samples of assignments

Assignment Samples & Examples

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Assignment samples, assignment instructions & rubrics, useful tools to plan assignments, useful tools to search & organize sources, useful tools to analyze sources & develop your ideas, writing strategies, learning strategies.

Here you can find the complete list of all the student assignment samples as well as practical tools and examples that are hyperlinked as PDF, Word or Excel files across Resource Pages.

This is a full literature review paper written by an OISE student on the topic of Computer-mediated Communication (CMC) and Written Corrective Feedback (WCF) in Writing Centers (WC). Throughout the paper, you will find several annotations. Yellow annotations refer to the structure of the paper, its content and how ideas are developed. Purple annotations refer to writing elements and language elements (e.g., paragraphs, paraphrases, summaries, quotes, stance and voice, cohesion, etc.).

This is an experiential reflection assignment written by OISE student Hongyu Chen about their observations of a Mandarin language class and language teaching methodologies.  

These are two examples of annotated bibliographies with slightly different structures. These examples are illustrated and hyperlinked in the following Resource Page: 

This is a rubric for an Annotated Bibliography assignment that shows the professor’s expectations and evaluation criteria. Students can use these evaluation criteria as guidelines when working on the assignment. This rubric is hyperlinked in the following Resource Page: 

Download this template and use it when planning your work for an assignment. This template is hyperlinked in the following Resource Page: 

Download this template and use it to brainstorm keywords for core concepts and related terms when searching sources for your assignment This template is hyperlinked in the following Resource Page: 

Download this template and use it to keep track of your library searches when looking for sources for your assignment. At the top, you’ll find an example of how to use the template. This template is hyperlinked in the following Resource Page: 

Download this template spreadsheet and use it to record and organize the bibliographic information of the sources you found. It will help you keep track of the sources collected. At the top, you’ll find an example of how to use this spreadsheet. This template is hyperlinked in the following Resource Page:

Download this template spreadsheet and use it to record and organize the key information of the sources you found + your notes about the relevant points from each source after reading them. It will help you when you analyze your sources and need to develop ideas for your assignment. At the top, you’ll find an example of how to use this spreadsheet. This template is hyperlinked in the following Resource Page: 

Download this spreadsheet for an example of how you can summarize findings and record your analysis for each source you’ve read. The research topic in this example is assessment practices of online mathematics and statistics courses at the undergraduate level, with a focus on students’ and instructors’ perspectives. You can first browse the overall information of the example sources and pay attention to the final two columns for findings and critical analysis. This example is hyperlinked in the following Resource Page: 

This is an example of how to use a table to organize your ideas and visualize the connections among them. These will become the points to include in your assignment. This example is hyperlinked in the following Resource Page: 

This is an example of how to use a concept map to organize your ideas and visualize the connections among them. These will become the points to include in your assignment. This example is hyperlinked in the following Resource Page: 

This is an example of how to use a literature review matrix to organize your ideas and visualize the connections among them. These will become the points to include in your assignment. This example is hyperlinked in the following Resource Page: 

This is an example of how to use an outline to organize your ideas and visualize the connections among them. These will become the points to include in your assignment. This example is hyperlinked in the following Resource Page: 

For users with accessibility needs: this example shows a well-structured paragraph featuring three main elements: a topic sentence, supporting statements and a conclusion or transition sentence.  For all the other users: you can find this example as an image in the following Resource Page: What are Paragraphs. 

For users with accessibility needs: this example shows the structure of a paragraph using the sandwich strategy.   For all the other users: you can find this example as an image in the following Resource Page: How to Write Paragraphs  

For users with accessibility needs: this example shows how different voices are used within a paragraph. For all the other users: you can find this example as an image in the following Resource Page: What are stance & voice and how to apply them in academic writing 

This example with annotations shows how a student writer takes a stance and shifts between voices in a paragraph about Mathematics programs. This example is hyperlinked in the following Resource Page: 

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Frequently Ask Questions?

How can these samples help you.

The assignment writing samples we provide help you by showing you versions of the finished item. It’s like having a picture of the cake you’re aiming to make when following a recipe.

Assignments that you undertake are a key part of your academic life; they are the usual way of assessing your knowledge on the subject you’re studying.

There are various types of assignments: essays, annotated bibliographies, stand-alone literature reviews, reflective writing essays, etc. There will be a specific structure to follow for each of these. Before focusing on the structure, it is best to plan your assignment first. Your school will have its own guidelines and instructions, you should align with those. Start by selecting the essential aspects that need to be included in your assignment.

Based on what you understand from the assignment in question, evaluate the critical points that should be made. If the task is research-based, discuss your aims and objectives, research method, and results. For an argumentative essay, you need to construct arguments relevant to the thesis statement.

Your assignment should be constructed according to the outline’s different sections. This is where you might find our samples so helpful; inspect them to understand how to write your assignment.

Adding headings to sections can enhance the clarity of your assignment. They are like signposts telling the reader what’s coming next.

Where structure is concerned, our samples can be of benefit. 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.

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Common Writing Assignments

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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 presentations, journal articles, and books.

Understanding Writing Assignments

This resource describes some steps you can take to better understand the requirements of your writing assignments. This resource works for either in-class, teacher-led discussion or for personal use.

Argument Papers

This resource outlines the generally accepted structure for introductions, body paragraphs, and conclusions in an academic argument paper. Keep in mind that this resource contains guidelines and not strict rules about organization. Your structure needs to be flexible enough to meet the requirements of your purpose and audience.

Research Papers

This handout provides detailed information about how to write research papers including discussing research papers as a genre, choosing topics, and finding sources.

Exploratory Papers

This resource will help you with exploratory/inquiry essay assignments.

Annotated Bibliographies

This handout provides information about annotated bibliographies in MLA, APA, and CMS.

Book Report

This resource discusses book reports and how to write them.

Definitions

This handout provides suggestions and examples for writing definitions.

Essays for Exams

While most OWL resources recommend a longer writing process (start early, revise often, conduct thorough research, etc.), sometimes you just have to write quickly in test situations. However, these exam essays can be no less important pieces of writing than research papers because they can influence final grades for courses, and/or they can mean the difference between getting into an academic program (GED, SAT, GRE). To that end, this resource will help you prepare and write essays for exams.

Book Review

This resource discusses book reviews and how to write them.

Academic Proposals

This resource will help undergraduate, graduate, and professional scholars write proposals for academic conferences, articles, and books.

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Home » Assignment – Types, Examples and Writing Guide

Assignment – Types, Examples and Writing Guide

Table of Contents

Definition:

Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more.

Assignments are typically designed to be completed outside of class time and may require independent research, critical thinking, and analysis. They are often graded and used as a significant component of a student’s overall course grade. The instructions for an assignment usually specify the goals, requirements, and deadlines for completion, and students are expected to meet these criteria to earn a good grade.

History of Assignment

The use of assignments as a tool for teaching and learning has been a part of education for centuries. Following is a brief history of the Assignment.

Ancient Times: Assignments such as writing exercises, recitations, and memorization tasks were used to reinforce learning.
Medieval Period : Universities began to develop the concept of the assignment, with students completing essays, commentaries, and translations to demonstrate their knowledge and understanding of the subject matter.
19th Century : With the growth of schools and universities, assignments became more widespread and were used to assess student progress and achievement.
20th Century: The rise of distance education and online learning led to the further development of assignments as an integral part of the educational process.
Present Day: Assignments continue to be used in a variety of educational settings and are seen as an effective way to promote student learning and assess student achievement. The nature and format of assignments continue to evolve in response to changing educational needs and technological innovations.

Types of Assignment

Here are some of the most common types of assignments:

An essay is a piece of writing that presents an argument, analysis, or interpretation of a topic or question. It usually consists of an introduction, body paragraphs, and a conclusion.

Essay structure:

Introduction : introduces the topic and thesis statement
Body paragraphs : each paragraph presents a different argument or idea, with evidence and analysis to support it
Conclusion : summarizes the key points and reiterates the thesis statement

Research paper

A research paper involves gathering and analyzing information on a particular topic, and presenting the findings in a well-structured, documented paper. It usually involves conducting original research, collecting data, and presenting it in a clear, organized manner.

Research paper structure:

Title page : includes the title of the paper, author’s name, date, and institution
Abstract : summarizes the paper’s main points and conclusions
Introduction : provides background information on the topic and research question
Literature review: summarizes previous research on the topic
Methodology : explains how the research was conducted
Results : presents the findings of the research
Discussion : interprets the results and draws conclusions
Conclusion : summarizes the key findings and implications

A case study involves analyzing a real-life situation, problem or issue, and presenting a solution or recommendations based on the analysis. It often involves extensive research, data analysis, and critical thinking.

