. See guides.baker.edu/apahelp for a Sample Paper. Since your assignment is not a research paper, the Instructor may not require those sections. by ASK US Librarian on Apr 01, 2020
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US School Assignment Asking Students If God Is Real Sparks Uproar Online
In a facebook post, the parent, olivia gray, posted her daughter nettie gray's world history assignment and described it as "some crazy shit"..
The assignment was titled "How did the world start?" (Representative pic)
A homework assignment given to high school students in the US has ignited uproar online after a concerned parent shared a photo of the questions a teacher wanted the child to answer, including "Is God read?" In a Facebook post, the parent, Olivia Gray, posted her daughter Nettie Gray's world history assignment and described it as "some crazy shit". The assignment - titled "How did the world start?" - ended with two questions that raised concerns: "Is God real?" and "Is Satan real?"
"This is a real assignment for a high school class on Oklahoma. This is one of Nettie's assignments for World History class. It's being called a research paper. This is some crazy shit overall and also on a technical level. Literally the kid had been in school ONE WEEK," Ms Gray wrote while sharing the picture of the assignment.
Take a look below:
Ms Gray shared the post a few days back. Since then, it has accumulated more than 375 likes and nearly 500 shares. Many reacted to the assignment in the comments section.
"I could understand questions on world religions in World History class that may include Christianity as well as other religions but this is just plain weird and wrong. How would this even be graded fairly?" wrote one user.
"This is insane. What sources is she supposed to use? I'm a teacher--and a challenging one. I have no trouble with a high school student (or even an upper middle school student) starting a research paper week one. But this assignment is absolutely wack. I never thought I'd say this, but she'd be better off at Catholic School!" said another.
Also Read | Experts Warn Of Gen Z's Growing Debt Crisis As Cost Of Living Surges: Report
"I'm stunned and horrified they are even being allowed to push or preach their own personal religion/religious bias like that onto students in a public school in the United States," commented a third user. "This is horrifying in soooo many ways...This teacher needs to be sent back to teaching Bible study and kept the hell away from public schools," added a fourth user.
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Meanwhile, according to People , the school district has addressed the situation. In a statement, it said, "Skiatook Public Schools became aware of the World History assignment in question through a social media post. Once administration reviewed the assignment, it was determined that the presentation of the material was not conducive to our instructional plan."
"Administration and staff will continue to collaborate on best practices to meet the Oklahoma Academic Standards," the statement added.
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Execution of Patent Assignment Agreements
The execution of patent assignment agreements is a critical step in the transfer of patent rights, requiring careful attention to legal formalities, signature and witness requirements, notarization, and recordation procedures to validate and fortify the agreement. A well-crafted agreement is crucial to supporting a smooth transfer of patent rights, ultimately supporting a robust patent strategy. Key elements, such as parties, patent details, assignment terms, consideration, and signatures, must be carefully considered. In addition, understanding the obligations and functions of each party is necessary to facilitate a seamless transfer of patent rights. A thorough comprehension of these complexities is imperative to navigate the intricacies of patent assignment agreements.
Table of Contents
Understanding Patent Assignment Agreements
A patent assignment agreement is a legally binding contract that transfers ownership of a patent or patent application from one entity to another, assigning the associated rights, title, and interest. This agreement is a vital component of a patent strategy, as it enables the transfer of intellectual property rights, allowing companies to acquire or divest patent portfolios, merge with other entities, or license technology. The benefits of a patent assignment agreement are multifaceted. It provides a clear understanding of the ownership and rights associated with the patent, verifying that all parties involved are aware of their obligations and entitlements. Additionally, the agreement can be tailored to meet the specific needs of the parties, allowing for flexibility in the terms and conditions of the transfer. By executing a patent assignment agreement, companies can protect their intellectual property, minimize potential disputes, and facilitate the transfer of valuable assets. A well-crafted agreement is vital to supporting a smooth transfer of patent rights, ultimately supporting a robust patent strategy.
Key Elements of Assignment Documents
When drafting a patent assignment agreement, it is vital to incorporate key elements that guarantee a thorough and legally binding document. The structure of the assignment document, the legal transfer of ownership, and the effective date clauses are crucial components that warrant careful consideration. By examining each of these elements, parties can establish a clear and enforceable agreement that accurately reflects their intentions.
