How to write an assignment: guidelines for students

00:00 Jan 01



1.  Purposes of writing assignments

Assignment writing is a real challenging job and you have to face this challenge throughout your academic career, wherever you live and wherever you study. An assignment can be written on any topic or any sub topic and the range of the subjects will also be highly varied. Payelart , 2009 argues that though the writing style differs depending on the specific requirement of the project but still there are some common themes which are followed in every assignment regardless of the subject. So, we can say that assignments can be of different style, structure and components, but some common points may be found, as general purpose, assignments are given to students to learn creative writing skills.

1.  The first purpose of writing an assignment is to gather maximum knowledge about the subject. Your first job is to gather more and more information about the subject by going through related journals, magazines or books.

2.  The next purpose is to make important notes of your findings from these papers. This we can include in the literature survey section.

  1. To develop writing, researching and learning skills of a student.
  2. To evaluate student's abilities to write independently
  3. To reflective reading, writing, researching, analyzing and communicating skills

Importance of writing assignments in teaching learning process

  • Helps students creative writing
  • Students learn in depth knowledge through making assignments
  • Helps students profound reading
  • Helps students researching, analyzing
  • Helps students communicating skills
  • Helps students write independently
  • Teachers can gain objectives of the course easily
  • Most teachers give students frequent assignments which allow them to apply course concepts and improve communication and problem-solving skills.
  • It can help writers to organize their thoughts.
  • It can help writers to avoid frustration and procrastination.
  • It can help writers to use their time productively and efficiently.
  • Assignments engage students with course material
  • They help students think critically and creatively
  • Teachers can develop scholarly skills among students

General structure of an assignment

  • Assignment topic
  • Purpose
  • Organizing thoughts
  • Organize the data
  • Making Draft/writing assignment
  • Revising the assignment
  • Proofreading of the assignment  

Assignment writing follows 7 easy ways to accomplish any kind of writing assignment successfully; these 7 ways can be applied to any writing assignment easily. These steps are:
1. Topic Development:

 The topic is of fair importance in any assignment writing. The topic or title tells the readers about what they are going to read? And what has to be included in the assignment? The title creates the first impression on the readers so it must be written attentively.
2. Audience Identification:

 A writer has to analyze the audiences he/ she is writing for? The audiences can make your assignment a winning one or can turn a winning one into a dumped one. The audiences are the final deciders or judge of the overall work. Although your teacher may be your audience for an essay, he or she may also expect you to write for your classmates or others in your field of study. After you determine the nature of your audience and your purpose, you must determine how this information affects your planning and writing decisions. For example, the audience profile will tell you the following:

  • how much information to convey
  • what kinds and levels of details to include
  • what concepts to emphasize
  • how much time to spend in research
  • what writing strategies to use
  • how to organize your information
  • what words, tone, and style to use to communicate with your audience

3. Research:  

  • A good assignment is always supported with the best research work.
  • The research should be made in the relevant area of assignment topic that can provide grounds to your work.
  • Gathering ideas
  • Locating and evaluating research
  • Conducting interviews

4. Organize:

 The details should always be organized in a significant manner that is, synchronization or managing it in the timely manner or organizing it with the importance of events. Introduction, body and conclusions, all are organized at this step.

I.   Introduction

            A. Grab attention

            B. State thesis


II. Body

            A.  Build points

            B.  Develop ideas

            C.  Support main claim

III. Conclusion

            A.  Re emphasize main idea

5. Creating a draft/ writing

First draft helps to bring out organizing as well as conceptual errors. Writing the first draft minimizes the chances of mistakes by acting as an outline for your assignment. Give yourself ample time to work on your project.

Find a comfortable place to do your writing.

Avoid distractions.

Take breaks.

Putting your ideas and thoughts together

Sentences and paragraphs

6. Revise:

Revision should be based on checking of Clear communication of ideas, Organization of paper, Paragraph structure, Strong introduction and conclusion, Rewriting or rearranging sentences to make sense and Correcting grammar and punctuationJason Lockhart

7. Proofread:

In the process of proofreading, Spelling, Punctuation, Sentence structure, Documentation style, slowly read your paper aloud. Read your paper backwards, exchange papers with a friend. Spell check will not catch everything, and grammar checks are often wrong

The proofreading serves to two main purposes;


1.  one is to omit errors from the assignment,

2.  Second to modify it accordingly. Modification is being done on the basis of research and by understanding the necessities of an assignment(Jason,2009)  

General style of an assignment

Students will do a better job with a long written work if they are led to produce it in stages.  Here are some of the stages you might include, along with written products you might require along the way:


1.  research questions, rationale for topic, proposal, or prospectus

2.  list of sources or annotated bibliography

3.  sample summary or analysis of a key source

4.  outline

5.  rough draft

6.  peer review

7.  final draft

8.  self-evaluation or writer's memo

The use of the P.O.W.E.R.S Writing Process to create better writers

  • P is for Pre-Writing

This is the first step in the Writing process.

