• Conceptually
• Chronologically
• Methodologically
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.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.
Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.
Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704
Academic Success Copyright © 2021 by Cristy Bartlett and Kate Derrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
Gen ed writes, writing across the disciplines at harvard college.
Gen Ed courses transcend disciplinary boundaries in a variety of ways, so the types of writing assignments that they include also often venture outside the traditional discipline-specific essays. You may encounter a wide variety of assignment types in Gen Ed, but most can be categorized into four general types:
Traditional academic.
For most of us, these are the most familiar types of college-level writing assignments. While they are perhaps less common in Gen Ed than in departmental courses, there are still numerous examples we could examine.
Two illustrations of common types include:
Example 1: Short Essay Professor Michael Sandel asks the students in his Gen Ed course on Tech Ethics to write several short essays over the course of the semester in which they make an argument in response to the course readings. Because many students will never have written a philosophy-style paper, Professor Sandel offers students a number of resources—from a guide on writing in philosophy, to sample graded essays, to a list of logical fallacies—to keep in mind.
Example 2: Research Paper In Who Lives, Who Dies, Who Cares?, a Gen Ed course co-taught by multiple global health faculty members, students write a 12–15 page research paper on a biosocial analysis of a global health topic of their choosing for the final assignment. The assignment is broken up into two parts: (1) a proposal with annotated bibliography and (2) the final paper itself. The prompt clearly outlines the key qualities and features of a successful paper, which is especially useful for students who have not yet written a research paper in the sciences.
In Gen Ed, sometimes assignments ask students to engage in academic work that, while familiar to faculty, is beyond the scope of the typical undergraduate experience.
Here are a couple of examples from Gen Ed courses:
Example 1: Design a conference For the final project in her Gen Ed course, Global Feminisms, Professor Durba Mitra asks her students to imagine a dream conference in the style of the feminist conferences they studied in class. Students are asked to imagine conference panels and events, potential speakers or exhibitions, and advertising materials. While conferences are a normal occurrence for graduate students and professors, undergraduates are much less likely to be familiar with this part of academic life, and this kind of assignment might require more specific background and instructions as part of the prompt.
Example 2: Curate a museum exhibit In his Gen Ed class, Pyramid Schemes, Professor Peter Der Manuelian's final project offers students the option of designing a virtual museum exhibit . While exhibit curation can be a part of the academic life of an anthropologist or archaeologist, it's not often found in introductory undergraduate courses. In addition to selecting objects and creating a virtual exhibit layout, students also wrote an annotated bibliography as well as an exhibit introduction for potential visitors.
One of the goals of Gen Ed is to encourage students to engage with the world around them. Sometimes writing assignments in Gen Ed directly mirror types of writing that students are likely to encounter in real-world, non-academic settings after they graduate.
The following are several examples of such assignments:
Example 1: Policy memo In Power and Identity in the Middle East, Professor Melani Cammett assigns students a group policy memo evaluating "a major initiative aimed at promoting democracy in the Middle East and North Africa (MENA)." The assignment prompt is actually structured as a memo, providing context for students who likely lack experience with the format. It also outlines the key characteristics of a good memo, and it provides extensive advice on the process—especially important when students are working in groups.
Example 2: Letter In Loss, Professor Kathleen Coleman asks students to write a letter of condolence . The letter has an unusual audience: a mother elephant who lost her calf. Since students may not have encountered this type of writing before, Professor Coleman also provides students with advice on process, pointing to some course readings that might be a good place to start. She also suggests a list of outside resources to help students get into the mindframe of addressing an elephant.
Example 3: Podcast Podcasts are becoming increasingly popular in Gen Ed classes, as they are in the real world. Though they're ultimately audio file outputs, they usually require writing and preparing a script ahead of time. For example, in Music from Earth, Professor Alex Rehding asks students to create a podcast in which they make an argument about a song studied in class. He usefully breaks up the assignments into two parts: (1) researching the song and preparing a script and (2) recording and making sonic choices about the presentation, offering students the opportunity to get feedback on the first part before moving onto the second.
These are the types of assignments that perhaps are less obviously "writing" assignments. They usually involve an artistic or otherwise creative component, but they also often include some kind of written introduction or artist statement related to the work.
The following are several examples from recently offered Gen Ed courses:
Example 1: Movie Professor Peter Der Manuelian offers students in his class, Pyramid Schemes, several options for the final project, one of which entails creating a 5–8 minute iMovie making an argument about one of the themes of the course. Because relatively few students have prior experience making films, the teaching staff provide students with a written guide to making an iMovie as well as ample opportunities for tech support. In addition to preparing a script as part of the production, students also submit both an annotated bibliography and an artist’s statement.
Example 2: Calligram In his course, Understanding Islam and Contemporary Muslim Societies, Professor Ali Asani asks students to browse through a provided list of resources about calligrams, which are an important traditional Islamic art form. Then they are required to "choose a concept or symbol associated with God in the Islamic tradition and attempt to represent it through a calligraphic design using the word Allah," in any medium they wish. Students also write a short explanation to accompany the design itself.
Example 3: Soundscape In Music from Earth, Professor Alex Rehding has students create a soundscape . The soundscape is an audio file which involves layering sounds from different sources to create a single piece responding to an assigned question (e.g. "What sounds are characteristic of your current geographical region?"). Early on, as part of the development of the soundscape, students submit an artist's statement that explains the plan for the soundscape, the significance of the sounds, and the intention of the work.
Assignment Decoder
Illustrated step-by-step guides to help you understand the formatting and presentation expectations of university assignments.