Case study structure:

Introduction : introduces the case study and its purpose
Background : provides context and background information on the case
Analysis : examines the key issues and problems in the case
Solution/recommendations: proposes solutions or recommendations based on the analysis
Conclusion: Summarize the key points and implications

A lab report is a scientific document that summarizes the results of a laboratory experiment or research project. It typically includes an introduction, methodology, results, discussion, and conclusion.

Lab report structure:

Title page : includes the title of the experiment, author’s name, date, and institution
Abstract : summarizes the purpose, methodology, and results of the experiment
Methods : explains how the experiment was conducted
Results : presents the findings of the experiment

Presentation

A presentation involves delivering information, data or findings to an audience, often with the use of visual aids such as slides, charts, or diagrams. It requires clear communication skills, good organization, and effective use of technology.

Presentation structure:

Introduction : introduces the topic and purpose of the presentation
Body : presents the main points, findings, or data, with the help of visual aids
Conclusion : summarizes the key points and provides a closing statement

Creative Project

A creative project is an assignment that requires students to produce something original, such as a painting, sculpture, video, or creative writing piece. It allows students to demonstrate their creativity and artistic skills.

Creative project structure:

Introduction : introduces the project and its purpose
Body : presents the creative work, with explanations or descriptions as needed
Conclusion : summarizes the key elements and reflects on the creative process.

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

Hook: Grab the reader’s attention with a catchy opening sentence.
Background: Provide some context or background information on the topic.
Thesis statement: State the main argument or point of your essay.

II. Body paragraphs

Topic sentence: Introduce the main idea or argument of the paragraph.
Evidence: Provide evidence or examples to support your point.
Analysis: Explain how the evidence supports your argument.
Transition: Use a transition sentence to lead into the next paragraph.

III. Conclusion

Restate thesis: Summarize your main argument or point.
Review key points: Summarize the main points you made in your essay.
Concluding thoughts: End with a final thought or call to action.

Research paper template:

I. Title page

Title: Give your paper a descriptive title.
Author: Include your name and institutional affiliation.
Date: Provide the date the paper was submitted.

II. Abstract

Background: Summarize the background and purpose of your research.
Methodology: Describe the methods you used to conduct your research.
Results: Summarize the main findings of your research.
Conclusion: Provide a brief summary of the implications and conclusions of your research.

III. Introduction

Background: Provide some background information on the topic.
Research question: State your research question or hypothesis.
Purpose: Explain the purpose of your research.

IV. Literature review

Background: Summarize previous research on the topic.
Gaps in research: Identify gaps or areas that need further research.

V. Methodology

Participants: Describe the participants in your study.
Procedure: Explain the procedure you used to conduct your research.
Measures: Describe the measures you used to collect data.

VI. Results

Quantitative results: Summarize the quantitative data you collected.
Qualitative results: Summarize the qualitative data you collected.

VII. Discussion

Interpretation: Interpret the results and explain what they mean.
Implications: Discuss the implications of your research.
Limitations: Identify any limitations or weaknesses of your research.

VIII. Conclusion

Review key points: Summarize the main points you made in your paper.

Case study template:

Background: Provide background information on the case.
Research question: State the research question or problem you are examining.
Purpose: Explain the purpose of the case study.

II. Analysis

Problem: Identify the main problem or issue in the case.
Factors: Describe the factors that contributed to the problem.
Alternative solutions: Describe potential solutions to the problem.

III. Solution/recommendations

Proposed solution: Describe the solution you are proposing.
Rationale: Explain why this solution is the best one.
Implementation: Describe how the solution can be implemented.

IV. Conclusion

Summary: Summarize the main points of your case study.

Lab report template:

Title: Give your report a descriptive title.
Date: Provide the date the report was submitted.
Background: Summarize the background and purpose of the experiment.
Methodology: Describe the methods you used to conduct the experiment.
Results: Summarize the main findings of the experiment.
Conclusion: Provide a brief summary of the implications and conclusions
Background: Provide some background information on the experiment.
Hypothesis: State your hypothesis or research question.
Purpose: Explain the purpose of the experiment.

IV. Materials and methods

Materials: List the materials and equipment used in the experiment.
Procedure: Describe the procedure you followed to conduct the experiment.
Data: Present the data you collected in tables or graphs.
Analysis: Analyze the data and describe the patterns or trends you observed.

VI. Discussion

Implications: Discuss the implications of your findings.
Limitations: Identify any limitations or weaknesses of the experiment.

VII. Conclusion

Restate hypothesis: Summarize your hypothesis or research question.
Review key points: Summarize the main points you made in your report.

Presentation template:

Attention grabber: Grab the audience’s attention with a catchy opening.
Purpose: Explain the purpose of your presentation.
Overview: Provide an overview of what you will cover in your presentation.

II. Main points

Main point 1: Present the first main point of your presentation.
Supporting details: Provide supporting details or evidence to support your point.
Main point 2: Present the second main point of your presentation.
Main point 3: Present the third main point of your presentation.
Summary: Summarize the main points of your presentation.
Call to action: End with a final thought or call to action.

Creative writing template:

Setting: Describe the setting of your story.
Characters: Introduce the main characters of your story.
Rising action: Introduce the conflict or problem in your story.
Climax: Present the most intense moment of the story.
Falling action: Resolve the conflict or problem in your story.
Resolution: Describe how the conflict or problem was resolved.
Final thoughts: End with a final thought or reflection on the story.

How to Write Assignment

Here is a general guide on how to write an assignment:

Understand the assignment prompt: Before you begin writing, make sure you understand what the assignment requires. Read the prompt carefully and make note of any specific requirements or guidelines.
Research and gather information: Depending on the type of assignment, you may need to do research to gather information to support your argument or points. Use credible sources such as academic journals, books, and reputable websites.
Organize your ideas : Once you have gathered all the necessary information, organize your ideas into a clear and logical structure. Consider creating an outline or diagram to help you visualize your ideas.
Write a draft: Begin writing your assignment using your organized ideas and research. Don’t worry too much about grammar or sentence structure at this point; the goal is to get your thoughts down on paper.
Revise and edit: After you have written a draft, revise and edit your work. Make sure your ideas are presented in a clear and concise manner, and that your sentences and paragraphs flow smoothly.
Proofread: Finally, proofread your work for spelling, grammar, and punctuation errors. It’s a good idea to have someone else read over your assignment as well to catch any mistakes you may have missed.
Submit your assignment : Once you are satisfied with your work, submit your assignment according to the instructions provided by your instructor or professor.

Applications of Assignment

Assignments have many applications across different fields and industries. Here are a few examples:

Education : Assignments are a common tool used in education to help students learn and demonstrate their knowledge. They can be used to assess a student’s understanding of a particular topic, to develop critical thinking skills, and to improve writing and research abilities.
Business : Assignments can be used in the business world to assess employee skills, to evaluate job performance, and to provide training opportunities. They can also be used to develop business plans, marketing strategies, and financial projections.
Journalism : Assignments are often used in journalism to produce news articles, features, and investigative reports. Journalists may be assigned to cover a particular event or topic, or to research and write a story on a specific subject.
Research : Assignments can be used in research to collect and analyze data, to conduct experiments, and to present findings in written or oral form. Researchers may be assigned to conduct research on a specific topic, to write a research paper, or to present their findings at a conference or seminar.
Government : Assignments can be used in government to develop policy proposals, to conduct research, and to analyze data. Government officials may be assigned to work on a specific project or to conduct research on a particular topic.
Non-profit organizations: Assignments can be used in non-profit organizations to develop fundraising strategies, to plan events, and to conduct research. Volunteers may be assigned to work on a specific project or to help with a particular task.

Purpose of Assignment

The purpose of an assignment varies depending on the context in which it is given. However, some common purposes of assignments include:

Assessing learning: Assignments are often used to assess a student’s understanding of a particular topic or concept. This allows educators to determine if a student has mastered the material or if they need additional support.
Developing skills: Assignments can be used to develop a wide range of skills, such as critical thinking, problem-solving, research, and communication. Assignments that require students to analyze and synthesize information can help to build these skills.
Encouraging creativity: Assignments can be designed to encourage students to be creative and think outside the box. This can help to foster innovation and original thinking.
Providing feedback : Assignments provide an opportunity for teachers to provide feedback to students on their progress and performance. Feedback can help students to understand where they need to improve and to develop a growth mindset.
Meeting learning objectives : Assignments can be designed to help students meet specific learning objectives or outcomes. For example, a writing assignment may be designed to help students improve their writing skills, while a research assignment may be designed to help students develop their research skills.