  • Possible Pre-Writing strategies:

Observing, Imagining, & Reflecting ,Keeping a writing journal or ideas, Journal Writing, Brainstorming, Free write, Clustering or webbing, , Reading, Writing Prompts.

In this phase, you might try to clarify

  • what you want to write about how you think and feel about your topic
  • how you want to approach your topic
  • what other materials and notes you might need
  • how to organize these materials
  • what kind of audience you are writing for

You plan the content and organization of your paper or assignment during this first phase.

O is for Organize

  • Organize is the second step in the writing process.
  • Ways to organize your writing:

Create an outline, Focused Free Write, Arrange ideas in groups, Create a cluster or web, Number your ideas, Answer the 5 "W"s of writing (who? What? When? Where? Why?, Use index cards.

W is for Write

Now that you have your ideas out of your head and on paper, and organize in some way, you are ready to write. This is just being the first or rough draft of your writing. In this phase, you implement your plan, working out the details and fine-tuning your thoughts.

E is for Edit

After completing the writing you should have your writing edited.

Possible Editors for you writing may be Yourself, Peers, friends, siblings, Any adult including parents, Teachers

Possible Editing feedback might be on one of the following.

  • Does the writing make sense?
  • Do you reach your audience?
  • Do you accomplish your purpose?
  • Is the information good?
  • Are the words spelled correctly?
  • Is the capitalization and punctuation correct?
  • Have I used appropriate language for the type of writing I am doing?






Pre writing

R is for Revise

In  revising, you review what you have written and consider how and where your writing can be improved.

After getting feedback on your writing you are ready to revise, or re-write with corrections. After a revise, be sure to edit again to find any missed mistakes. You may go between the Edit and Revise steps several times before completing your Final Draft.

S is for Share

Once your writing is completed, it is important to share your writing with others. There are several ways to share your writing including Reading it aloud for someone, Giving copies to your friends or family, Displaying your work in an appropriate place, Entering your writing in a school publication, Publish your writing in some manner, even placing it on your personal web site.

Guidelines for students before starting writing assignments

* If a topic is not assigned

1. Identify a subject that interests you. Refer to your text book, a lecture, a hobby you have that relates to the subject, something that you are curious about.

2. Set your topic. State your thesis, theme, or objective in a sentence or two at most.

* If the topic is assigned, or when you have identified your subject

1. Note key ideas or words you think will be important.
2. Use only short phrases or individual words at this point
3. Construct a map using these words and phrases

* Identify what you want to do with the concepts

  • Pick a verb (or two) and write out the definition to keep before you.
  • Are you to develop a persuasive or expository essay, or a position paper?
    What has the teacher assigned?
  • List out what sources you will need to find information for your essay: Start small:  what does an encyclopedia say about it?
  • Is there a reference librarian who can help you find sources, both for an overview and for detailed research?
  • Is a search engine enough? Or too boring?
  • Think big: are there experts you can talk to? An organization?
  • Analyze your topic so far is it too vague or broad, or too narrow? Is it interesting enough?  Is there a controversy to explore, or do you think you can help others understand a problem? Will you provide information from two points of view, or only one while anticipating questions and arguments?

* Summarize your topic

  • Summarize your topic and present it to your teacher for feedback.
  • Bring these first few steps with you in case the teacher will want to help you refine or restate your topic
  • Write out your opinion on, or approach to, the topic
  • Remember:  you are writing an essay as a learning experience and you may find information that is against your position.  You will need to resolve this. 

* Keep an open or critical mind as you research:
You may only see your side and not be objective. Your position could be prejudicial to, or otherwise affect, your investigation

* Prewriting

Prewriting means getting your thoughts down on paper in the shape of free writing, outline and notes.

The purpose of prewriting is to generate an abundance of raw material and notes that will give you some strategies for writing your first draft. For most students, starting a draft too soon, without the results of the prewriting phase, leads to poorly constructed writing, often with weak generalities. Prewriting is not an isolated event, but the way to look ahead to drafting and revising, enabling a piece of writing to grow.