Although formatting your essay, report or dissertation can feel like a lesser priority than the process of research and writing itself, it is an important way to ensure your ideas are given the spotlight through visually accessible, professional presentation. Formatting can be a minefield, especially when you’re formatting at the last minute; it’s important to leave a few days at the end of your essay writing process for working on your formatting, and to spend some time familiarising yourself with the different aspects of formatting.
301 Recommends:
Our Essay Structure and Planning workshop will outline how to analyse your essay question, discuss approaches logically structure all your ideas, help you make your introductions and conclusions more effective, and teach how to link your ideas and ensure all essay content flows logically from the introduction.
Below, you will find some general introductions to the key areas.
Because formatting rules can vary greatly depending on your department or assignment, it’s crucial to check the formatting specifications in your assignment description/rubric, and any general departmental presentation standards, as a first port of call. Many referencing systems also have specific rules about how to format your work, so make sure to familiarise yourself with the university library’s referencing guides . Many referencing systems also have more detailed style guides available via their websites.
Assignment cover sheets .
In some departments, you may be expected to include a cover sheet on the front page of your assignment. This is a page including key information about your assignment, such as your module number, student registration number, essay title, and submission date.
You may be asked to submit a plagiarism declaration and to make your markers aware of any disabilities through the yellow sticker system . If you are asked to include a cover sheet in your assignment, your department should make you aware of where you can access this.
Place your assignment title at the top of your first page, either centre or left aligned, in bold font. At university, you may be assigned a pre-designed essay title/question, or asked to select from several possible titles. You may also be asked to design your own essay title. Here are some top tips on designing your own title:
Depending on the instructions you have been given, you may be asked to state your word count, either on your cover sheet or at the beginning of your essay. If you are asked to include this information, make sure your word count accurately reflects the assessment guidance: for example, are references included in your word count?
Line spacing .
Most assignment descriptions specify that you should increase the space between each line on the page, from the standard 1.0 spacing to either 1.5 or 2.0 spacing. You are asked to do this to make the essay more visually accessible and easier to read, by breaking up the number of lines on each page.
Download this step-by-step illustrated guide to line spacing in Microsoft Word and Google Docs.
All non-examination based assignments should be word processed rather than handwritten. Most assignment descriptions will specify that for visual clarity, and to ensure a professional appearance, you should use a plain, sans-serif font such as Arial. For readability, this should be in 11 or 12 point size. Check your departmental or assignment guidance for any specific rules about font choices.
Including page numbers in your assignments makes them more accessible. Depending on the departmental guidance you have been given, you may be asked to include these in either the header or the footer of your essay (the blank space above and below where the text would go on a normal page in a word processor). It may also be helpful to include your registration number and the module code of the essay in the same header or footers that specify the page number.
Download this step-by-step illustrated guide to adding page numbers and using headers and footers in Microsoft Word and Google Docs.
Margins .
A margin is the amount of blank space on either side of a paragraph in a normal word processor. Traditionally, assignment descriptions specified that the margins should be made wider at the binding edge (the left hand side) of the page, to allow for easier reading of printed essays. However, with the shift to online essays, you might not be asked to do this any more and the default settings on your word processor are likely to be sufficiently wide.
For printed dissertations and theses, you may receive specific guidance about the suitable layout of margins, as these are more likely to be printed: see this university guide on formatting PhD theses .
Download this step-by-step illustrated guide to adjusting margins in Microsoft Word and Google Docs.
Most formatting instructions specify that paragraphs should be lined up in a straight line (aligned) on the left hand edge, but left jagged on the right hand edge (like this page). This is called left alignment, or flush-left style, and should be the default alignment setting for your word processor. This style can be helpful for visual accessibility, but check any specific instructions you have been given by your department to see which style of alignment you have been asked to use.
Download this step-by-step illustrated guide to adjusting paragraph alignment in Microsoft Word and Google Docs.
You may be asked to add indents to your paragraphs: an indent is an additional small gap between the margin and the beginning of a paragraph (it makes a ‘dent’ in the first line of your paragraph). Indents are used to provide extra clarification that the reader is starting a new paragraph after finishing the last one: therefore, they should not be used in the first paragraph of your essay. Indents are not always required, and whether you are expected to use them may depend on your referencing style , and any formatting instructions you have been given by your department.
Download this step-by-step illustrated guide to indenting paragraphs in Microsoft Word and Google Docs.
Footnotes and endnotes .
Some referencing systems require you to use footnotes or endnotes to format your references (make sure to check the library’s referencing guide to familiarise yourself with the expected format of your referencing style). Inserting a footnote into your word document when you have cited from a source adds a superscript number (a number formatted in a smaller font) to the sentence. It creates a note with a matching number at the bottom of the page you are working on (in the footer), which you can add the reference information to.
Endnotes work in the same way, but instead of appearing at the bottom of the page, the reference list appears at the end of the document.
Download this step-by-step illustrated guide to manually inserting footnotes and endnotes in Microsoft Word and Google Docs.
Instead of, or alongside footnotes/endnotes, some referencing systems ask you to include a bibliography and/or a reference list at the end of the essay (make sure to check the library’s referencing guide to familiarise yourself with the expected format of your referencing style). A reference list is a list of all the sources you have directly referred to in the essay, which could be ordered numerically or alphabetically, depending on your referencing style.
A bibliography could be used alongside, or instead of, a reference list, depending on your referencing style; here, you list all the sources you have consulted that have influenced your ideas, whether they are included in the essay or not. The way this is ordered also depends on your referencing style.