Assignment Document Structure
Every patent assignment agreement typically comprises several key elements that collectively form the backbone of the assignment document, providing a thorough and legally binding transfer of patent rights. These essential components ensure that the agreement is comprehensive, accurate, and enforceable. Effective drafting of these elements is crucial, and using established document templates can facilitate the process.
The following table highlights the key elements of a patent assignment agreement:
Parties
Identification of the assignor and assignee
Establishes the parties involved
Patent Details
Description of the patent, including title, number, and date
Specifies the patent being assigned
Assignment Terms
Conditions and scope of the assignment
Defines the terms of the transfer
Consideration
Payment or other compensation for the assignment
Establishes the value of the transfer
Signatures
Signatures of the assignor and assignee
Confirms agreement and intent
Legal Ownership Transfer
The legal ownership transfer, a critical aspect of patent assignment agreements, is facilitated by the inclusion of specific key elements that unambiguously convey the transfer of rights from the assignor to the assignee. These elements guarantee that the assignee acquires unequivocal ownership of the intellectual property, thereby safeguarding asset protection.
To effectuate a seamless transfer, the assignment agreement must explicitly state the assignor's intention to transfer all rights, title, and interest in the patent. The agreement should also identify the specific patent(s) being assigned, including their respective patent numbers, titles, and filing dates. In addition, the assignee's acceptance of the assignment should be acknowledged, and the assignor's warranties and representations regarding the patent's validity and ownership should be outlined.
Effective Date Clauses
In patent assignment agreements, decisive date clauses play a crucial part in establishing the precise point in time at which the assignor's rights, title, and interest in the patent are transferred to the assignee. These clauses define the moment when the assignor's obligations and liabilities cease, and the assignee's rights and responsibilities commence. Decisive date clauses can have retrospective application, where the transfer of rights is deemed to have taken place at a prior date, or they can specify future dates, where the transfer occurs on a specific date or upon the fulfillment of certain conditions. The inclusion of decisive date clauses provides clarity and certainty in the assignment process, avoiding potential disputes and ambiguities. It is imperative to draft these clauses with precision, taking into account the specific circumstances of the assignment, to guarantee that the parties' intentions are accurately reflected. By doing so, the decisive date clause provides a clear and binding agreement on the timing of the patent assignment, safeguarding the interests of both the assignor and assignee.
Parties Involved in Execution Process
In the execution process of a patent assignment agreement, multiple parties play vital parts to validate and confirm the enforceability of the agreement. The assigning party, receiving party, and witnesses all have distinct responsibilities that must be fulfilled to complete the execution process successfully. A thorough understanding of the obligations and functions of each party is vital to facilitate a seamless transfer of patent rights.
Assigning Party's Role
Executing a patent assignment agreement necessitates the active involvement of the assigning party, who plays a crucial part in the execution process. The assigning party, also referred to as the assignor, is responsible for transferring their patent rights to another entity. The assignor's motivation for assigning the patent rights may vary, including a desire to monetize their intellectual property, to simplify their patent portfolio, or to comply with regulatory requirements. Regardless of the motivation, the assignor assumes certain liabilities throughout the assignment process. Assignor liability may arise from representations and warranties made in the assignment agreement, such as the assignor's ownership of the patent rights and the absence of any encumbrances. The assignor must verify that the assignment agreement accurately reflects the terms of the transfer, including the scope of the assigned rights and any applicable territorial restrictions. By understanding their function and obligations, assignors can effectively navigate the patent assignment process and minimize potential liabilities.
Receiving Party's Obligations
The receiving party, also known as the assignee, takes on significant obligations upon entering into a patent assignment agreement, including the duty to pay consideration, comply with contractual provisions, and assume liability for future infringements. These obligations are vital to the execution of the agreement and must be carefully considered by the receiving party.
Payment Terms
The receiving party must fulfill payment obligations as outlined in the agreement, including any upfront fees, royalties, or other forms of compensation.
Contractual Compliance
The receiving party must comply with all contractual provisions, including those related to patent maintenance, defense, and enforcement.
Liability for Infringements
The receiving party assumes liability for any future infringements of the assigned patent, and must take necessary steps to prevent and defend against such infringements.
| Recordation | The receiving party must record the assignment with the relevant patent office to provide public notice of the change in ownership.