When to write Assignment

Assignments are typically given by instructors or professors as part of a course or academic program. The timing of when to write an assignment will depend on the specific requirements of the course or program, but in general, assignments should be completed within the timeframe specified by the instructor or program guidelines.

It is important to begin working on assignments as soon as possible to ensure enough time for research, writing, and revisions. Waiting until the last minute can result in rushed work and lower quality output.

It is also important to prioritize assignments based on their due dates and the amount of work required. This will help to manage time effectively and ensure that all assignments are completed on time.

In addition to assignments given by instructors or professors, there may be other situations where writing an assignment is necessary. For example, in the workplace, assignments may be given to complete a specific project or task. In these situations, it is important to establish clear deadlines and expectations to ensure that the assignment is completed on time and to a high standard.

Characteristics of Assignment

Here are some common characteristics of assignments:

Purpose : Assignments have a specific purpose, such as assessing knowledge or developing skills. They are designed to help students learn and achieve specific learning objectives.
Requirements: Assignments have specific requirements that must be met, such as a word count, format, or specific content. These requirements are usually provided by the instructor or professor.
Deadline: Assignments have a specific deadline for completion, which is usually set by the instructor or professor. It is important to meet the deadline to avoid penalties or lower grades.
Individual or group work: Assignments can be completed individually or as part of a group. Group assignments may require collaboration and communication with other group members.
Feedback : Assignments provide an opportunity for feedback from the instructor or professor. This feedback can help students to identify areas of improvement and to develop their skills.
Academic integrity: Assignments require academic integrity, which means that students must submit original work and avoid plagiarism. This includes citing sources properly and following ethical guidelines.
Learning outcomes : Assignments are designed to help students achieve specific learning outcomes. These outcomes are usually related to the course objectives and may include developing critical thinking skills, writing abilities, or subject-specific knowledge.

Advantages of Assignment

There are several advantages of assignment, including:

Helps in learning: Assignments help students to reinforce their learning and understanding of a particular topic. By completing assignments, students get to apply the concepts learned in class, which helps them to better understand and retain the information.
Develops critical thinking skills: Assignments often require students to think critically and analyze information in order to come up with a solution or answer. This helps to develop their critical thinking skills, which are important for success in many areas of life.
Encourages creativity: Assignments that require students to create something, such as a piece of writing or a project, can encourage creativity and innovation. This can help students to develop new ideas and perspectives, which can be beneficial in many areas of life.
Builds time-management skills: Assignments often come with deadlines, which can help students to develop time-management skills. Learning how to manage time effectively is an important skill that can help students to succeed in many areas of life.
Provides feedback: Assignments provide an opportunity for students to receive feedback on their work. This feedback can help students to identify areas where they need to improve and can help them to grow and develop.

Limitations of Assignment

There are also some limitations of assignments that should be considered, including:

Limited scope: Assignments are often limited in scope, and may not provide a comprehensive understanding of a particular topic. They may only cover a specific aspect of a topic, and may not provide a full picture of the subject matter.
Lack of engagement: Some assignments may not engage students in the learning process, particularly if they are repetitive or not challenging enough. This can lead to a lack of motivation and interest in the subject matter.
Time-consuming: Assignments can be time-consuming, particularly if they require a lot of research or writing. This can be a disadvantage for students who have other commitments, such as work or extracurricular activities.
Unreliable assessment: The assessment of assignments can be subjective and may not always accurately reflect a student’s understanding or abilities. The grading may be influenced by factors such as the instructor’s personal biases or the student’s writing style.
Lack of feedback : Although assignments can provide feedback, this feedback may not always be detailed or useful. Instructors may not have the time or resources to provide detailed feedback on every assignment, which can limit the value of the feedback that students receive.

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How to write the best college assignments.

By Lois Weldon

When it comes to writing assignments, it is difficult to find a conceptualized guide with clear and simple tips that are easy to follow. That’s exactly what this guide will provide: few simple tips on how to write great assignments, right when you need them. Some of these points will probably be familiar to you, but there is no harm in being reminded of the most important things before you start writing the assignments, which are usually determining on your credits.

The most important aspects: Outline and Introduction

Preparation is the key to success, especially when it comes to academic assignments. It is recommended to always write an outline before you start writing the actual assignment. The outline should include the main points of discussion, which will keep you focused throughout the work and will make your key points clearly defined. Outlining the assignment will save you a lot of time because it will organize your thoughts and make your literature searches much easier. The outline will also help you to create different sections and divide up the word count between them, which will make the assignment more organized.

The introduction is the next important part you should focus on. This is the part that defines the quality of your assignment in the eyes of the reader. The introduction must include a brief background on the main points of discussion, the purpose of developing such work and clear indications on how the assignment is being organized. Keep this part brief, within one or two paragraphs.

This is an example of including the above mentioned points into the introduction of an assignment that elaborates the topic of obesity reaching proportions:

Background : The twenty first century is characterized by many public health challenges, among which obesity takes a major part. The increasing prevalence of obesity is creating an alarming situation in both developed and developing regions of the world.

Structure and aim : This assignment will elaborate and discuss the specific pattern of obesity epidemic development, as well as its epidemiology. Debt, trade and globalization will also be analyzed as factors that led to escalation of the problem. Moreover, the assignment will discuss the governmental interventions that make efforts to address this issue.

Practical tips on assignment writing

Here are some practical tips that will keep your work focused and effective:

– Critical thinking – Academic writing has to be characterized by critical thinking, not only to provide the work with the needed level, but also because it takes part in the final mark.

– Continuity of ideas – When you get to the middle of assignment, things can get confusing. You have to make sure that the ideas are flowing continuously within and between paragraphs, so the reader will be enabled to follow the argument easily. Dividing the work in different paragraphs is very important for this purpose.

– Usage of ‘you’ and ‘I’ – According to the academic writing standards, the assignments should be written in an impersonal language, which means that the usage of ‘you’ and ‘I’ should be avoided. The only acceptable way of building your arguments is by using opinions and evidence from authoritative sources.

– Referencing – this part of the assignment is extremely important and it takes a big part in the final mark. Make sure to use either Vancouver or Harvard referencing systems, and use the same system in the bibliography and while citing work of other sources within the text.

– Usage of examples – A clear understanding on your assignment’s topic should be provided by comparing different sources and identifying their strengths and weaknesses in an objective manner. This is the part where you should show how the knowledge can be applied into practice.

– Numbering and bullets – Instead of using numbering and bullets, the academic writing style prefers the usage of paragraphs.

– Including figures and tables – The figures and tables are an effective way of conveying information to the reader in a clear manner, without disturbing the word count. Each figure and table should have clear headings and you should make sure to mention their sources in the bibliography.

– Word count – the word count of your assignment mustn’t be far above or far below the required word count. The outline will provide you with help in this aspect, so make sure to plan the work in order to keep it within the boundaries.

The importance of an effective conclusion

The conclusion of your assignment is your ultimate chance to provide powerful arguments that will impress the reader. The conclusion in academic writing is usually expressed through three main parts:

– Stating the context and aim of the assignment

– Summarizing the main points briefly

– Providing final comments with consideration of the future (discussing clear examples of things that can be done in order to improve the situation concerning your topic of discussion).

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Lois Weldon is writer at Uk.bestdissertation.com . Lives happily at London with her husband and lovely daughter. Adores writing tips for students. Passionate about Star Wars and yoga.

7 comments on “How To Write The Best College Assignments”

Extremely useful tip for students wanting to score well on their assignments. I concur with the writer that writing an outline before ACTUALLY starting to write assignments is extremely important. I have observed students who start off quite well but they tend to lose focus in between which causes them to lose marks. So an outline helps them to maintain the theme focused.

Hello Great information…. write assignments

Well elabrated

Thanks for the information. This site has amazing articles. Looking forward to continuing on this site.

This article is certainly going to help student . Well written.

Really good, thanks

Practical tips on assignment writing, the’re fantastic. Thank you!

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Sample written assignments

Look at sample assignments to help you develop and enhance your academic writing skills.

How to use this page

This page features authentic sample assignments that you can view or download to help you develop and enhance your academic writing skills.

PLEASE NOTE: Comments included in these sample written assignments are intended as an educational guide only. Always check with academic staff which referencing convention you should follow. All sample assignments have been submitted using Turnitin® (anti-plagiarism software). Under no circumstances should you copy from these or any other texts.