If you auto-generate your citations in Microsoft Word or Google Docs, you can auto-generate your bibliography instead of creating it manually: instructions for doing so are in the resource below. If you use a different reference manager, such as Mendeley, Zotero, or Endnote, these have their own specific instructions for auto-generating bibliographies. See the reference management resources offered by the university.
Download this step-by-step illustrated guide to manually or automatically formatting a bibliography or reference list in Microsoft Word and Google Docs.
When you need to include a quotation in your essay that is three or more lines long, you can add this as a block quotation. A block quotation appears on a separate line to the other parts of the paragraph, and is indented (i.e. there is a wider gap between a block quotation and the left-hand margin than there is between the rest of the paragraph and the left-hand margin). Block quotations aren’t placed in quotation marks, so the indentation is used to indicate that you are using a quotation.
Check your referencing guide and any departmental guidance to learn more about the specific rules on formatting block quotations in your department. Because they take up large chunks of your word count, and break up the flow of your texts, make sure to use block quotations sparingly: they are especially helpful when you are going to perform close analysis of a large section of text. For more information on different types of quotation and how to use them, see our workshop on paraphrasing and using academic sources.
Download this step-by-step illustrated guide to formatting block quotations in Microsoft Word and Google Docs.
Headings and contents tables .
Most standard short essays do not include headings, other than the essay title and reference list and/or bibliography. Section headings may be required for some longer or more structured types of academic writing, such as reports; reports often follow a very closely prescribed structure, so it is essential to pay very careful attention to the specific guidelines issued with your brief. Make sure that any system you use for numbering your headings and subheadings is consistently applied throughout the document.
Depending on the advice you have been given, and the length and complexity of a lab report, you may also be required to include a table of contents to help the reader navigate between headings. Contents tables are generally standard practice in longer assignments such as dissertations and theses. Make sure to check any departmental guidance you have been given about formatting reports.
Download this step-by-step illustrated guide to formatting headings and contents tables in Microsoft Word and Google Docs.
This workshop will help you to familiarise yourself with some of the specific expectations associated with this assignment format.
Some kinds of essays, dissertations and reports will require you to make use of figures (pictures, diagrams, and graphs) and tables (any data in a table format). Figures and tables are normally numbered in sequence, e.g. ‘Table 1’, ‘Figure 4’, and are directly referred to in the text according to their number, rather than according to their location on the page (e.g. ‘as shown in Table 2’ rather than ‘as shown below’).
If your text is of dissertation or thesis length, or if your text has several figures, it may also be helpful to include a list of figures immediately after the table of contents. Some referencing guides have specific rules about presenting and referencing tables and figures, so make sure to familiarise yourself with these and carefully read any specific instructions about figures and tables in your assignment brief.
Download this step-by-step illustrated guide to inserting figures and tables and creating lists of figures/tables in Microsoft Word and Google Docs.
Top tips for formatting tables and figures:
This workshop will provide more technical advice on using graphs and tables in your work. See also this Engineering department guidance on formatting graphs and tables in Engineering lab reports.
Appendices commonly appear in dissertations, theses, and lab reports. An appendix provides supporting information that gives the reader a better understanding of the essay, but that might be too long, detailed or awkward to insert into the main body of the essay without breaking up its flow. Interview questions or transcripts, sample questionnaires, raw data, figures, photographs, large/complex datasets, and diagrams are all examples of information that could be included in an appendix, if it is relevant to do so.
The reader should be able to understand the essay without reference to this supporting information, as all the most important and relevant information needed to answer the question should be included in the body (i.e., the appendix should not be used to make room for content that doesn’t fit within your word count). Your appendices must be clearly signposted and explained in the body of your report, highlighting any information that is essential for your reader to understand. Do not include any appendices that are not referenced in the text itself.
The appendices should be placed in numerical or alphabetical order, and signposted according to this specific system (e.g. ‘Appendix B indicates that…’) They should be clearly labelled, using headings that match up to the in-text reference. Appendices usually appear at the very end of the assignment, after your references/bibliography. Make sure to list any appendices used in your table of contents; if you have been instructed to do so by your department or within your referencing system, you could include a list of appendices separate to your contents list.
The specific format of the appendix heading, and the reference made to the appendix in the text, depends on your referencing style , so make sure to carefully review this information before you design your appendices.
Download this step-by-step illustrated guide to inserting appendices and creating lists of appendices in Microsoft Word and Google Docs.
Academic Writing
Proofreading
Essay structure and planning
Scientific writing and lab reports
Creating accessible Word documents
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To be truly brilliant, an essay needs to utilise the right language. You could make a great point, but if it’s not intelligently articulated, you almost needn’t have bothered.
Developing the language skills to build an argument and to write persuasively is crucial if you’re to write outstanding essays every time. In this article, we’re going to equip you with the words and phrases you need to write a top-notch essay, along with examples of how to utilise them.
It’s by no means an exhaustive list, and there will often be other ways of using the words and phrases we describe that we won’t have room to include, but there should be more than enough below to help you make an instant improvement to your essay-writing skills.
If you’re interested in developing your language and persuasive skills, Oxford Royale offers summer courses at its Oxford Summer School , Cambridge Summer School , London Summer School , San Francisco Summer School and Yale Summer School . You can study courses to learn english , prepare for careers in law , medicine , business , engineering and leadership.
Let’s start by looking at language for general explanations of complex points.
Usage: “In order to” can be used to introduce an explanation for the purpose of an argument. Example: “In order to understand X, we need first to understand Y.”
Usage: Use “in other words” when you want to express something in a different way (more simply), to make it easier to understand, or to emphasise or expand on a point. Example: “Frogs are amphibians. In other words, they live on the land and in the water.”