Witnesses and Signatures
A patent assignment agreement's validity and enforceability often hinge on the proper execution of the document, which necessitates the involvement of specific parties to witness and sign the agreement. In this regard, the presence of witnesses is vital to authenticate the signatures of the assignor and assignee. Witness rules dictate that the witnesses must be impartial, unrelated to the parties involved, and of legal age. Typically, two witnesses are required, although this may vary depending on jurisdictional requirements. The witnesses must sign the agreement in the presence of the assignor and assignee, thereby verifying their identities and confirming that they have voluntarily executed the document.
Signature protocols are equally important, as they validate the authenticity and integrity of the agreement. The assignor and assignee must sign the agreement in the presence of the witnesses, using their full legal names and titles. The signatures must be original, and any modifications or alterations to the agreement must be initialed by all parties. By adhering to these witness rules and signature protocols, the patent assignment agreement is rendered legally binding and enforceable, providing a solid foundation for the transfer of patent rights.
Signature and Witness Requirements
In jurisdictions with specific signature and witness requirements, patent assignment agreements must comply with these formalities to guarantee their validity and enforceability. Failure to meet these requirements can lead to the agreement being deemed invalid or unenforceable, potentially resulting in significant legal and financial consequences.
To ensure compliance, it is essential to understand the specific requirements of the jurisdiction in which the agreement is being executed. This may include:
Physical presence : In some jurisdictions, signatories must be physically present to sign the agreement.
Witness requirements : The agreement may require a specific number of witnesses to be present during the signing process.
Digital authentication : Some jurisdictions permit digital authentication, allowing for electronic signatures to be used in place of traditional wet signatures.
Formal notarization : In certain cases, the agreement may require formal notarization, which involves the signature of a notary public.
Notarization and Recordation Procedures
Following compliance with signature and witness requirements, patent assignment agreements must undergo notarization and recordation procedures to complete their execution and provide public notice of the assignment. Notarization involves having the signatures of the parties authenticated by a notary public, verifying the identities of the signatories and validating their willingness to execute the agreement. The notary's fee for this service, known as Notary Fees, varies by jurisdiction.
Recordation, on the other hand, involves filing the notarized agreement with the relevant patent office or registry, making it a public record. This step is vital, as it provides constructive notice to third parties of the assignment and helps to establish the new ownership rights. Jurisdictional Issues may arise during recordation, particularly when dealing with international assignments or agreements involving multiple parties from different countries. It is vital to comply with the specific recordation requirements and procedures of each jurisdiction to guarantee the validity and enforceability of the assignment. By completing the notarization and recordation procedures, parties can confirm the legal effectiveness of their patent assignment agreements.
Post-Execution Obligations and Considerations
Upon execution of a patent assignment agreement, parties must attend to various post-execution obligations and considerations to guarantee the seamless transfer of rights and minimize potential disputes. This critical phase ensures that the agreement is properly implemented, and all necessary steps are taken to secure the assigned patent rights.
To achieve a smooth transition, the following post-execution obligations and considerations are essential:
Compliance Checks : Verify that all necessary formalities, such as recordation with the relevant patent office, have been completed to perfect the assignment.
Ongoing Maintenance : Ensure that all patent maintenance fees are paid, and necessary documents are filed to maintain the validity of the assigned patent.
Notice to Interested Parties : Inform all relevant parties, including inventors, employees, and other stakeholders, of the patent assignment to avoid any confusion or disputes.
Documentation and Record-Keeping : Organize and maintain accurate records of the patent assignment, including the agreement, proof of payment, and other relevant documents.
Frequently Asked Questions
Can patent assignment agreements be electronically signed?.
In the digital age, the question arises: can agreements be electronically signed? Yes, patent assignment agreements can be validly executed with digital signatures, provided they adhere to electronic authentication protocols, guaranteeing authenticity and non-repudiation.
How Long Does the Execution Process Typically Take?
The execution process duration varies, but with digital signatures, Faster Processing is achievable. Typically, it takes 1-5 business days, depending on the parties' availability and the complexity of the agreement, which may require extended Legal Review.
What Happens if a Party Refuses to Execute the Agreement?
In the event of refusal to execute an agreement, a party may face breach consequences, including legal action and potential damages. Dispute resolution mechanisms, such as arbitration or mediation, may be employed to resolve the impasse.
Can Assignment Agreements Be Amended After Execution?
After execution, assignment agreements can be amended through a subsequent agreement or court order, potentially resolving post-execution disputes, although such revisions must comply with applicable laws and regulations governing agreement revisions.
