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Graduate Writing: Understanding Assignments

Understanding Assignments

The first step toward succeeding on an assignment is understanding what you need to do. However, sometimes the instructions are not so clear, and you might find yourself a little lost. In these cases, we recommend taking a proactive approach by accessing all materials and contacting your instructor with questions. After reading our tips and example assignments, scroll down for a Writing Center podcast and webinar on the topic.

Proactive Preparation and Communication

1. Read the discussion and assignment instructions early in the week, rather than right before they are due. This gives you time to think, and also to reach out if you need clarification. 

2. Highlight key pieces of information: length, topic, due date, specific points you need to cover.

3. Access the rubric for every discussion and assignment. These are available by going to the Course Information area, as well as by clicking on the Grading Criteria box for each individual discussion or assignment. How is your work being judged? Viewing the rubric can help you understand the goal or purpose of the assignment--and ensure that you are meeting that goal. 

4. Ask your instructor for clarification if any of the assignment wording or expectations is unclear. These questions are best presented in the Contact the Instructor area so that your colleagues can benefit from the response as well. It is likely they have the same questions as you! 

5. Compare your completed draft to the rubric and to the highlighted information from the instructions. Have you stayed true to what the instructions are asking, or have you gone in a different direction? If you are concerned with your work, ask your instructor if you can share an early draft with him or her to verify that you are on the right track. 

Example Assignments

Seeing examples can help you understand what the assignment should look like, and what its purpose is. Read the example assignments below, as well as the annotations explaining why the examples are effective. Note that these examples use a different article than the ones assigned in Graduate Writing I. Please do not use the article in your own submissions.


Example of Week 2 Assignment

Article

Mandernach, B.J., Zafonte, M., & Taylor, C. (2016). Instructional strategies to improve college students’ APA style writing. International Journal of Teaching and Learning in Higher Education, 27(3), 407-412. Retrieved from http://www.isetl.org/ijtlhe/

Outline of Article’s Three Main Points

  1. Purpose of the Study: To study college instructors’ perceptions of the biggest APA problem areas for their students. Based on study, identify instructional strategies and resources to help in those areas.
  2. Major Point 1: Properly crediting sources in APA style is biggest concern.
    1. 135 college faculty surveyed via Likert scale
    2. In-text citations, reference page, and direct quotes have most errors (according to faculty)
  3. Major Point 2: Teaching strategies can help students learn APA style.
    1. Activities such as classroom assessment, peer review, error correction, quiz
    2. Instructor feedback
    3. Rubrics with APA as a category
  4. Major Point 3: Supplemental resources can help students learn APA style.
    1. Purdue OWL website
    2. APA style blog

Explanation of the example: The three main points the student selects relate to the study’s findings and recommendations, which are the most important takeaways from the article. In addition to outlining the main points, the student has included the purpose of the study in his own words. The purpose gives context to the main points and will help the student write his summary later on. Note that the student is not concerned with composing complete sentences or even writing in a compelling way. The aim of the outline is to get information down.


Example of Week 3 Assignment

In their study, Mandernach, Zafonte, and Taylor (2016) surveyed 135 college faculty about the biggest APA problem areas for their students. The faculty reported that properly crediting sources in APA style was of greatest concern (Mandernach et al., 2016). Frequent errors occurred in use and format of in-text citations, the reference page, and use and format of direct quotes (Mandernach et al., 2016).

Explanation of the example: The student has chosen to expand Major Point #1 from the outline into a paragraph. He does so by setting up the study (using the purpose), stating the major point, and allowing the minor points to provide further detail. Notice how the student includes a citation whenever providing information from the article. In this case, every sentence in the rough draft is information-based and thus deserves a citation.


Example of Week 4 Assignment

APA style can be difficult for students to learn and apply. In one study, Mandernach, Zafonte, and Taylor (2016) surveyed 135 college faculty about the biggest APA problem areas for their students. The faculty reported that properly crediting sources in APA style was of greatest concern (Mandernach et al., 2016). Frequent errors occurred in use and format of in-text citations, the reference page, and use and format of direct quotes (Mandernach et al., 2016). More support for students is needed.

Explanation of the example: Notice how the substance remains the same, but the student has structured the paragraph by adding a topic sentence and a lead-out sentence. The topic sentence sets up the main idea of the paragraph, while the lead-out reacts to the evidence and its implications.


Example of Week 5 Assignment

APA style can be difficult for students to learn and apply. In one study, Mandernach, Zafonte, and Taylor (2016) surveyed 135 college faculty about the biggest APA problem areas for their students. The faculty reported that properly crediting sources in APA style was of greatest concern (Mandernach et al., 2016). Specifically, frequent errors occurred in use and format of in-text citations, the reference page, and use and format of direct quotes (Mandernach et al., 2016). Based on these findings, more support for students is needed to ensure appropriate documentation of sources.

Various teaching strategies can help students learn APA style. These include activities such as classroom assessment, error correction of a sample paper, peer review, reference list compilation, and open-book quizzes (Mandernach et al., 2016). Faculty can give detailed written feedback on APA style in the form of correction or simple highlighting (Mandernach et al., 2016). Faculty can create rubrics with a category for APA style to demonstrate its importance (Mandernach et al., 2016). 

Explanation of the example: The student first revises his initial paragraph to be more specific and to flow better. Note the transitions “Specifically” and “Based on these findings.” To gauge the effectiveness of the flow, read the example out loud. What do you hear? The student also adds a rough-draft paragraph focusing on another main point from the outline. Notice that this second paragraph is not fully refined yet. 


Example of Week 6 Assignment

APA style can be difficult for students to learn and apply. In one study, Mandernach, Zafonte, and Taylor (2016) surveyed 135 college faculty about the biggest APA problem areas for their students. The faculty reported that properly crediting sources in APA style was of greatest concern (Mandernach et al., 2016). Specifically, frequent errors occurred in use and format of in-text citations, the reference page, and use and format of direct quotes (Mandernach et al., 2016). Based on these findings, more support for students is needed to ensure appropriate documentation of sources.

Faculty should provide such support through teaching strategies designed to enhance APA learning. These include activities such as classroom assessment, error correction of a sample paper, peer review, reference list compilation, and open-book quizzes (Mandernach et al., 2016). Additionally, faculty can give detailed written feedback on APA style in the form of correction or simple highlighting (Mandernach et al., 2016). Rubrics with an APA category are another tool that enhance learning and demonstrate APA’s importance (Mandernach et al., 2016).  If faculty apply these strategies, they may see fewer errors in students’ use and crediting of sources.

Explanation of example: In this revision, the student has given the second paragraph a stronger topic sentence, transitions such as “Additionally” and “another,” and a lead-out sentence that also includes analysis. Ultimately, the student shows his critical-thinking skills by interpreting the findings and recommendations for the reader. The student also considers how the two paragraphs connect with one another. The first paragraph ends with the idea of support, and the second paragraph begins by explaining what type of support that could be. 

Writing Center Podcast: Doesn't Meet Requirements

The Writing Center produces an audio podcast that covers topics in scholarly writing. For tips on understanding assignment expectations in Graduate Writing I, listen to Episode 11: Doesn't Meet Requirements: Strategies for Following Your Assignment Instructions.

Writing Center Webinar: Strategies for Demystifying Walden Assignment Prompts

Confused, overwhelmed, anxious: These are words students use to describe how they feel when first reading a prompt for a new assignment. In this webinar, we discuss the three common sections of Walden assignment instructions and how to get started with understanding the prompt. Students learn and practice strategies for demystifying writing requirements..

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