Usage: This phrase is another way of saying “in other words”, and can be used in particularly complex points, when you feel that an alternative way of wording a problem may help the reader achieve a better understanding of its significance. Example: “Plants rely on photosynthesis. To put it another way, they will die without the sun.”
Usage: “That is” and “that is to say” can be used to add further detail to your explanation, or to be more precise. Example: “Whales are mammals. That is to say, they must breathe air.”
Usage: Use “to that end” or “to this end” in a similar way to “in order to” or “so”. Example: “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.”
Students often make the mistake of using synonyms of “and” each time they want to add further information in support of a point they’re making, or to build an argument. Here are some cleverer ways of doing this.
Usage: Employ “moreover” at the start of a sentence to add extra information in support of a point you’re making. Example: “Moreover, the results of a recent piece of research provide compelling evidence in support of…”
Usage:This is also generally used at the start of a sentence, to add extra information. Example: “Furthermore, there is evidence to suggest that…”
Usage: This is used in the same way as “moreover” and “furthermore”. Example: “What’s more, this isn’t the only evidence that supports this hypothesis.”
Usage: Use “likewise” when you want to talk about something that agrees with what you’ve just mentioned. Example: “Scholar A believes X. Likewise, Scholar B argues compellingly in favour of this point of view.”
Usage: Use “similarly” in the same way as “likewise”. Example: “Audiences at the time reacted with shock to Beethoven’s new work, because it was very different to what they were used to. Similarly, we have a tendency to react with surprise to the unfamiliar.”
Usage: Use the phrase “another key point to remember” or “another key fact to remember” to introduce additional facts without using the word “also”. Example: “As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.”
Usage: Use “as well as” instead of “also” or “and”. Example: “Scholar A argued that this was due to X, as well as Y.”
Usage: This wording is used to add an extra piece of information, often something that’s in some way more surprising or unexpected than the first piece of information. Example: “Not only did Edmund Hillary have the honour of being the first to reach the summit of Everest, but he was also appointed Knight Commander of the Order of the British Empire.”
Usage: Used when considering two or more arguments at a time. Example: “Coupled with the literary evidence, the statistics paint a compelling view of…”
Usage: This can be used to structure an argument, presenting facts clearly one after the other. Example: “There are many points in support of this view. Firstly, X. Secondly, Y. And thirdly, Z.
Usage: “Not to mention” and “to say nothing of” can be used to add extra information with a bit of emphasis. Example: “The war caused unprecedented suffering to millions of people, not to mention its impact on the country’s economy.”
When you’re developing an argument, you will often need to present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the “but” in these examples, to make your writing sound more intelligent and interesting.
Usage: Use “however” to introduce a point that disagrees with what you’ve just said. Example: “Scholar A thinks this. However, Scholar B reached a different conclusion.”
Usage: Usage of this phrase includes introducing a contrasting interpretation of the same piece of evidence, a different piece of evidence that suggests something else, or an opposing opinion. Example: “The historical evidence appears to suggest a clear-cut situation. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of what happened that day.”
Usage: Used in a similar manner to “on the other hand” or “but”. Example: “The historians are unanimous in telling us X, an agreement that suggests that this version of events must be an accurate account. Having said that, the archaeology tells a different story.”
Usage: Use “by contrast” or “in comparison” when you’re comparing and contrasting pieces of evidence. Example: “Scholar A’s opinion, then, is based on insufficient evidence. By contrast, Scholar B’s opinion seems more plausible.”
Usage: Use this to cast doubt on an assertion. Example: “Writer A asserts that this was the reason for what happened. Then again, it’s possible that he was being paid to say this.”
Usage: This is used in the same way as “then again”. Example: “The evidence ostensibly appears to point to this conclusion. That said, much of the evidence is unreliable at best.”
Usage: Use this when you want to introduce a contrasting idea. Example: “Much of scholarship has focused on this evidence. Yet not everyone agrees that this is the most important aspect of the situation.”
Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so.
Usage: Use “despite this” or “in spite of this” when you want to outline a point that stands regardless of a shortfalling in the evidence. Example: “The sample size was small, but the results were important despite this.”
Usage: Use this when you want your reader to consider a point in the knowledge of something else. Example: “We’ve seen that the methods used in the 19th century study did not always live up to the rigorous standards expected in scientific research today, which makes it difficult to draw definite conclusions. With this in mind, let’s look at a more recent study to see how the results compare.”
Usage: This means “on condition that”. You can also say “providing that” or just “providing” to mean the same thing. Example: “We may use this as evidence to support our argument, provided that we bear in mind the limitations of the methods used to obtain it.”
Usage: These phrases are used when something has shed light on something else. Example: “In light of the evidence from the 2013 study, we have a better understanding of…”
Usage: This is similar to “despite this”. Example: “The study had its limitations, but it was nonetheless groundbreaking for its day.”
Usage: This is the same as “nonetheless”. Example: “The study was flawed, but it was important nevertheless.”
Usage: This is another way of saying “nonetheless”. Example: “Notwithstanding the limitations of the methodology used, it was an important study in the development of how we view the workings of the human mind.”
Good essays always back up points with examples, but it’s going to get boring if you use the expression “for example” every time. Here are a couple of other ways of saying the same thing.
Example: “Some birds migrate to avoid harsher winter climates. Swallows, for instance, leave the UK in early winter and fly south…”
Example: “To give an illustration of what I mean, let’s look at the case of…”
When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such.
Usage: Used to introduce a point that is loaded with meaning that might not be immediately apparent. Example: “Significantly, Tacitus omits to tell us the kind of gossip prevalent in Suetonius’ accounts of the same period.”