Who Bears the Cost of Notarization and Recordation Fees?
In general, cost allocation for notarization and recordation fees is typically negotiated between parties, with fee responsibility often falling on the assignor, although it may be stipulated in the agreement or dictated by local laws and regulations.
Many people start by printing out the assignment question and assessment criteria, then make notes. Read the assignment question carefully a number of times, along with any marking criteria or supplementary information from your lecturer. Highlight the key points and any words or phrases whose meaning you are unsure of.
Understanding Assignments
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:
Understanding Writing Assignments
Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing. Read the prompt the entire way through once. This gives you an overall view of what is going on.
Understanding your assignment questions: A short guide
Here is something to try if you are struggling to get going with responding to the assignment question: Try to come up with a one word answer to the question ('yes,' 'no',' maybe'- or perhaps two words: 'not quite'; ''only sometimes'); Then expand the one-word answer into a sentence summarising your reason for saying that;
Answering Assignment Questions
Key words are the words in an assignment question that tell you the approaches to take when you answer. Make sure you understand the meaning of key words in an essay question, especially t ask words. As Task words are verbs that direct you and tell you how to go about answering a question, understanding the meaning helps you know exactly what ...
Understanding your assignment questions: A short guide
Tip: If an assignment is asking a direct question, make sure your essay answers it. Address it directly in the introduction, make sure each paragraph contributes something towards your response to it, and reinforce your response in your conclusion. 5. Discuss the issue of patient autonomy in relation to at least one case study
Understanding the Assignment
There are four kinds of analysis you need to do in order to fully understand an assignment: determining the purpose of the assignment, understanding how to answer an assignment's questions, recognizing implied questions in the assignment, and recognizing the disciplinary expectations of the assignment. Always make sure you fully understand an ...
Understanding the Question
Understanding the question is the first and most important step when starting your assignments, as it means you can start your research and writing focused and on the right track. It is vital that you answer the question and fulfil the learning outcomes to pass your assessments and gain good marks. You could write an excellent essay, but if it ...
PDF Unpacking an Assignment Question & Planning for an Assignment
Analysing an assignment question For every assignment you need to : • Understand the question • Brainstorm ideas • Read enough relevant, reliable information to answer the question properly. • Structure your assignment • Present your main ideas or arguments and • Support your main ideas or arguments • Edit your writing for coherence and unity • Proofread for grammar ...
Understanding the question Preparing assignments
Understanding the question. The first and most important thing to do is pay close attention to what the module assignment guide says you have to do. It gives you the assignment question and extra things that might help such as notes on the writing style and the format you should adopt. Make sure you know what type of assignment is needed.
Understanding the question is the first and most important step when starting your assignments and helps to ensure that your research and writing is more focused and relevant. This means understanding both the individual words, and also the general scope of the question. A common mistake students make with their assignments is to misinterpret ...
Interpreting the assignment question
Interpreting the assignment question. There are usually three steps to analysing an assignment question. Some questions may involve more than one task. Checking the meaning. Check the meaning of any words or terms within the assignment question by looking up your course notes, study guide, textbook, or dictionary.
Answering Complex Assignment Questions
The sample assignment questions below are examples of implied tasks. Questions which require a discussion or explanation: 'The ideal of human rights is not universal. Discuss.'. 'Account for the economic success of the 'tiger' economies of Taiwan, Hong Kong, Singapore and South Korea during the 1960s.'. Questions which imply a comparison and/or ...
Prewriting: Understanding Your Assignment
Table 2.1 below shows you how to identify keywords and expectations from the directive wording of the assignment. These key phrases are often associated with essay questions, as well as informal and formal papers. As a note, the table is based on Benjamin Bloom's cognitive objectives. Table 2.1 Assignment Wording and Expectations
Question analysis
About question analysis. You need to use question analysis for assignments, exam essays and short answer questions. If you learn the steps for question analysis and take 10-15 minutes to think through the question in this systematic way, then you will have a good start to writing a successful essay—one that pleases the lecturer!
How to Read an Assignment
How to Read an Assignment. Assignments usually ask you to demonstrate that you have immersed yourself in the course material and that you've done some thinking on your own; questions not treated at length in class often serve as assignments. Fortunately, if you've put the time into getting to know the material, then you've almost certainly ...