Prewriting is a systematic thinking process that helps you probe what you will write. Prewriting techniques help you determine what approach to take and how to plan for implementing it. Prewriting planning enables you to explore a topic from different perspectives, engage your imagination and creativity discover original ideas, and perceive not-so-obvious relationships between and among ideas.

Your writing task begins when you receive your writing assignment from your teacher. The first step is to make sure you understand the assignment and what your teacher wants you to do with it. To do this, review the requirements of the assignment. These may be in the form of an assignment sheet or a description of the assignment, or they may be given to you verbally during a class lecture. Your requirements might also be stated as a one-line entry in your syllabus or as a short essay question. In any case, to understand your writing project, you should have clear idea of the following:

1. Purpose of assignment

Purpose includes what you intend to bring about in the writing and how you want the reader to use the information. Purpose bridges the gap between audience and content.

2. The audience for this assignment, teacher, classmates, or someone else. It is fundamental to understanding what should go into each piece of writing. You should consider your audience's needs in your research; your content; the information you provide; your tone, style, and wording; and the frequency with which you define terminology. Analyzing your audience will help you make the necessary decisions about what you will write.

1.  Method to find content, from opinions or research

How students develop their own writing process usually depends on their learning styles, personalities, and work habits.

1.  Before writing assignment, due date of the assignment, and due form of assignment should be known.

2.  Before writing assignment, evaluation criteria for assignment should be known.

3.  Before writing assignment, goals in undertaking the assignment should also be known.

Guidelines after starting writing assignments

After you have begun the research and decided on your subject, the next step in the planning process is to determine your working thesis. A statement of thesis  states the purpose and topic of your writing, indicates the direction and, strategy you will adopt. Your thesis statement will often be based on your synthesis of the information you have gathered from class, from your experience, and from research. You may revise this thesis many times before you are finished thinking and ready to write your final draft.

1. The first method is simply to restate the assignment in your own words. Restating the assignment often helps you understand it better and gives you a point at which to begin writing. Restating enables you to articulate your point of view and write what you know and how you think about your assignment topic.

2. Simply sum up what your research has led you to believe or what you think it means. This method helps you start organizing your thoughts as you look to your research to support your thesis.

3. The third method works for students who like to jump into the writing with only smallest organizing and planning. Think of your topic as a question, and write your assignment as though you are answering it. As you line up your supporting statements, you will discover what you want to write. Your thesis should suggest to you an organization for your ideas and often will show you areas where you need to study or read more.

Outlining, especially in the planning stages, may be informal, a scratch list of points you want to make. Ideas are often simply jotted down in an order that appears to make sense to the writer in thinking about the topic. At a more developed stage, an outline may expand on several aspects of the thesis and controlling idea.

A formal outline, on the other hand, may contain complete sentences that expand the major and minor supporting statements for the clearly delineated thesis statement. How formal and detailed your outline is depends on the demands of the writing task and what kind of writer you are.

Outlining can help you plan and manage your writing assignment in several ways:

  • It helps you organize information.
  • It facilitates sharing information with your peers and your teacher to see if you are on the right track.
  • It helps you to think in writing as you are deciding what to say for your first draft.

When you can see all the main information items in your writing project, you can then plan your research and writing schedule.

1.  Writing assignments

Every writer's habits and ways of thinking differ. So, if all the students are given the same topic for an assignment, it will be written differently. As you begin your first draft, you will find yourself engaged in four basic activities:

1.  interpreting your notes and research materials

2.  organizing your ideas

3.  refining your thesis

4.  revising your draft

Never think that what you've written can't be improved. You should always try to make the sentence that much better and make a scene that much clearer. Go over and over the words and reshape them as many times as is needed.
(Tracy Chevalier, "Why I Write." The Guardian, Nov. 24, 2006)

You can go back to your prewriting idea-generating phase to generate more ideas or even read for more information, and you certainly may try more than one way to organize your ideas before you finish your first draft.

 As you weave the threads of your ideas and notes into the whole cloth of your first draft, you will be sorting through all you have gathered in search of patterns that will shape your writing.

As your writing flows from the thesis statement with its controlling idea, the subsequent paragraphs should provide the information identified in your lists and notes.

From your statement and notes, you should write at least one draft. For now, disregard spelling, punctuation, and grammar and focus on getting your ideas down in a way that reflects your outline and your proposed plan. Focus on the content.