Usage: This can be used to mean “significantly” (as above), and it can also be used interchangeably with “in particular” (the example below demonstrates the first of these ways of using it). Example: “Actual figures are notably absent from Scholar A’s analysis.”
Usage: Use “importantly” interchangeably with “significantly”. Example: “Importantly, Scholar A was being employed by X when he wrote this work, and was presumably therefore under pressure to portray the situation more favourably than he perhaps might otherwise have done.”
You’ve almost made it to the end of the essay, but your work isn’t over yet. You need to end by wrapping up everything you’ve talked about, showing that you’ve considered the arguments on both sides and reached the most likely conclusion. Here are some words and phrases to help you.
Usage: Typically used to introduce the concluding paragraph or sentence of an essay, summarising what you’ve discussed in a broad overview. Example: “In conclusion, the evidence points almost exclusively to Argument A.”
Usage: Used to signify what you believe to be the most significant point, and the main takeaway from the essay. Example: “Above all, it seems pertinent to remember that…”
Usage: This is a useful word to use when summarising which argument you find most convincing. Example: “Scholar A’s point – that Constanze Mozart was motivated by financial gain – seems to me to be the most persuasive argument for her actions following Mozart’s death.”
Usage: Use in the same way as “persuasive” above. Example: “The most compelling argument is presented by Scholar A.”
Usage: This means “taking everything into account”. Example: “All things considered, it seems reasonable to assume that…”
How many of these words and phrases will you get into your next essay? And are any of your favourite essay terms missing from our list? Let us know in the comments below, or get in touch here to find out more about courses that can help you with your essays.
At Oxford Royale Academy, we offer a number of summer school courses for young people who are keen to improve their essay writing skills. Click here to apply for one of our courses today, including law , business , medicine and engineering .
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Assignments.
The assignments in this course are openly licensed, and are available as-is, or can be modified to suit your students’ needs.
If you import this course into your learning management system (Blackboard, Canvas, etc.), the assignments will automatically be loaded into the assignment tool. These assignments and quizzes come pre-loaded with specific assigned point values. We recommend changing the point values to match your course design .
This course includes a series of assignments associated with most modules, as well as essay assignments that can be included in the course as you see fit. Some instructors assign multiple rhetorical styles, while others scaffold just one or two large essays throughout the course. For this reason, the essay assignments are listed at the front of the course and can be easily moved into the appropriate places within the LMS. The different rhetorical style essays are each split into at least two parts, with one for prewriting and one for the final draft. They could also be combined into one assignment or split into several smaller assignments; for example, you could divide each essay into a prewriting, drafting, and final draft stage (which is how the argument essay is currently organized).
The “Writing Process—Revising and Proofreading” module also includes a discussion assignment that has students peer review whichever essay is assigned during that module ( Discussion: CARES Peer Review).
The optional “Essay Reflection” Assignment can also be paired with any of the rhetorical style essays listed above.
The assignments can also be broken down into smaller steps or combined/simplified as desired. Remember, these can be deleted, modified, or replaced within your LMS to meet the needs of your students.
and answer questions about it. | |
Identify the thesis statement, topic sentences, and supporting ideas | |
*This assignment requires having an existing essay draft to work with that can be shared with peers. | |
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From a student’s point of view, writing assignments are something to dread.
But from an ESL teacher’s point of view, they should be a challenge worth accepting.
The challenge for you is to motivate your students enough to actually be excited about writing.
Sounds impossible? It’s actually quite simple.
The key is a strong pre-writing activity that boosts their confidence and adds to their vocabulary at the same time.
So, how do you get your students’ writing off to a great start?
In this post, we’ll look at some different ESL writing activities that will transform your students from hesitant writers to confident wordsmiths in their own right.
Writing activities prompted by music, writing practice exercises based on images or pictures, writing assignments based on food, writing activities based on mysteries, exercises to practice writing emails, activities to practice writing advertisements, assignments to practice writing reports, creative writing activity: class newsletter/newspaper.
Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)
People of all ages love a well-told story, and using stories to teach ESL is a sure winner.
A story for a pre-writing activity could be in the form of:
No matter what you choose, it’ll be a great lead-in to the ESL writing exercises below.
1. Re-tell the story as is, or summarize it. (This works best for beginners, who are still getting their feet wet in the waters of English comprehension.)
2. After watching “Finding Nemo” : Tell the story from the point of view of the whale, the dentist’s daughter or Bruce the shark.
3. Explain to Marlin how he should take care of Nemo better.
4. Make up a story about a farm animal/zoo animal/jungle animal. What if a baby ___ was lost? What if a child was lost in the city? What if you found a lost child?
5. After the story of “Goldilocks” : Tell the story from the baby bear’s point of view.
6. What if the baby bear and Goldilocks became best buds? What would happen?
7. After discussing “The Gingerbread Man” : Tell the story from the fox’s or gingerbread man’s point of view.
8. What did the old woman do wrong that made the gingerbread man run away?
9. How do you make a gingerbread man? What other shapes could be made instead?
10. After “Little Red Riding Hood” : Write the story in the first person—from the point of view of either Red Riding Hood or the wolf.
11. What should Red Riding Hood have done when she met the wolf?
12. After watching a “Lord of the Rings” movie: What would you do if you had the One Ring? Write about a magical quest you and several friends would have if you could.
13. After watching a “Pirates of the Caribbean” movie: What if you were a pirate? What adventures would you have if you were a pirate?
14. After watching “Titanic” : Write about what you discover when you dive onto the wreck. Or imagine you were on the ship when it sank, and talk about how you escaped.