Annotated bibliography

Annotated Bibliography: Traditional Chinese Medicine (PDF, 103KB)

Essay: Business - "Culture is a Tool Used by Management" (PDF, 496KB)

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Essay: Business - "Post bureaucracy vs Bureaucracy" (PDF, 609KB)

Essay: Design, Architecture & Building - "Ideas in History - Postmodernism" (PDF, 545KB)

Essay: Design, Architecture & Building - "The Context of Visual Communication Design Research Project" (PDF, 798KB)

Essay: Design, Architecture & Building - "Ideas in History - The Nurses Walk and Postmodernism" (PDF, 558KB)

Essay: Health (Childhood Obesity ) (PDF, 159KB)

Essay: Health (Improving Quality and Safety in Healthcare) (PDF, 277KB)

Essay: Health (Organisational Management in Healthcare) (PDF, 229KB)

UTS HELPS annotated Law essay

(PDF, 250KB)

Essay: Science (Traditional Chinese Medicine) (PDF, 153KB)

Literature review

Literature Review: Education (Critical Pedagogy) (PDF, 165KB)

Reflective writing

Reflective Essay: Business (Simulation Project) (PDF, 119KB)

Reflective Essay: Nursing (Professionalism in Context) (PDF, 134KB)

Report: Business (Management Decisions and Control) (PDF, 244KB)

Report: Education (Digital Storytelling) (PDF, 145KB)

Report: Education (Scholarly Practice) (PDF, 261KB)

Report: Engineering Communication (Flood Mitigation & Water Storage) (PDF, 1MB)

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How to Write a Perfect Assignment: Step-By-Step Guide

Table of contents

1 How to Structure an Assignment?
2.1 The research part
2.2 Planning your text
2.3 Writing major parts
3 Expert Tips for your Writing Assignment
4 Will I succeed with my assignments?
5 Conclusion

How to Structure an Assignment?

To cope with assignments, you should familiarize yourself with the tips on formatting and presenting assignments or any written paper, which are given below. It is worth paying attention to the content of the paper, making it structured and understandable so that ideas are not lost and thoughts do not refute each other.

If the topic is free or you can choose from the given list — be sure to choose the one you understand best. Especially if that could affect your semester score or scholarship. It is important to select an engaging title that is contextualized within your topic. A topic that should captivate you or at least give you a general sense of what is needed there. It’s easier to dwell upon what interests you, so the process goes faster.

To construct an assignment structure, use outlines. These are pieces of text that relate to your topic. It can be ideas, quotes, all your thoughts, or disparate arguments. Type in everything that you think about. Separate thoughts scattered across the sheets of Word will help in the next step.

Then it is time to form the text. At this stage, you have to form a coherent story from separate pieces, where each new thought reinforces the previous one, and one idea smoothly flows into another.

Main Steps of Assignment Writing

These are steps to take to get a worthy paper. If you complete these step-by-step, your text will be among the most exemplary ones.

The research part

If the topic is unique and no one has written about it yet, look at materials close to this topic to gain thoughts about it. You should feel that you are ready to express your thoughts. Also, while reading, get acquainted with the format of the articles, study the details, collect material for your thoughts, and accumulate different points of view for your article. Be careful at this stage, as the process can help you develop your ideas. If you are already struggling here, pay for assignment to be done , and it will be processed in a split second via special services. These services are especially helpful when the deadline is near as they guarantee fast delivery of high-quality papers on any subject.

If you use Google to search for material for your assignment, you will, of course, find a lot of information very quickly. Still, the databases available on your library’s website will give you the clearest and most reliable facts that satisfy your teacher or professor. Be sure you copy the addresses of all the web pages you will use when composing your paper, so you don’t lose them. You can use them later in your bibliography if you add a bit of description! Select resources and extract quotes from them that you can use while working. At this stage, you may also create a request for late assignment if you realize the paper requires a lot of effort and is time-consuming. This way, you’ll have a backup plan if something goes wrong.

Planning your text

Assemble a layout. It may be appropriate to use the structure of the paper of some outstanding scientists in your field and argue it in one of the parts. As the planning progresses, you can add suggestions that come to mind. If you use citations that require footnotes, and if you use single spacing throughout the paper and double spacing at the end, it will take you a very long time to make sure that all the citations are on the exact pages you specified! Add a reference list or bibliography. If you haven’t already done so, don’t put off writing an essay until the last day. It will be more difficult to do later as you will be stressed out because of time pressure.

Writing major parts

It happens that there is simply no mood or strength to get started and zero thoughts. In that case, postpone this process for 2-3 hours, and, perhaps, soon, you will be able to start with renewed vigor. Writing essays is a great (albeit controversial) way to improve your skills. This experience will not be forgotten. It will certainly come in handy and bring many benefits in the future. Do your best here because asking for an extension is not always possible, so you probably won’t have time to redo it later. And the quality of this part defines the success of the whole paper.

Writing the major part does not mean the matter is finished. To review the text, make sure that the ideas of the introduction and conclusion coincide because such a discrepancy is the first thing that will catch the reader’s eye and can spoil the impression. Add or remove anything from your intro to edit it to fit the entire paper. Also, check your spelling and grammar to ensure there are no typos or draft comments. Check the sources of your quotes so that your it is honest and does not violate any rules. And do not forget the formatting rules.

with the right tips and guidance, it can be easier than it looks. To make the process even more straightforward, students can also use an assignment service to get the job done. This way they can get professional assistance and make sure that their assignments are up to the mark. At PapersOwl, we provide a professional writing service where students can order custom-made assignments that meet their exact requirements.

Expert Tips for your Writing Assignment

Want to write like a pro? Here’s what you should consider:

Save the document! Send the finished document by email to yourself so you have a backup copy in case your computer crashes.
Don’t wait until the last minute to complete a list of citations or a bibliography after the paper is finished. It will be much longer and more difficult, so add to them as you go.
If you find a lot of information on the topic of your search, then arrange it in a separate paragraph.
If possible, choose a topic that you know and are interested in.
Believe in yourself! If you set yourself up well and use your limited time wisely, you will be able to deliver the paper on time.
Do not copy information directly from the Internet without citing them.

Writing assignments is a tedious and time-consuming process. It requires a lot of research and hard work to produce a quality paper. However, if you are feeling overwhelmed or having difficulty understanding the concept, you may want to consider getting accounting homework help online . Professional experts can assist you in understanding how to complete your assignment effectively. PapersOwl.com offers expert help from highly qualified and experienced writers who can provide you with the homework help you need.

Will I succeed with my assignments?

Anyone can learn how to be good at writing: follow simple rules of creating the structure and be creative where it is appropriate. At one moment, you will need some additional study tools, study support, or solid study tips. And you can easily get help in writing assignments or any other work. This is especially useful since the strategy of learning how to write an assignment can take more time than a student has.

Therefore all students are happy that there is an option to order your paper at a professional service to pass all the courses perfectly and sleep still at night. You can also find the sample of the assignment there to check if you are on the same page and if not — focus on your papers more diligently.

So, in the times of studies online, the desire and skill to research and write may be lost. Planning your assignment carefully and presenting arguments step-by-step is necessary to succeed with your homework. When going through your references, note the questions that appear and answer them, building your text. Create a cover page, proofread the whole text, and take care of formatting. Feel free to use these rules for passing your next assignments.

When it comes to writing an assignment, it can be overwhelming and stressful, but Papersowl is here to make it easier for you. With a range of helpful resources available, Papersowl can assist you in creating high-quality written work, regardless of whether you’re starting from scratch or refining an existing draft. From conducting research to creating an outline, and from proofreading to formatting, the team at Papersowl has the expertise to guide you through the entire writing process and ensure that your assignment meets all the necessary requirements.

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Assignment writing guides and samples

If you're looking for useful guides for assignment writing and language skills check out our range of study skills resources

Essay writing

Writing essays [PDF 240KB] . Tips on writing a great essay, including developing an argument, structure and appropriate referencing.
Sample essay [PDF 330KB] . A sample of an essay that includes an annotated structure for your reference.

Writing a critical review

Writing a critical review [PDF 260KB] . Tips on writing a great critical review, including structure, format and key questions to address when writing a review.
Sample critical review [PDF 260KB] . A sample of a critical review that includes an annotated structure for your reference.

Writing a business-style report

Writing a business-style report [PDF 330KB] . A resource for business and law students Find out how to write and format business-style reports.
Sample of a business-style report [PDF 376 KB] . A resource for business and law students. A sample of a business-style report with an annotated format.

Investigative report sample

Sample of an investigative report [PDF 500KB] . A resource for science, engineering and technology students. How to write an investigative report, including an annotated format.