PDF Teaching Tips: 20 Questions About Writing Assignments
20 Questions About Writing Assignments Students can ask these questions about assignments they receive—and we can ensure that our own assignment prompts and explanations give students these key pieces of information. Questions about getting started 1. If I have my own idea for a topic or angle that's interesting to me, can I use it, or do I
Understanding your assignment question
This video helps you to break down an assignment question into key concepts, identifying synonyms and applying these search terms in tools such as Library Se...
22 Essay Question Words You Must Understand to Prepare a Well
Definition of Question Words with Examples. Words such as 'explain', 'evaluate' or 'analyse' - typical question words used in essay titles - provide a useful indication of how your essay should be structured. They often require varying degrees of critical responses. Sometimes, they may simply require a descriptive answer.
10 Research Question Examples to Guide your Research Project
The first question asks for a ready-made solution, and is not focused or researchable. The second question is a clearer comparative question, but note that it may not be practically feasible. For a smaller research project or thesis, it could be narrowed down further to focus on the effectiveness of drunk driving laws in just one or two countries.
Writing Strong Research Questions
A good research question is essential to guide your research paper, dissertation, or thesis. All research questions should be: Focused on a single problem or issue. Researchable using primary and/or secondary sources. Feasible to answer within the timeframe and practical constraints. Specific enough to answer thoroughly.
Types of Assignments
For example, if your assignment question uses task words such as analyse, examine, discuss, determine or explore, you would be writing an analytical essay. If your assignment question has task words such as argue, evaluate, justify or assess, you would be writing an argumentative essay. Despite the type of essay, your ability to analyse and ...
'Is God Real?' High School Assignment Sparks Controversy in Oklahoma
A Skiatook High School homework assignment ignited uproar after a concerned parent in Oklahoma shared a Facebook photo post of the questions a teacher wanted her sophomore daughter to answer ...
How do you format a question and answer in APA?
Answer. To format questions and answers in APA format: Begin the question on a new line and type number 1 followed by a period. Use double spacing and one inch margins. Separate the answer from the question by beginning the answer on a new line. Continue to use the same format for fonts and spacing for the whole document.
US School Assignment Asking Students If God Is Real Sparks Uproar Online
A homework assignment given to high school students in the US has ignited uproar online after a concerned parent shared a photo of the questions a teacher wanted the child to answer, including "Is ...
BEH 5020 Unit 1 Reading Assignment and Guided Reading Questions (1
The Reading Check will consist of questions selected from the Guided Reading Questions along with answer choices. You will select the answer choice that matches the answer you recorded while reading the assignment. You may use the Guided Reading Questions and the answers you recorded while completing the Reading Check.
Execution of Patent Assignment Agreements
The execution of patent assignment agreements is a critical step in the transfer of patent rights, requiring careful attention to legal formalities, signature and witness requirements, notarization, and recordation procedures to validate and fortify the agreement. ... In the digital age, the question arises: can agreements be electronically ...
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Many people start by printing out the assignment question and assessment criteria, then make notes. Read the assignment question carefully a number of times, along with any marking criteria or supplementary information from your lecturer. Highlight the key points and any words or phrases whose meaning you are unsure of.
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:
Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing. Read the prompt the entire way through once. This gives you an overall view of what is going on.
Here is something to try if you are struggling to get going with responding to the assignment question: Try to come up with a one word answer to the question ('yes,' 'no',' maybe'- or perhaps two words: 'not quite'; ''only sometimes'); Then expand the one-word answer into a sentence summarising your reason for saying that;
Key words are the words in an assignment question that tell you the approaches to take when you answer. Make sure you understand the meaning of key words in an essay question, especially t ask words. As Task words are verbs that direct you and tell you how to go about answering a question, understanding the meaning helps you know exactly what ...
Tip: If an assignment is asking a direct question, make sure your essay answers it. Address it directly in the introduction, make sure each paragraph contributes something towards your response to it, and reinforce your response in your conclusion. 5. Discuss the issue of patient autonomy in relation to at least one case study
There are four kinds of analysis you need to do in order to fully understand an assignment: determining the purpose of the assignment, understanding how to answer an assignment's questions, recognizing implied questions in the assignment, and recognizing the disciplinary expectations of the assignment. Always make sure you fully understand an ...
Understanding the question is the first and most important step when starting your assignments, as it means you can start your research and writing focused and on the right track. It is vital that you answer the question and fulfil the learning outcomes to pass your assessments and gain good marks. You could write an excellent essay, but if it ...