15. Whose fault was it that so many people drowned on the Titanic? What should they have done?
16. After watching a “Star Wars” movie: Imagine you’re a space explorer and write about what happens when you meet some characters from “Star Wars.”
17. After watching a “Terminator” movie: Imagine your teacher is a robot that has come back from the future. Or imagine you have come back from the future—what would it be like?
18. After watching a “Harry Potter” movie: Make up some magic spells and explain how you’d use them.
Everybody loves music! Watch your students’ faces light up as soon as they realize that they’re about to be treated to some songs rather than chalk-and-talk. Music stirs the emotions, after all, and can get your students excited about writing.
Here are some ideas for music you can incorporate into ESL writing activities:
19. After Prokofiev’s “Peter and the Wolf” : Tell the story from Peter’s point of view.
20. After Saint-Saëns’ “The Carnival of the Animals” : Imagine walking through the scenes with the animals and interacting with them. Write a story from the point of view of one of the animals.
21. Describe the animals in “The Carnival of the Animals.”
22. After Tchaikovsky’s “Romeo and Juliet” : Re-tell this classic Shakespeare story, adding a twist.
23. After watching and listening to “Rhapsody in Blue” : Tell all/part of the story.
24. If you were the main character in “Rhapsody in Blue,” what would you do?
25. Listen to a piece of classical/instrumental music and tell the story that it might be a background to. Imagine that it’s the background music for a movie.
26. Tell the story (real or made up) behind some popular songs like Taylor Swift’s “Wildest Dreams.”
27. Describe meeting someone special like in the aforementioned Taylor Swift song.
28. What happens in your wildest dreams?
29. What if you were a famous pop star or musician? What would it be like? What would you do?
30. Give instructions on how to find your favorite song on the Internet, both music and lyrics.
31. If you play an instrument, or have a relative who plays one, write about some of the basics of how to play. (This could also work as a speaking and listening activity, and then the whole class could write about it.)
32. What is your favorite genre of music, and why? (Be sure to explain what “genre” means !)
33. Do you think young children should be allowed to freely watch music videos?
Some pictures you can use for ESL writing activities include:
Regardless of the picture you (or your students) choose, here are some writing prompts you can consider.
34. Tell a story—real or imagined—of what is happening in the picture.
35. Write about what happens next from the pictured moment.
36. Write about what was happening just before the pictured incident.
37. What if that was you in the picture?
38. What if you were the person who took the picture?
39. What if you knew the people in the picture? What would you say to them?
40. Describe all of the elements in the picture. This is great for vocabulary practice.
41. Describe how someone in the picture might be feeling.
42. Explain how to get into a pictured predicament (for example, in the picture here , how did he get into the boat without the crocodile eating him?) as well as how to get out of it.
43. Express an opinion about the rights and wrongs of the pictured situation. For example, for the same picture above: Should crocodiles be hunted and killed? What should happen if a crocodile kills someone?
Many of your students likely enjoy thinking and talking about food. So why wouldn’t they be motivated to write about it?
How you integrate food into your ESL writing assignments depends on your classroom arrangements and the amount of time you’re willing to put into preparation.
In any case, here are some ideas:
Here are the specific food writing prompts:
44. After the story of “The Gingerbread Man”: Think about food that develops a life of its own, and what would happen with it. (This can also open up a discussion about cultural foods.) For example, make up a similar story about another piece of food (e.g., spaghetti or rice that comes alive). What if you felt something moving in your mouth after you bit into your burger?
45. Write a story (real or imagined) about being very hungry and/or finding/buying/stealing food to meet a desperate need.
46. Write a story about trying a new, unfamiliar kind of food—maybe in a (relevant) cross-cultural setting.
47. Write a story about finding and eating a food that has magical properties. (Maybe read or watch some or all of “Alice in Wonderland” first.)
48. Describe interesting/disgusting/unusual/delicious/colorful foods, especially after a class tasting lesson. (Prepare students first with suitable taste vocabulary .)
49. Describe a food that’s unfamiliar to most students in the class. (This is particularly helpful for classes where there are students belonging to minority groups who hesitate to speak up.)
50. Describe an imaginary magical food.
51. Give instructions for preparing a particular recipe.
52. After a class activity or demonstration involving food: Write down what you have learned.
53. Give instructions for producing food—growing vegetables, keeping animals, etc.
54. Give instructions for buying the best food—what to look for, looking at labels, checking prices and the like.
55. Write about your opinion on food and health in First World and Third World countries. (Explain what makes a country “First,” “Second” or “Third World” first.)
56. Write about your opinion on the cost of food.
57. Write about your opinion on GMOs or genetically engineered foods .
There’s nothing quite like a good “whodunnit,” and students will always enjoy a good puzzle. You can base various pre-writing activities around the two games below to get the class warmed up for ESL writing practice.
After Conundrum, here are some of the activities your students can do:
58. Write a story about the sequence of events involved in a situation brought up in the game.
59. Devise and describe your own situation puzzle.
(Important: Make sure that whatever you’re using for your guessing game is safe for your students, especially if they involve having to touch, taste or smell the object.)
After a guessing game, your students can:
60. Write about a possible mystery object and a magical quality it could possess.
61. Describe what you thought you saw, heard, felt, tasted or smelled.
For both games, here are some writing prompts you can do:
62. Give instructions for playing one of the games.
63. Give instructions for the perfect crime.
64. Give your opinion about a recent crime and the punishment for it.
Emailing can often be a scary task for your students, especially if they’re using a new, strange language like English. You can utilize an email writing activity to help your students build confidence and get more comfortable writing in English.