Assignment topics and editing

Interpreting assignment topics [PDF 370 KB] . Find out how to interpret an assignment topic, including understanding key words and concepts.
How to edit your work [PDF 189KB] . A guide for all students about how to edit and review their work.

Language skills

Building your word power (expanding your knowledge of words) [PDF 306KB]. A guide to expanding your knowledge of words and communicating your ideas in more interesting ways.
Handy grammar hints [PDF 217KB] . A guide to getting grammar and style right in your assignments.

Resources relevant to your study area

Science, engineering and technology.

Writing a critical review [PDF 260KB]. Tips on writing a great critical review, including structure, format and key questions to address when writing a review.
Sample critical review [PDF 260KB] . A sample of a critical review that includes an annotated structure for your reference.
Sample of an investigative report [PDF 500KB] . A resource for science, engineering and technology students. How to write an investigative report, including an annotated format.
How to edit your work [PDF 189KB] . A guide for all students about how to edit and review their work.
Building your word power (expanding your knowledge of words) [PDF 306KB]. A guide to expanding your knowledge of words and communicating your ideas in more interesting ways.
Handy grammar hints [PDF 217KB] . A guide to getting grammar and style right in your assignments.

Health, Arts and Design

Sample essay [PDF 330KB] . A sample of an essay that includes an annotated structure for your reference.
Writing a critical review [PDF 260KB]. Tips on writing a great critical review, including structure, format and key questions to address when writing a review.
Sample critical review [PDF 260KB]. A sample of a critical review that includes an annotated structure for your reference.
How to edit your work [PDF 189KB] . A guide for all students about how to edit and review their work.
Handy grammar hints [PDF 217KB]. A guide to getting grammar and style right in your assignments.

Business and Law

Sample essay [PDF 330KB]. A sample of an essay that includes an annotated structure for your reference.
Writing a business-style report [PDF 330KB]. A resource for business and law students. Find out how to write and format business-style reports.
Sample of a business-style report [PDF 376 KB]. A resource for business and law students. A sample of a business-style report, with an annotated format.
Interpreting assignment topics [PDF 370 KB]. Find out how to interpret an assignment topic, including understanding key words and concepts.
How to edit your work [PDF 189KB]. A guide for all students about how to edit and review their work.

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Knowledge Base
Academic writing

What Is Academic Writing? | Dos and Don’ts for Students

Academic writing is a formal style of writing used in universities and scholarly publications. You’ll encounter it in journal articles and books on academic topics, and you’ll be expected to write your essays , research papers , and dissertation in academic style.

Academic writing follows the same writing process as other types of texts, but it has specific conventions in terms of content, structure and style.

Academic writing is…	Academic writing is not…

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Types of academic writing, academic writing is…, academic writing is not…, useful tools for academic writing, academic writing checklist.

Academics mostly write texts intended for publication, such as journal articles, reports, books, and chapters in edited collections. For students, the most common types of academic writing assignments are listed below.

Type of academic text	Definition
	A fairly short, self-contained argument, often using sources from a class in response to a question provided by an instructor.
	A more in-depth investigation based on independent research, often in response to a question chosen by the student.
	The large final research project undertaken at the end of a degree, usually on a of the student’s choice.
	An outline of a potential topic and plan for a future dissertation or research project.
	A critical synthesis of existing research on a topic, usually written in order to inform the approach of a new piece of research.
	A write-up of the aims, methods, results, and conclusions of a lab experiment.
	A list of source references with a short description or evaluation of each source.

Different fields of study have different priorities in terms of the writing they produce. For example, in scientific writing it’s crucial to clearly and accurately report methods and results; in the humanities, the focus is on constructing convincing arguments through the use of textual evidence. However, most academic writing shares certain key principles intended to help convey information as effectively as possible.

Whether your goal is to pass your degree, apply to graduate school , or build an academic career, effective writing is an essential skill.

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Formal and unbiased

Academic writing aims to convey information in an impartial way. The goal is to base arguments on the evidence under consideration, not the author’s preconceptions. All claims should be supported with relevant evidence, not just asserted.

To avoid bias, it’s important to represent the work of other researchers and the results of your own research fairly and accurately. This means clearly outlining your methodology and being honest about the limitations of your research.

The formal style used in academic writing ensures that research is presented consistently across different texts, so that studies can be objectively assessed and compared with other research.

Because of this, it’s important to strike the right tone with your language choices. Avoid informal language , including slang, contractions , clichés, and conversational phrases:

Also , a lot of the findings are a little unreliable.
Moreover , many of the findings are somewhat unreliable.

Clear and precise

It’s important to use clear and precise language to ensure that your reader knows exactly what you mean. This means being as specific as possible and avoiding vague language :

People have been interested in this thing for a long time .
Researchers have been interested in this phenomenon for at least 10 years .

Avoid hedging your claims with words like “perhaps,” as this can give the impression that you lack confidence in your arguments. Reflect on your word choice to ensure it accurately and directly conveys your meaning:

This could perhaps suggest that…
This suggests that…

Specialist language or jargon is common and often necessary in academic writing, which generally targets an audience of other academics in related fields.

However, jargon should be used to make your writing more concise and accurate, not to make it more complicated. A specialist term should be used when:

It conveys information more precisely than a comparable non-specialist term.
Your reader is likely to be familiar with the term.
The term is commonly used by other researchers in your field.

The best way to familiarize yourself with the kind of jargon used in your field is to read papers by other researchers and pay attention to their language.

Focused and well structured

An academic text is not just a collection of ideas about a topic—it needs to have a clear purpose. Start with a relevant research question or thesis statement , and use it to develop a focused argument. Only include information that is relevant to your overall purpose.

A coherent structure is crucial to organize your ideas. Pay attention to structure at three levels: the structure of the whole text, paragraph structure, and sentence structure.

Overall structure	and a . .
Paragraph structure	when you move onto a new idea. at the start of each paragraph to indicate what it’s about, and make clear between paragraphs.
Sentence structure	to express the connections between different ideas within and between sentences. to avoid .

Well sourced

Academic writing uses sources to support its claims. Sources are other texts (or media objects like photographs or films) that the author analyzes or uses as evidence. Many of your sources will be written by other academics; academic writing is collaborative and builds on previous research.

It’s important to consider which sources are credible and appropriate to use in academic writing. For example, citing Wikipedia is typically discouraged. Don’t rely on websites for information; instead, use academic databases and your university library to find credible sources.

You must always cite your sources in academic writing. This means acknowledging whenever you quote or paraphrase someone else’s work by including a citation in the text and a reference list at the end.

APA citation example
In-text citation	Elsewhere, it has been argued that the method is “the best currently available” (Smith, 2019, p. 25).
Reference list	Smith, J. (2019). (2nd ed.). New York, NY: Norton.

There are many different citation styles with different rules. The most common styles are APA , MLA , and Chicago . Make sure to consistently follow whatever style your institution requires. If you don’t cite correctly, you may get in trouble for plagiarism . A good plagiarism checker can help you catch any issues before it’s too late.

You can easily create accurate citations in APA or MLA style using our Citation Generators.

APA Citation Generator MLA Citation Generator

Correct and consistent

As well as following the rules of grammar, punctuation, and citation, it’s important to consistently apply stylistic conventions regarding:

How to write numbers
Introducing abbreviations
Using verb tenses in different sections
Capitalization of terms and headings
Spelling and punctuation differences between UK and US English

In some cases there are several acceptable approaches that you can choose between—the most important thing is to apply the same rules consistently and to carefully proofread your text before you submit. If you don’t feel confident in your own proofreading abilities, you can get help from Scribbr’s professional proofreading services or Grammar Checker .

Academic writing generally tries to avoid being too personal. Information about the author may come in at some points—for example in the acknowledgements or in a personal reflection—but for the most part the text should focus on the research itself.

Always avoid addressing the reader directly with the second-person pronoun “you.” Use the impersonal pronoun “one” or an alternate phrasing instead for generalizations:

As a teacher, you must treat your students fairly.
As a teacher, one must treat one’s students fairly.
Teachers must treat their students fairly.

The use of the first-person pronoun “I” used to be similarly discouraged in academic writing, but it is increasingly accepted in many fields. If you’re unsure whether to use the first person, pay attention to conventions in your field or ask your instructor.

When you refer to yourself, it should be for good reason. You can position yourself and describe what you did during the research, but avoid arbitrarily inserting your personal thoughts and feelings:

In my opinion…
I think that…
I like/dislike…
I conducted interviews with…
I argue that…
I hope to achieve…

Long-winded

Many students think their writing isn’t academic unless it’s over-complicated and long-winded. This isn’t a good approach—instead, aim to be as concise and direct as possible.