As you write, you will discover ways to improve your content and even your writing plan. You may decide to move, delete, or add sections. In other words, you will find that your first draft is another stage of thinking in writing. As you refine your ideas about your writing project, keep in mind that too many changes will impede your progress; if the change seems worthwhile, however, do not hesitate to change direction if it seems necessary.

Guidelines for writing each element of assignment

Guidelines for writing objectives of assignment

Begin by thinking about the goals of the writing assignment.  Is the assignment designed to enable your students . . .

  • to learn course material
  • to practice specific modes of reading, thinking, or research
  • To create a particular kind of written product characteristic of your discipline?
  • Help in understanding some concepts

Style of writing Objectives of assignment

  • Simple and clear language
  • Showing what would be included in the assignment

Guidelines for writing introduction of assignment

The first part of an assignment will be the introductory section and that will give a preliminary idea to the readers about the subject and subsequently about the motive of the paper. Introduction addresses the nature and importance of the research you are doing and different phases you will conduct to perform research. (Stephronald, 2010)

The form and content of your introduction will depend on the assignment, the discipline, and even your instructor.

Your introduction should

  • alert your reader to the question you are answering in your paper
  • explain the importance of the question and your position
  • appeal to the reader's interest
  • Conclude with your thesis statement.
  • Make sure your introduction is sharply focused. (Hamilton College, 2010)
  • include the historical background of the subject if it is available
  •  The literature survey is another part which gives an idea to the readers about the work already done in the given subject.
  • While the body is often easier to write, it needs a frame around it. An introduction and conclusion frame your thoughts and bridge your ideas for the reader.
  • Now that you have decided, at least tentatively, what information you plan to present in your essay, you are ready to write your statement of topic.
  • The statement of the topic tells the reader what the essay will be about, and what point you, the author, will be making.
  • If you are trying to persuade, you want to write your best arguments.
  • If you are trying to explain a process, you want to write the steps that should be followed. You will probably need to group these into categories. If you have trouble grouping the steps into categories, try using Beginning, Middle, and End.
  • If you are trying to inform, you want to write the major categories into which your information can be divided.
  • You know what the essay will be about. That was your topic. Now you must look at your outline or diagram and decide what point you will be making. What do the main ideas and supporting ideas that you listed say about your topic?
  • Begin your outline by writing your topic at the top of the page.
  • Next, write the Roman numerals I, II, and III, spread apart down the left side of the page.
  • Next to each Roman numeral, write the main ideas that you have about your topic, or the main points that you want to make.
  • Under each Roman numeral, write A, B, and C down the left side of the page.
  • Next to each letter, write the facts or information that supports that main idea.
  • When you have finished, you have the basic structure for your essay and are ready to continue.

Guidelines for writing about related literature in assignment

Literature reviews provide with a helpful guide to a particular topic. If you have limited time to conduct research, literature reviews can give you an overview or act as a stepping stone. For professionals, they are useful reports that keep them up to date with what is current in the field. For scholars, the depth and breadth of the literature review emphasizes the credibility of the writer in his or her field. Literature reviews also provide a solid background for a research paper's investigation. Comprehensive knowledge of the literature of the field is essential to most research papers.

If your assignment is not very specific, seek clarification from your instructor:

  • Roughly how many sources should you include?
  • What types of sources (books, journal articles, and websites)?
  • Should you summarize, synthesize, or critique your sources by discussing a common theme or issue?
  • Should you evaluate your sources?
  • Should you provide subheadings and other background information, such as definitions and/or a history?
  • Look for other literature reviews in your area of interest or in the discipline and read those to get a sense of the types of themes you might want to look for in your own ways to organize your final review. You can simply put the word "review" in your search engine along with your other topic terms to find articles of this type on the Internet or in an electronic database.
  •  The bibliography or reference section of sources you've already read are also excellent entry points into your own research.
  • There are hundreds or even thousands of articles and books on most areas of study. The narrower your topic, the easier it will be to limit the number of sources you need to read in order to get a good survey of the material. Your instructor will probably not expect you to read everything that's out there on the topic, but you'll make your job easier if you first limit your scope.
  • Some disciplines require that you use information that is as current as possible. In the sciences, for instance, treatments for medical problems are constantly changing according to the latest studies. Information even two years old could be obsolete. However, if you are writing a review in the humanities, history, or social sciences, a survey of the history of the literature may be what is needed, because what is important is how perspectives have changed through the years or within a certain time period.
  •  Try sorting through some other current bibliographies or literature reviews in the field to get a sense of what your discipline expects. You can also use this method to consider what is currently of interest to scholars in this field and what is not.