Email can also teach your students things like proper language (formal or informal), structure and format. Email-related writing activities for ESL students can offer ample opportunities to teach all of these three aspects.
Since emails involve two parties (the sender and the receiver), you’ll need to pair your students up for this activity. Here’s how to prepare for it:
Once the above has been done, give one set of worksheets to the “senders” and the other to the “receivers.” Then, here’s what your students will do:
65. Based on the senders’ worksheets, write an email inviting the receiver and explaining the key aspects of the event featured in the worksheet.
66. Based on the receivers’ worksheets, write an email explaining why you can or cannot make it to the party, and/or what other information you need about the event.
Advertisements are everywhere, and you can bet that your students have a few favorite ads of their own. Advertisement-related writing activities work across age groups and can be adapted to most students and their needs.
This great ESL writing assignment can help your students put the adjectives they’ve learned into good use, as well as showcase their creative writing and persuasion skills.
You can find advertisements everywhere, including:
You can also bring an object (or handful of objects) to class that your students can write ads about.
67. After your students carefully examine the object(s) you brought into class: Write all the adjectives you can think of about it.
68. For a more challenging writing exercise: Write an ad about the object. How would you persuade someone who knows nothing about the object whatsoever to buy it? (Your students may or may not use the adjectives they wrote down earlier. Encourage them to be creative!)
Your students have likely already done some kind of report during the course of their studies. Also, writing reports is a skill that’ll be useful to them once they enter college or the corporate world (if they aren’t in it already). If you feel that they need a little more practice in this area, use this ESL writing assignment.
First, discuss how research and structure matter to reports—and perhaps show them a few samples. Then, give them a few questions to base their reports on, like:
69. What can you say about (insert topic here) in terms of (insert specific angle here)? (For example, “What can you say about the government’s efforts to improve the local park in terms of its impact on the general public?” Of course, you should adapt this question to the level of your students.)
70. After talking about a YouTube video on bears eating salmon : What would happen to the bears if the salmon ran out?
This ESL writing activity is a bit more intensive and will allow your students to employ many different aspects of their ESL knowledge. Crafting a class newsletter will build collaboration, communication, listening, speaking and, of course, writing skills. If they’re not sure how to build a newsletter or newspaper from scratch, they can always swipe from premade templates like this one .
The newsletter/newspaper can follow a specific theme, or the articles can consist of a hodgepodge of random topics based on questions like:
71. What is the most interesting thing that happened in school this year? It can be the funniest/scariest/most heartwarming incident. Write a feature article about it. (Make sure to explain what a “feature article” is .)
72. Write a report highlighting the key events in some recent local festivals or concerts.
73. Going off of the last exercise, write an ad inviting the reader to buy a product or attend an event.
Once all of the articles are done, you can start putting them together. Make sure to walk your students through these newspaper layout tips . And when the newsletter/newspaper is finally published and circulated out there for the world to see, remember to congratulate your students for a job well done!
No matter what writing assignments you choose, make sure to keep the excitement level high so that your students are enthusiastic for your next writing session.
Whether they write by hand or type on a computer, remember to encourage them as much as you can by focusing on the good points rather than just running all over their mistakes with a red pen.
Lastly, find ways for them to share their efforts—whether online, on the classroom wall, bound together in a book to be passed around, etc.
They can also read aloud to each other, share with their parents and siblings and even share with other classes!
For more ESL assignment ideas, check out this post:
Great ESL homework ideas can be difficult to come up with. So check out these 13 great ideas for ESL homework assignments that your students will love. Not only are they…
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The Department of Chemistry (“Chemistry”) assigns teaching assistants (TAs) three times each year. The terms under which first-year graduate students are assigned TAs are outlined in the offer letters that Chemistry sends to them upon their admission to the program, and which they must sign their acceptance thereof prior to matriculation. Chemistry typically does not appoint any graduate assistants (GAs), so no policy on GA appointment is provided herein. Assignments of research assistants (RAs) in Chemistry are controlled by the principal investigators on the grants or accounts from which those RAs are paid. A 50% TA or RA are paid $2610.44/month (AY23-24).
The majority of Ph.D. students receive a TA or RA for every semester - including the summer - for their first five years in the Ph.D. program, but this support is not guaranteed beyond the first year and is stipulated on the student being in good academic standing. Furthermore, it is common for Ph.D. students to receive RA or TA support for several years beyond their fifth year, but their priority for support is reduced compared to students within five years of matriculation. Graduate students who have been accepted into the MS program are typically not promised to receive TAs.
The following describes the procedure for assigning Chemistry TAs and RAs. All PhD students must join a Chemistry faculty members’ research group in their first year to remain in good standing. Several months before the start of each semester’s appointment, in order to meet the 45-day advance appointment deadline, the Assistant to the Head sends a form to each Chemistry faculty member requesting information on how they wish that each of their students will be supported (i.e., as TA or RA) and at what level (ideally 50%, but much less frequently at 25% or 35%). Each faculty form must be returned to the Assistant Head with TA/RA requests by a specified deadline.
The priority for assigning TAs is as follows, from highest to lowest priority:
The Department Head determines the maximum number of graduate students in a given faculty member’s group that can be assigned a TA, based upon uniform performance criteria and whether the faculty member is a pre-tenure assistant or tenured associate/full professor.
TAs are assigned to specific courses based on the schedules they provide, their prior experience and performance as TAs, and their academic expertise. For example, organic chemistry PhD students are often assigned to teach organic chemistry laboratories.