If a term can be cut or replaced with a more straightforward one without affecting your meaning, it should be. Avoid redundant phrasings in your text, and try replacing phrasal verbs with their one-word equivalents where possible:

Interest in this phenomenon carried on in the year 2018 .
Interest in this phenomenon continued in 2018 .

Repetition is a part of academic writing—for example, summarizing earlier information in the conclusion—but it’s important to avoid unnecessary repetition. Make sure that none of your sentences are repeating a point you’ve already made in different words.

Emotive and grandiose

An academic text is not the same thing as a literary, journalistic, or marketing text. Though you’re still trying to be persuasive, a lot of techniques from these styles are not appropriate in an academic context. Specifically, you should avoid appeals to emotion and inflated claims.

Though you may be writing about a topic that’s sensitive or important to you, the point of academic writing is to clearly communicate ideas, information, and arguments, not to inspire an emotional response. Avoid using emotive or subjective language :

This horrible tragedy was obviously one of the worst catastrophes in construction history.
The injury and mortality rates of this accident were among the highest in construction history.

Students are sometimes tempted to make the case for their topic with exaggerated , unsupported claims and flowery language. Stick to specific, grounded arguments that you can support with evidence, and don’t overstate your point:

Charles Dickens is the greatest writer of the Victorian period, and his influence on all subsequent literature is enormous.
Charles Dickens is one of the best-known writers of the Victorian period and has had a significant influence on the development of the English novel.

There are a a lot of writing tools that will make your writing process faster and easier. We’ll highlight three of them below.

Paraphrasing tool

AI writing tools like ChatGPT and a paraphrasing tool can help you rewrite text so that your ideas are clearer, you don’t repeat yourself, and your writing has a consistent tone.

They can also help you write more clearly about sources without having to quote them directly. Be warned, though: it’s still crucial to give credit to all sources in the right way to prevent plagiarism .

Grammar checker

Writing tools that scan your text for punctuation, spelling, and grammar mistakes. When it detects a mistake the grammar checke r will give instant feedback and suggest corrections. Helping you write clearly and avoid common mistakes .

You can use a summarizer if you want to condense text into its most important and useful ideas. With a summarizer tool, you can make it easier to understand complicated sources. You can also use the tool to make your research question clearer and summarize your main argument.

Use the checklist below to assess whether you have followed the rules of effective academic writing.

Checklist: Academic writing

I avoid informal terms and contractions .

I avoid second-person pronouns (“you”).

I avoid emotive or exaggerated language.

I avoid redundant words and phrases.

I avoid unnecessary jargon and define terms where needed.

I present information as precisely and accurately as possible.

I use appropriate transitions to show the connections between my ideas.

My text is logically organized using paragraphs .

Each paragraph is focused on a single idea, expressed in a clear topic sentence .

Every part of the text relates to my central thesis or research question .

I support my claims with evidence.

I use the appropriate verb tenses in each section.

I consistently use either UK or US English .

I format numbers consistently.

I cite my sources using a consistent citation style .

Your text follows the most important rules of academic style. Make sure it's perfect with the help of a Scribbr editor!

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34 Sample Writing Assignments

Process analysis.

Be the expert and teach your reader how to do something. You will focus on writing the main steps to completing this process and organizing based on chronology or priority of steps. This essay could be demonstrative in nature (ex. How to bathe and groom a dog at home or how to make banana nut muffins) or philosophically-based (ex. How to not fail your freshman classes or how to survive being a camp counselor).
Interview a person who has a compelling story to share or with whom you can focus on a particular angle. Interweave direct quotes, observations, and narrative elements to help readers understand this person or his/her perspective better. This should not be a full biography of this person or a career profile although biographical elements and details on jobs held may be woven in as appropriate. Perspective/angles can include but are not limited to this person’s relationship with: technology, ecology/the environment, politics, religion/spirituality, gender roles, family/what family means to them, love, betrayal, etc.

The purpose is to define a term, concept, or idea. You will typically lay the foundation with a dictionary definition (denotative) of the word but will move out to an extended definition (connotative). You are using a combination of the literal and implied meanings of a word or idea in addition to historical information to help readers understand the topic more effectively. You usually define a term or concept that is complex in nature or that can be misconstrued. Legal, business, and scientific terms or concepts typically work well for essays such as these. For example, take the term manslaughter; the literal and implied meanings can help to understand this sometimes misinterpreted crime. The definition paper can stand on its own or an abbreviated version can serve as part of a larger argumentative, analytical, or research paper.

Take an abstract, complex, controversial word or a term that is personal to you. Using a dictionary definition as well as your own and others’ interpretations, craft an extended definition essay with the purpose of giving a more insightful, comprehensive, and layered understanding of this particular term.

Illustration

Walk readers through a day, event, activity, or state of mind, making sure to focus on facts and authentic descriptions. Take a topic that you know something about, like video games. This expository essay on this topic could focus one’s addiction to video games. In one example, the writer might walk us through his day playing a video game while in another essay on the same topic, a writer could concentrate mostly on the reasons he or she became addicted to games and may touch briefly on how to prevent this addiction.

This prompt comes from: https://resources.instructure.com/courses/5/pages/summary-essay-prompt . This prompt could be easily modified by changing out the topic of digital literacy to another one of your choice. Whether working with popular articles or scholarly ones, summary writing is a key component of reading comprehension, setting up a foundation for a larger issue, and research.

“Digital literacy” may be a new term for you, but it’s probably not a new concept. Our personal and academic lives are being transformed by online content, and not everyone has the same innate level of skill at determining what and how to use this content.

Our first essay asks to you to summarize one of 3 short articles from the library library on the topic of digital literacy. (These articles can be found in the weekly modules.) The objectives of this assignment are to:

Identify and restate the thesis of an author’s work
Accurately portray the contents of an article
Practice paraphrasing and quotation skills in formal writing
Practice “neutral reporting”–being able to present the findings of others without making them appear as your own (most students find this to be the most challenging component of this assignment)
Practice end citation methods (APA or MLA)
This summary should be written for an audience that HAS NOT read the original article, and so you will report the major and minor ideas contained in the piece.
Your summary should indicate the article’s thesis idea, if there is one. This thesis should be contained within your introduction. Be sure to also give the title of the article, the author(s), and where & when it was originally published.
This summary should contain at least one direct quote from the article. Quotation marks should be used. Introduce the direct quote with a “signal” phrase, such as McMillan-Clifton writes… or the article states… or this website argues that… etc.
This summary should contain at least one paraphrase from the article. Put the author’s ideas in your own words, but stay true to the original intent. Introduce the paraphrase with a tag phrase, as mentioned above. Remember that, as a general rule, phrases of 4 or more words that are exactly the same as the original text should be treated like a quote, not a paraphrase.
Your summary will be NEUTRAL regarding the material contained within the article. While you should report any bias the author has, you yourself should not reveal your own opinions on the matter. Using “I” or “you” in this essay is not advised , unless it appears inside a quote.
Normally I don’t mind if essay submissions exceed the maximum word limit, but this essay is an exception. Because one of the hallmarks of an effective summary is brevity, please do not exceed the maximum word count of 600 words.
In-text citations will not be required in this assignment, though you are welcome to include them for practice.
Your summary should have an end citation, APA or MLA

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

Types of Assignments

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

Traditional academic assignments include the short essays or research papers most commonly associated with college-level assignments. Generally speaking, these kinds of assignments are "expository" in nature, i.e., they ask you to engage with ideas through evidence-base argument, written in formal prose. The majority of essays in Expos courses fall into this category of writing assignment types.
Less traditional academic assignments include elements of engagement in academia not normally encountered by undergraduates.
Traditional non-academic assignments include types of written communication that students are likely to encounter in real world situations.
Less traditional non-academic assignments are those that push the boundaries of typical ‘writing’ assignments and are likely to include some kind of creative or artistic component.

Examples and Resources

Traditional academic.

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

Two illustrations of common types include:

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

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

Less Traditional Academic

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

Here are a couple of examples from Gen Ed courses:

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

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

Traditional Non-academic

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

The following are several examples of such assignments:

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

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

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

Less Traditional Non-academic

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

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

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

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

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

DIY Guides for Analytical Writing Assignments

Unpacking the Elements of Writing Prompts
Receiving Feedback

Assignment Decoder

Sample Papers

This page contains sample papers formatted in seventh edition APA Style. The sample papers show the format that authors should use to submit a manuscript for publication in a professional journal and that students should use to submit a paper to an instructor for a course assignment. You can download the Word files to use as templates and edit them as needed for the purposes of your own papers.