Analysing an assignment question For every assignment you need to : • Understand the question • Brainstorm ideas • Read enough relevant, reliable information to answer the question properly. • Structure your assignment • Present your main ideas or arguments and • Support your main ideas or arguments • Edit your writing for coherence and unity • Proofread for grammar ...
Understanding the question. The first and most important thing to do is pay close attention to what the module assignment guide says you have to do. It gives you the assignment question and extra things that might help such as notes on the writing style and the format you should adopt. Make sure you know what type of assignment is needed.
Understanding the question is the first and most important step when starting your assignments and helps to ensure that your research and writing is more focused and relevant. This means understanding both the individual words, and also the general scope of the question. A common mistake students make with their assignments is to misinterpret ...
Interpreting the assignment question. There are usually three steps to analysing an assignment question. Some questions may involve more than one task. Checking the meaning. Check the meaning of any words or terms within the assignment question by looking up your course notes, study guide, textbook, or dictionary.
The sample assignment questions below are examples of implied tasks. Questions which require a discussion or explanation: 'The ideal of human rights is not universal. Discuss.'. 'Account for the economic success of the 'tiger' economies of Taiwan, Hong Kong, Singapore and South Korea during the 1960s.'. Questions which imply a comparison and/or ...
Table 2.1 below shows you how to identify keywords and expectations from the directive wording of the assignment. These key phrases are often associated with essay questions, as well as informal and formal papers. As a note, the table is based on Benjamin Bloom's cognitive objectives. Table 2.1 Assignment Wording and Expectations
About question analysis. You need to use question analysis for assignments, exam essays and short answer questions. If you learn the steps for question analysis and take 10-15 minutes to think through the question in this systematic way, then you will have a good start to writing a successful essay—one that pleases the lecturer!
How to Read an Assignment. Assignments usually ask you to demonstrate that you have immersed yourself in the course material and that you've done some thinking on your own; questions not treated at length in class often serve as assignments. Fortunately, if you've put the time into getting to know the material, then you've almost certainly ...
20 Questions About Writing Assignments Students can ask these questions about assignments they receive—and we can ensure that our own assignment prompts and explanations give students these key pieces of information. Questions about getting started 1. If I have my own idea for a topic or angle that's interesting to me, can I use it, or do I
This video helps you to break down an assignment question into key concepts, identifying synonyms and applying these search terms in tools such as Library Se...
Definition of Question Words with Examples. Words such as 'explain', 'evaluate' or 'analyse' - typical question words used in essay titles - provide a useful indication of how your essay should be structured. They often require varying degrees of critical responses. Sometimes, they may simply require a descriptive answer.
The first question asks for a ready-made solution, and is not focused or researchable. The second question is a clearer comparative question, but note that it may not be practically feasible. For a smaller research project or thesis, it could be narrowed down further to focus on the effectiveness of drunk driving laws in just one or two countries.
A good research question is essential to guide your research paper, dissertation, or thesis. All research questions should be: Focused on a single problem or issue. Researchable using primary and/or secondary sources. Feasible to answer within the timeframe and practical constraints. Specific enough to answer thoroughly.
For example, if your assignment question uses task words such as analyse, examine, discuss, determine or explore, you would be writing an analytical essay. If your assignment question has task words such as argue, evaluate, justify or assess, you would be writing an argumentative essay. Despite the type of essay, your ability to analyse and ...
A Skiatook High School homework assignment ignited uproar after a concerned parent in Oklahoma shared a Facebook photo post of the questions a teacher wanted her sophomore daughter to answer ...
Answer. To format questions and answers in APA format: Begin the question on a new line and type number 1 followed by a period. Use double spacing and one inch margins. Separate the answer from the question by beginning the answer on a new line. Continue to use the same format for fonts and spacing for the whole document.
A homework assignment given to high school students in the US has ignited uproar online after a concerned parent shared a photo of the questions a teacher wanted the child to answer, including "Is ...
The Reading Check will consist of questions selected from the Guided Reading Questions along with answer choices. You will select the answer choice that matches the answer you recorded while reading the assignment. You may use the Guided Reading Questions and the answers you recorded while completing the Reading Check.
The execution of patent assignment agreements is a critical step in the transfer of patent rights, requiring careful attention to legal formalities, signature and witness requirements, notarization, and recordation procedures to validate and fortify the agreement. ... In the digital age, the question arises: can agreements be electronically ...