Guidelines for writing conclusions of assignment

Conclusion is written to induce the reader, and expressing your view point after discussing it in the essay assignment. There is a certain limit to write your conclusion. The ideal word limit is 7 top 8 words in a sentence. One or more of the following strategies may help you write an effective conclusion.

  • Play the "So What" Game. If you're stuck and feel like your conclusion isn't saying anything new or interesting, ask a friend to read it with you. Whenever you make a statement from your conclusion
  • your conclusion can provide a bridge to help your readers make the transition back to their daily lives. Such a conclusion will help them see why all your analysis and information should matter to them after they put the paper down.
  • Your conclusion is your chance to have the last word on the subject. The conclusion allows you to have the final say on the issues you have raised in your paper, to summarize your thoughts, to demonstrate the importance of your ideas, and to propel your reader to a new view of the subject. It is also your opportunity to make a good final impression and to end on a positive note.
  • Your conclusion can go beyond the confines of the assignment. The conclusion pushes beyond the boundaries of the prompt and allows you to consider broader issues, make new connections, and elaborate on the significance of your findings.
  • Your conclusion should make your readers glad they read your paper. Your conclusion gives your reader something to take away that will help them see things differently or appreciate your topic in personally relevant ways. It can suggest broader implications that will not only interest your reader, but also enrich your reader's life in some way. It is your gift to the reader.
  • Your conclusion is your chance to have the last word on the subject. The conclusion allows you to have the final say on the issues you have raised in your paper, to summarize your thoughts, to demonstrate the importance of your ideas, and to propel your reader to a new view of the subject. It is also your opportunity to make a good final impression and to end on a positive note.
  •  Do not let your conclusion merely restate your introduction; if you have successfully argued your point, a summary conclusion generally bores and can even insult your reader.  You may want to remind your reader of your thesis, but then take the opportunity to offer some additional insight into your argument. This can strengthen your argument while leaving your reader with something more to think about. Your conclusion should address ideas from a fresh perspective, pose a question for future study, describe possible limitations of the assignment, and refer to a detail in the introduction to bring the argument full-circle
  • Whatever technique you choose to employ, your conclusion should convey to your reader why you think your argument is important. It should not be overstated or dogmatic.  Any paper that ends with such expressions as, "Thus it is unquestionably certain that..." probably expresses a dubious thesis.
  • Conclusion can go beyond the confines of the assignment. The conclusion allows you to consider broader issues, make new connections, and elaborate on the significance of your findings.
  • Conclusion should make your readers glad they read your paper. Your conclusion gives your reader something to take away that will help them see things differently or appreciate your topic in personally relevant ways
  • The conclusion should summarize and clarify important information and resolve the thesis statement.
  •  The conclusion should  leave the reader thinking

Guidelines for revision of assignment

"Revision" literally means "to see again," but you will not be able to do this if you have just finished writing your paper.  We become wedded to our writing and therefore cannot and will not see its weaknesses. In order to rewrite, first print out your draft.  If time allows, let it sit overnight and clear it from your mind.  The more time that elapses before you return to your draft, the more clearly you will be able to see its strengths and weaknesses.
While revising assignment, the following aspects should be reviewed:


The introduction should be designed to attract the reader's attention and give her an idea of the essay's focus. Begin with an attention grabber. The attention grabber you use is up to you, for example:Surprising information, dialogue and summary Information

 A few sentences explaining your topic in general terms can lead the reader gently to your thesis. Each sentence should become gradually more specific, until you reach your thesis.


In the body of the essay, topic you have chosen must now be explained, described, or argued. Each main idea that you wrote down in your diagram or outline will become one of the body paragraphs. If you had three or four main ideas, you will have three or four body paragraphs.

 Each body paragraph will have the same basic structure. Start by writing down one of your main ideas, in sentence form. Next, write down each of your supporting points for that main idea, but leave four or five lines in between each point. In the space under each point, write down some elaboration for that point. Elaboration can be further description or explanation or discussion.