Most guidelines in the Publication Manual apply to both professional manuscripts and student papers. However, there are specific guidelines for professional papers versus student papers, including professional and student title page formats. All authors should check with the person or entity to whom they are submitting their paper (e.g., publisher or instructor) for guidelines that are different from or in addition to those specified by APA Style.

Sample papers from the Publication Manual

The following two sample papers were published in annotated form in the Publication Manual and are reproduced here as PDFs for your ease of use. The annotations draw attention to content and formatting and provide the relevant sections of the Publication Manual (7th ed.) to consult for more information.

Student sample paper with annotations (PDF, 5MB)
Professional sample paper with annotations (PDF, 2.7MB)

We also offer these sample papers in Microsoft Word (.docx) format with the annotations as comments to the text.

Student sample paper with annotations as comments (DOCX, 42KB)
Professional sample paper with annotations as comments (DOCX, 103KB)

Finally, we offer these sample papers in Microsoft Word (.docx) format without the annotations.

Student sample paper without annotations (DOCX, 36KB)
Professional sample paper without annotations (DOCX, 96KB)

Sample professional paper templates by paper type

These sample papers demonstrate APA Style formatting standards for different professional paper types. Professional papers can contain many different elements depending on the nature of the work. Authors seeking publication should refer to the journal’s instructions for authors or manuscript submission guidelines for specific requirements and/or sections to include.

Literature review professional paper template (DOCX, 47KB)
Mixed methods professional paper template (DOCX, 68KB)
Qualitative professional paper template (DOCX, 72KB)
Quantitative professional paper template (DOCX, 77KB)
Review professional paper template (DOCX, 112KB)

Sample papers are covered in the seventh edition APA Style manuals in the Publication Manual Chapter 2 and the Concise Guide Chapter 1

Related handouts

Heading Levels Template: Student Paper (PDF, 257KB)
Heading Levels Template: Professional Paper (PDF, 213KB)

Other instructional aids

Journal Article Reporting Standards (JARS)
APA Style Tutorials and Webinars
Handouts and Guides
Paper Format

View all instructional aids

Sample student paper templates by paper type

These sample papers demonstrate APA Style formatting standards for different student paper types. Students may write the same types of papers as professional authors (e.g., quantitative studies, literature reviews) or other types of papers for course assignments (e.g., reaction or response papers, discussion posts), dissertations, and theses.

APA does not set formal requirements for the nature or contents of an APA Style student paper. Students should follow the guidelines and requirements of their instructor, department, and/or institution when writing papers. For instance, an abstract and keywords are not required for APA Style student papers, although an instructor may request them in student papers that are longer or more complex. Specific questions about a paper being written for a course assignment should be directed to the instructor or institution assigning the paper.

Discussion post student paper template (DOCX, 31KB)
Literature review student paper template (DOCX, 37KB)
Quantitative study student paper template (DOCX, 53KB)

Sample papers in real life

Although published articles differ in format from manuscripts submitted for publication or student papers (e.g., different line spacing, font, margins, and column format), articles published in APA journals provide excellent demonstrations of APA Style in action.

APA journals began publishing papers in seventh edition APA Style in 2020. Professional authors should check the author submission guidelines for the journal to which they want to submit their paper for any journal-specific style requirements.

Credits for sample professional paper templates

Quantitative professional paper template: Adapted from “Fake News, Fast and Slow: Deliberation Reduces Belief in False (but Not True) News Headlines,” by B. Bago, D. G. Rand, and G. Pennycook, 2020, Journal of Experimental Psychology: General , 149 (8), pp. 1608–1613 ( https://doi.org/10.1037/xge0000729 ). Copyright 2020 by the American Psychological Association.

Qualitative professional paper template: Adapted from “‘My Smartphone Is an Extension of Myself’: A Holistic Qualitative Exploration of the Impact of Using a Smartphone,” by L. J. Harkin and D. Kuss, 2020, Psychology of Popular Media , 10 (1), pp. 28–38 ( https://doi.org/10.1037/ppm0000278 ). Copyright 2020 by the American Psychological Association.

Mixed methods professional paper template: Adapted from “‘I Am a Change Agent’: A Mixed Methods Analysis of Students’ Social Justice Value Orientation in an Undergraduate Community Psychology Course,” by D. X. Henderson, A. T. Majors, and M. Wright, 2019, Scholarship of Teaching and Learning in Psychology , 7 (1), 68–80. ( https://doi.org/10.1037/stl0000171 ). Copyright 2019 by the American Psychological Association.

Literature review professional paper template: Adapted from “Rethinking Emotions in the Context of Infants’ Prosocial Behavior: The Role of Interest and Positive Emotions,” by S. I. Hammond and J. K. Drummond, 2019, Developmental Psychology , 55 (9), pp. 1882–1888 ( https://doi.org/10.1037/dev0000685 ). Copyright 2019 by the American Psychological Association.

Review professional paper template: Adapted from “Joining the Conversation: Teaching Students to Think and Communicate Like Scholars,” by E. L. Parks, 2022, Scholarship of Teaching and Learning in Psychology , 8 (1), pp. 70–78 ( https://doi.org/10.1037/stl0000193 ). Copyright 2020 by the American Psychological Association.

Credits for sample student paper templates

These papers came from real students who gave their permission to have them edited and posted by APA.

Welcome to the new OASIS website! We have academic skills, library skills, math and statistics support, and writing resources all together in one new home.

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Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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Writing Across the Curriculum

Sample assignments.

This page provides two downloadable documents: a set of Low Stakes writing assignments, and guidelines for High Stakes writing assignments. The documents are available in .docx copies to allow for revision and customization. You’re welcome to take what you need, please keep the Augsburg logo intact (other downloadable logos are available here ).

Click HERE to download a full set of sample Low Stakes assignment prompts.

Click HERE to download a set of sample High Stakes assignment guidelines.

You can learn more about the benefits of differentiating between low and high stakes assignments in Peter Elbow’s (1997) essay, “High stakes and low stakes in assigning and responding to writing” from Writing to Learn: Strategies for Assigning and Responding to Writing across the Discipline: New Directions for Teaching and Learning.

LOW STAKES WRITING

low stakes writing is:.

Free writing in response to a simple prompt
A simple, informal way to integrate writing in the classroom
“Low effort, high impact”
Easy to incorporate at the beginning or end of class
Low-stress, and typically involves little to no grading

Low stakes writing helps:

Describe, apply, and retain information
Explore and personalize ideas
Focus thoughts and questions
Demonstrate the value of writing as a part of the learning process
Informally engage each student in the classroom
Improve high-stakes writing
Efficiently assess student learning

A brief sample of low stakes prompts:

What do you already know about this topic that can guide your learning?
What have you learned from similar assignments that can help you succeed on this one?
Summarize today’s lecture in one sentence.
What do you feel like you learned today, and what lingering question do you have?
Write an email to a friend who has been absent for a week and explain what they’ve missed. Aim to be comprehensive rather than writing a list.

HIGH STAKES WRITING

High stakes writing assignments:.

Correspond to writing conventions in the discipline/genre
Are typically formal and academic in style
Develop over time through drafting and sequencing/scaffolding
Require conducting effective research
Depend on effective, close reading
Synthesize complex information
Are more sophisticated in thought and prose

Basic Guidelines

Regard writing as a process rather than a product
Clearly connect the assignment to course learning objectives
Provide students with a clear assignment prompt detailing expectations
Provide students with a rationale for those expectations
Articulate the audience for the writer (Experts? A publication? You?)
Use assignment sequencing/scaffolding (suggestions below and here )
Include opportunities for feedback and related revision
Provide effective feedback on drafts (suggestions here and here )
Review suggested rubric options here
Weight the assignment accordingly, usually assigning significant value in the overall course grading system
Assign value (i.e. a grade or other form of credit) to reading assignments

High stakes writing helps to:

Familiarize students with disciplinarity and writing in a genre
Describe, apply, and retain complex disciplinary information
Develop more advanced writing, thinking, learning, and process skills
Develop self-assessment and revision skills
Focus on developing depth rather than breadth
Improve higher order learning/thinking
Thoroughly assess student learning and content mastery
Teach students to handle competing information and develop thesis
Make use of in-class peer review activities to help crowd-source feedback
Provide examples of previous work from students (with their permission) along with the original assignment description
Focus on minimal comments in the margins and identify 1-3 strategies for improvement at the end of a draft
Identify common strengths/weaknesses of the class and discuss those with the class as a whole
Identify successful examples of student work in class for discussion
Cover common mistakes in the original assignment description or when discussing the assignment, use low-stakes writing to reiterate the points
If you don’t have time to teach a writing topic, such as citation style, link students to effective guides

Key high stakes writing resources:

These writing guides are written for a student audience, they overview conventions of writing and conducting research in various academic disciplines across both the Sciences and Humanities.
Search topically through hundreds of undergraduate and graduate courses by discipline or topic and access course syllabi, readings, and assignment documents.
This webpage provides guides to some of the best online resources for helping instructors incorporate writing curriculum into their classrooms. Links address topics such as developing learning objectives, designing assignments, approaches to assessment, writing instruction handouts, and tutorials on references and citation.