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This handout provides information about annotated bibliographies in MLA, APA, and CMS. These OWL resources will help you understand and complete specific types of writing assignments, such as annotated bibliographies, book reports, and research papers. This section also includes resources on writing academic proposals for conference ...
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Courses and assignments should be planned with this in mind. Three principles are paramount: 1. Name what you want and imagine students doing it. However free students are to range and explore in a paper, the general kind of paper you're inviting has common components, operations, and criteria of success, and you should make these explicit ...
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The essay writing process consists of three main stages: Preparation: Decide on your topic, do your research, and create an essay outline. Writing: Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion. Revision: Check your essay on the content, organization, grammar, spelling ...
5 Useful Tips for Passing English 101 in College. Here are some quick tips to help you pass your college English composition class with ease. 1. Hone Your Writing Skills. Writing well means writing concisely, clearly, and effectively.
Understanding Writing Assignments. Before you can begin any writing assignment, you need to know exactly what you are being asked to do. The first step is understanding the terms your instructor has used. Luckily, the same terms appear over and over in writing assignments, whether for research papers, lab reports, or essay exams.
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.
Tips for Reading an Assignment Prompt. description. Asking Analytical Questions. description. Thesis. description. Introductions. description. What Do Introductions Across the Disciplines Have in Common? description. Anatomy Of a Body Paragraph. description. Transitions. description. Tips for Organizing Your Essay. description. Counterargument.
7. Structure your argument. As you write the body of your assignment, make sure that each point you make has some supporting evidence. Use statistics or quotes you gathered during your reading to support your argument, or even as something to argue against. Expert tip: If you're using a lot of different sources, it's easy to forget to add ...
Basics of Journal Entries. Both in traditional and online classrooms, journal entries are used as tools for student reflection. By consciously thinking about and comparing issues, life experiences, and course readings, students are better able to understand links between theory and practice and to generate justifiable, well-supported opinions.
Effectively Integrating Evidence. Creating Coherence (or Flow) Writing an Introduction. Writing a Conclusion. Organized, Clear, and Analytical Writing University-level writing should be organized, clear, and analytical. The following guides provide direction on different types of writing assignments and strategies for writing.
Introduction. The first step in completing an assignment is ensuring that you understand what is expected. Assignment instructions can sometimes contain language that is unfamiliar, especially if you have been out of school for a while. For help navigating this language, consult our guide to writing terms below.
All sections of English 1001 must include an issue analysis in order to complete the end-of-semester assessment . Find assignment sheets, scoring matrices, and sample issue analysis essays in the English 1001 Teachers topic on the community moodle page. Literacy Analysis: In a literacy analysis, students are asked to reflect on the experiences ...
Types of Assignments Cristy Bartlett and Kate Derrington. Figure 20.1 By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. Image by Armin Rimoldi used under CC0 licence. Introduction. As discussed in the previous chapter, assignments are a common method of assessment at university.
Sometimes writing assignments in Gen Ed directly mirror types of writing that students are likely to encounter in real-world, non-academic settings after they graduate. The following are several examples of such assignments: Example 1: Policy memo In Power and Identity in the Middle East, Professor Melani Cammett assigns students a group policy ...
Place your assignment title at the top of your first page, either centre or left aligned, in bold font. At university, you may be assigned a pre-designed essay title/question, or asked to select from several possible titles. You may also be asked to design your own essay title. Here are some top tips on designing your own title: To bring focus ...
4. That is to say. Usage: "That is" and "that is to say" can be used to add further detail to your explanation, or to be more precise. Example: "Whales are mammals. That is to say, they must breathe air.". 5. To that end. Usage: Use "to that end" or "to this end" in a similar way to "in order to" or "so".
Assignment: Illustration Essay—Prewriting and Draft. Students choose from a list of statements and agree or disagree with it in an essay developed by using multiple and extended examples. This assignment consists of an initial brainstorm and the first draft. Assignment: Illustration Essay—Final Draft.
The Landmark Analysis is a typical assignment for ENGL 1030 classes at Clemson. The Landmark Analysis is a type of rhetorical analysis focused on analyzing the rhetoric of a space.Students are asked to select a landmark nearby and analyze it.
The basic structure is of three parts: introduction, discussion, and conclusion. It is, however, advisable to follow the structural guidelines from your tutor. For example, our master's sample assignment includes lots of headings and sub-headings. Undergraduate assignments are shorter and present a statistical analysis only.
45. Write a story (real or imagined) about being very hungry and/or finding/buying/stealing food to meet a desperate need. 46. Write a story about trying a new, unfamiliar kind of food—maybe in a (relevant) cross-cultural setting. 47. Write a story about finding and eating a food that has magical properties.
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Communities, Speakers, Texts: Pragmatic and Sociolinguistic Perspectives on English, 7.5 credits Degree Project C-Level, 15 credits English B1, 30 credits English C1, 30 credits English Literature and the Canon: Tradition and Innovation, 7.5 credits Investigating the Structure of English then and now: From 'elne mycle' to 'with great zeal', 7.5 credits Writing American Selves: Fictional and ...
Review quiz - When incorporating personal insights and experiences in reflective writing, Show 8 more documents. Show all 18 documents... Studying ENGL 1102 English Composite 2 at University of the People? On Studocu you will find 150 assignments, 86 coursework, 15 practice materials and much more for.
Chemistry typically does not appoint any graduate assistants (GAs), so no policy on GA appointment is provided herein. Assignments of research assistants (RAs) in Chemistry are controlled by the principal investigators on the grants or accounts from which those RAs are paid. A 50% TA or RA are paid $2610.44/month (AY23-24).