  • clearly organize the paragraphs
  • include a topic sentence for each paragraph
  • use shift sentences between paragraphs
  • provide enough relevant evidence
  • explain the significance of the evidence chosen


  The conclusion brings finality to the reader, summing up your points or providing a final perspective on your topic. All the conclusion needs is three or four strong sentences which do not need to follow any set formula. Simply review the main points (being careful not to restate them exactly) or briefly describe your feelings about the topic. Conclusion should bring argument to a close and offer a new perspective on my argument.( Hamilton College,2010)

Guidelines for editing and revising assignments

BCCC Tutoring Center (2008) has provided a checklist for effective essay writing; the following guidelines are derived from it:

Paragraph or Essay Structure

  • Each paragraph should be unified and clear.
  • The assignment should be logically organized; .
  • The introduction should include relevant background information for the audience.
  • Enough details and examples to support the topic sentence should be provided.
  • The closing paragraph should be an effective conclusion that does more than simply repeat the introduction.

Sentence Structure

  • Review sentence variety and construction as well as word choice and conciseness.
  • All sentences should be complete, containing a subject and a verb and properly coordinated or subordinated.
  • All unnecessary words should be erased to make sentences concise.


Think about the assignment's grammatical elements, particularly those that have been challenging in previous writing assignments...

  • The subject and verb of each sentence should agree.
  •  Pay attention to punctuation, spelling, and formatting. Proofread for spelling, even after using spell-check
  •  All sentences should be correctly punctuated, words properly capitalized
  • properly formatted paper and documented sources using MLA, APA, or any other documentation method required by professor

Do's of Assignments

The following guidelines are designed to give students a checklist to use, whether they are revising individually or as part of a peer review team.

Develop topic and identify audience

  • there should be clear introduction, body, and conclusion
  • The introduction should provide sufficient background for the reader. All the 5 w's , the "who," "where," "why," "what," and "how" questions should be addressed
    • The purpose of the assignment should be clear.
    • Assignment should move from general to specific
    • every paragraph should address the subject matter of the assignment in some way
    • the writer should have a knowledge of the audience
    • the length should be  appropriate and adequate
    • The writer should use sufficient examples and detail to make his or her points clearly
    • the tone of the assignment should be  appropriate
    • the language should be convincing, clear, and concise
    • the writer should use fresh language and a creative approach
    • all sources should be credible
    • the research should be accurate, unbiased, and complete
    •  the writer should fully interpret the findings
    • the writer should comment on each source used
    • the analysis should be based on hard evidence
    • the documentation in the Works Cited page and body of the essay should be correct
    • all quotations should be checked against the original
    • All quotations should be introduced. the flow of the essay should be seamless
    • If material was paraphrased, are the sources should be still mentioned
    • If necessary, limitations should be clearly spelled out
    • If included, recommendations should be based on accurate interpretations
    • all facts should be checked for accuracy

Research and organizing Sources

Writing and Revising

  • Consider the essay's or paragraph's content and its overall organization.
  • Writing should address all the requirements outlined early; each paragraph should be unified and clear
  • Review sentence variety and construction as well as word choice and conciseness
  • Pay attention to punctuation, spelling, and formatting.
  • From your statement and notes, you should write at least one draft.
  • For now, disregard spelling, punctuation, and grammar
  • In this draft, you want to focus on getting your ideas down in a way that reflects your outline and your proposed plan. Focus on the content.


(Allen Brize, 2010), has provided the following guidelines to proofread:

  • There should be table of contents
  • the writer should check grammar and punctuation
  •  the writer should spell checked the essay
  •  The writer should check for his or her particular pattern of error?
  •  The page should have numbers correct
  • The title should be capitalized correctly
  •  The writer should use the correct margin and font


Trzeciak and Mackay (1994) offer to use some of these in some combination, in order to conclude assignments:

  • A summary of the main part of the text
  • A deduction made on the basis of the main body
  • Your personal opinion on what has been discussed
  • A statement about the limitations of the work
  • A comment about the future based on what has been discussed
  • The implications of the work for future research
  • Important facts and figures not mentioned in the main body

Pallant (2004) sees five basic ingredients of a conclusion as follows, though these will not always be used in the same conclusion:  A summary of the main points, Concluding statements, Recommendations, Predictions and Solutions and finally, readability.

Don'ts of Assignments

The most common mistakes made by students when writing assignments are as follows:

  • Failing to follow assignment instructions (not answering the question, not meeting the word limit etc.).
  • Not writing in paragraphs
  • Bad grammar
  • Not making it clear when other people's ideas are used
  • Lack of planning leading to a lack of structure
  • Over-using technical words - especially if the words are not used correctly
  • Writing off topic - irrelevant information gets no marks
  • Writing illegibly - especially problematic in exams
  • Trying to be funny - university lecturers are not famed for their sense of humor
  • Not writing Step by step assignment