Click HERE to download a more detailed set of sample High Stakes assignment guidelines.

Eberly Center

Teaching excellence & educational innovation, creating assignments.

Here are some general suggestions and questions to consider when creating assignments. There are also many other resources in print and on the web that provide examples of interesting, discipline-specific assignment ideas.

Consider your learning objectives.

What do you want students to learn in your course? What could they do that would show you that they have learned it? To determine assignments that truly serve your course objectives, it is useful to write out your objectives in this form: I want my students to be able to ____. Use active, measurable verbs as you complete that sentence (e.g., compare theories, discuss ramifications, recommend strategies), and your learning objectives will point you towards suitable assignments.

Design assignments that are interesting and challenging.

This is the fun side of assignment design. Consider how to focus students’ thinking in ways that are creative, challenging, and motivating. Think beyond the conventional assignment type! For example, one American historian requires students to write diary entries for a hypothetical Nebraska farmwoman in the 1890s. By specifying that students’ diary entries must demonstrate the breadth of their historical knowledge (e.g., gender, economics, technology, diet, family structure), the instructor gets students to exercise their imaginations while also accomplishing the learning objectives of the course (Walvoord & Anderson, 1989, p. 25).

Double-check alignment.

After creating your assignments, go back to your learning objectives and make sure there is still a good match between what you want students to learn and what you are asking them to do. If you find a mismatch, you will need to adjust either the assignments or the learning objectives. For instance, if your goal is for students to be able to analyze and evaluate texts, but your assignments only ask them to summarize texts, you would need to add an analytical and evaluative dimension to some assignments or rethink your learning objectives.

Name assignments accurately.

Students can be misled by assignments that are named inappropriately. For example, if you want students to analyze a product’s strengths and weaknesses but you call the assignment a “product description,” students may focus all their energies on the descriptive, not the critical, elements of the task. Thus, it is important to ensure that the titles of your assignments communicate their intention accurately to students.

Consider sequencing.

Think about how to order your assignments so that they build skills in a logical sequence. Ideally, assignments that require the most synthesis of skills and knowledge should come later in the semester, preceded by smaller assignments that build these skills incrementally. For example, if an instructor’s final assignment is a research project that requires students to evaluate a technological solution to an environmental problem, earlier assignments should reinforce component skills, including the ability to identify and discuss key environmental issues, apply evaluative criteria, and find appropriate research sources.

Think about scheduling.

Consider your intended assignments in relation to the academic calendar and decide how they can be reasonably spaced throughout the semester, taking into account holidays and key campus events. Consider how long it will take students to complete all parts of the assignment (e.g., planning, library research, reading, coordinating groups, writing, integrating the contributions of team members, developing a presentation), and be sure to allow sufficient time between assignments.

Check feasibility.

Is the workload you have in mind reasonable for your students? Is the grading burden manageable for you? Sometimes there are ways to reduce workload (whether for you or for students) without compromising learning objectives. For example, if a primary objective in assigning a project is for students to identify an interesting engineering problem and do some preliminary research on it, it might be reasonable to require students to submit a project proposal and annotated bibliography rather than a fully developed report. If your learning objectives are clear, you will see where corners can be cut without sacrificing educational quality.

Articulate the task description clearly.

If an assignment is vague, students may interpret it any number of ways – and not necessarily how you intended. Thus, it is critical to clearly and unambiguously identify the task students are to do (e.g., design a website to help high school students locate environmental resources, create an annotated bibliography of readings on apartheid). It can be helpful to differentiate the central task (what students are supposed to produce) from other advice and information you provide in your assignment description.

Establish clear performance criteria.

Different instructors apply different criteria when grading student work, so it’s important that you clearly articulate to students what your criteria are. To do so, think about the best student work you have seen on similar tasks and try to identify the specific characteristics that made it excellent, such as clarity of thought, originality, logical organization, or use of a wide range of sources. Then identify the characteristics of the worst student work you have seen, such as shaky evidence, weak organizational structure, or lack of focus. Identifying these characteristics can help you consciously articulate the criteria you already apply. It is important to communicate these criteria to students, whether in your assignment description or as a separate rubric or scoring guide . Clearly articulated performance criteria can prevent unnecessary confusion about your expectations while also setting a high standard for students to meet.

Specify the intended audience.

Students make assumptions about the audience they are addressing in papers and presentations, which influences how they pitch their message. For example, students may assume that, since the instructor is their primary audience, they do not need to define discipline-specific terms or concepts. These assumptions may not match the instructor’s expectations. Thus, it is important on assignments to specify the intended audience http://wac.colostate.edu/intro/pop10e.cfm (e.g., undergraduates with no biology background, a potential funder who does not know engineering).

Specify the purpose of the assignment.

If students are unclear about the goals or purpose of the assignment, they may make unnecessary mistakes. For example, if students believe an assignment is focused on summarizing research as opposed to evaluating it, they may seriously miscalculate the task and put their energies in the wrong place. The same is true they think the goal of an economics problem set is to find the correct answer, rather than demonstrate a clear chain of economic reasoning. Consequently, it is important to make your objectives for the assignment clear to students.

Specify the parameters.

If you have specific parameters in mind for the assignment (e.g., length, size, formatting, citation conventions) you should be sure to specify them in your assignment description. Otherwise, students may misapply conventions and formats they learned in other courses that are not appropriate for yours.

A Checklist for Designing Assignments

Here is a set of questions you can ask yourself when creating an assignment.

Provided a written description of the assignment (in the syllabus or in a separate document)?
Specified the purpose of the assignment?
Indicated the intended audience?
Articulated the instructions in precise and unambiguous language?
Provided information about the appropriate format and presentation (e.g., page length, typed, cover sheet, bibliography)?
Indicated special instructions, such as a particular citation style or headings?
Specified the due date and the consequences for missing it?
Articulated performance criteria clearly?
Indicated the assignment’s point value or percentage of the course grade?
Provided students (where appropriate) with models or samples?

Adapted from the WAC Clearinghouse at http://wac.colostate.edu/intro/pop10e.cfm .

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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 ).

Diagram that allocates words of assignment

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).

Diagram of bubbles that state what, now what, so what

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.

Gibb's reflective cycle of decription, feelings, evauation, analysis, action plan, cocnlusion

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

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

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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.

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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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Come up with a thesis. Create an essay outline. Write the introduction. Write the main body, organized into paragraphs. Write the conclusion. Evaluate the overall organization. Revise the content of each paragraph. Proofread your essay or use a Grammar Checker for language errors. Use a plagiarism checker.
How to Write a Perfect Assignment: Step-By-Step Guide
To construct an assignment structure, use outlines. These are pieces of text that relate to your topic. It can be ideas, quotes, all your thoughts, or disparate arguments. Type in everything that you think about. Separate thoughts scattered across the sheets of Word will help in the next step. Then it is time to form the text.
PDF A Brief Guide to Designing Essay Assignments
hardest thinking, and feel the greatest sense of mastery and. growth, in their writing. Cour. es. and assignments should be planned with this in mi. d. Three principles are paramount:1. Name what you want and imagine students doing itHowever free students are to range and explore in a paper, the general kind of paper you're inviting has com.
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Execution of Patent Assignment Agreements
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Assignment Samples & Examples

Table of Contents

Academic Assignment Samples and Examples

Assignment Sample

Analysis of a Business Environment: Coffee and Cake Ltd (CC Ltd)

Application of Project Management Using the Agile Approach ….

Assessment of British Airways Social Media Posts

The Marketing Plan- UK Sustainable Energy Limited

To Analyse User’s Perception towards the Services Provided by Their…

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Understanding Writing Assignments

Argument Papers

Research Papers

Exploratory Papers

Annotated Bibliographies

Book Report

Definitions

Essays for Exams

Book Review

Academic Proposals

In this section

Assignment – Types, Examples and Writing Guide

History of Assignment

Types of Assignment

Research paper

Presentation

Creative Project

Examples of Assignments

How to Write Assignment

Applications of Assignment

Purpose of Assignment

When to write Assignment

Characteristics of Assignment

Advantages of Assignment

Limitations of Assignment

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