• ...is an important factor/concept/idea/ to consider because...
• … will be argued/outlined in this paper.
Once you have finished writing your first draft it is recommended that you spend time revising your work. Proofreading and editing are two different stages of the revision process.
As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.
Editing checklist
There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.
Proofreading checklist
This chapter has examined the experience of writing assignments. It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.
Academic Skills Centre. (2013). Writing an introduction and conclusion . University of Canberra, accessed 13 August, 2013, http://www.canberra.edu.au/studyskills/writing/conclusions
Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.
Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39 (3), 162-163.
Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1).
Writing Assignments Copyright © 2021 by Kate Derrington; Cristy Bartlett; and Sarah Irvine is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.
Writing Across the Curriculum
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One of the best ways for students to determine what they know, think, and believe about a given subject is to write about it. To support students in their writing, it is important to provide them with a meaningful writing task, one that has an authentic purpose, clear guidelines, and engages students in their learning. In this section, you can read about key principles of assignment design, review examples of effective writing assignments, and use a checklist to guide your own designs. You can also consult with a Writing Across the Curriculum Program team member . We’re happy to think with you about your writing assignment, whether it is in the inkling stage or undergoing a few minor tweaks.
A good deal of educational research points to the benefits of writing assignments that exhibit the following features:
Meaningful tasks. A task is given meaning by its relevance to and alignment with the learning aims in the course. What counts as meaningful in one course context might not be meaningful in another. As Eodice, Geller, and Lerner (2016) have shown, meaningful writing assignments do occur across all disciplines and they are typically ones that “offer students opportunities to engage with instructors, peers, and texts and are relevant to past experiences and passions as well as to future aspirations and identities.”
Maximized learning time. As Linda Suskie argues, effectiveness is determined by the “learning payoff,” not by size of the assignment. Will students learn four times as much on an assignment that takes 20 hours outside of class than one that takes 5? Longer research-based assignments and elaborate class activities (mock conferences, debates, poster sessions, etc.) can greatly maximize learning, but there must be an appropriate level of writing and learning time built into the task. Term papers are much more effective when students have time to draft and revise stages of the assignment, rather than turning in one final product at the end.
Logical sequencing. A writing task that includes discrete stages (research, drafting, review, revising, etc.) is more likely to be an effective learning experience than one that only specifies the final product. Furthermore, these stages are more effective when they are scaffolded so simpler tasks precede more complex tasks. For example, a well-sequenced 10-12 page essay assignment might involve discrete segments where students generate a central inquiry question, draft and workshop a thesis statement, produce a first draft of the essay, give and receive feedback on drafts, and submit a revision. Read more about sequencing assignments .
Clear criteria will help students connect an assignment’s relevance to larger scale course outcomes. The literature on assignment design strongly encourages instructors to make the grading criteria explicit to students before the assignment is collected and assessed. A grading scheme or rubric that is handed out along with the assignment can provide students with a clear understanding of the weighted expectations and, thus help them decide what to focus on in the assignment. It becomes a teaching tool, not just an assessment tool.
Forward-thinking activities more than backward-thinking activities. Forward-thinking activities and assignments ask students to apply their learning rather than simply repeat it. The orientation of many writing prompts is often backward, asking students to show they learned X, Y, and Z. As L. Dee Fink (2013) points out, forward-thinking assignments and activities look ahead to what students will be able to do in the future having learned about X, Y, and Z. Such assignments often utilize real-world and scenario-based problems, requiring students to apply their learning to a new situation. For Grant Wiggins (1998) , questions, problems, tests, and assignments that are forward-thinking often:
The following resources can provide you with strategies to help you with your essay and assignment writing.
A general outline of the steps to writing essays at university.
Some helpful advice and strategies about getting started and constructive planning of your essay or assignment.
This guide will help you to better answer and understand your essay questions. It also provides a list of common terms used in assignment questions and their definitions.
This checklist outlines questions to ask yourself as you are writing your final draft or editing your assignment.
Need to write a critical review? Not sure what it is? See our guide for tips on writing a critical review.
This is an assignment that allows you to get acquainted with the material available on a particular topic. This guide to writing an annotated bibliography offers some general advice on getting started.
Many uni assignments feature reflective components. Although they can vary considerably in terms of their style and scope, here are some common elements and tips to get you started with reflective writing.
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Subsections.
Organized, clear, and analytical writing.
University-level writing should be organized, clear, and analytical. The following guides provide direction on different types of writing assignments and strategies for writing.
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.
Introduction, common writing terms.
Analyze = explain a multifaceted text or idea by breaking it into its parts.
Example: Analyze the relationship between hand sanitizer and disease transmission in hospitals.
Tips: Remember to state what the relationship is, but also why . The why involves critical thinking to determine all the factors in the scenario.
Assess or evaluate = determine the significance or value of something by examining it closely.
Example: Evaluate whether hand sanitizer decreases disease transmission.
Tips: Come to an overall, educated opinion on the issue based on course readings, other research, and reasoning. Write a thesis statement at the beginning of your paper to tell the reader what that opinion is.
Compare and contrast = to examine two items to discover similarities and differences.
Example : Compare and contrast three brands of hand sanitizer for effectiveness and cost.
Tips : To provide a well-rounded comparison, give equal attention to the similarities and the differences. Follow our compare/contrast guidelines before submission.
Paraphrase = restate a passage in your own words.
Example : Paraphrase the CDC's recent announcement on the use of hand sanitizer.
Tips : It can be tempting to directly quote the statement, but paraphrasing builds your academic skills. Read the announcement carefully and then open a new document on your computer. Without looking back, reword the announcement using your own vocabulary. Finally, compare yours to the original.
Reflect = think about an idea deeply and consider its impact.
Example : Reflect on your own use of hand sanitizer in the medical profession.
Tips : You might find that sitting in a quiet place, away from the computer, allows you to think easier. Even if you are reflecting on a bad situation in your workplace, remain neutral and objective when writing about the incident.
Summarize = express the main points of a reading in a shorter form.
Example : Summarize Chapter 3 of your course text on disease transmission.
Tips : While reading, pay attention to the who, what, why, where, and how in the text. It could be helpful to take notes or highlight the important information that jumps out at you.
Support your work/ideas = justify your point of view by providing evidence.
Tips : Evidence can come in the form of statistics, examples, or other research. Such evidence is usually accompanied by a citation crediting the original source.
Once you understand the assignment instructions, jot down each component or outline the paper. Keep these tools handy as you write.
Still unsure what a word or concept means? Look it up in Merriam-Webster's Online Dictionary .
Didn't find what you need? Email us at [email protected] .
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Look at sample assignments to help you develop and enhance your academic writing skills.
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.
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UTS acknowledges the Gadigal people of the Eora Nation, the Boorooberongal people of the Dharug Nation, the Bidiagal people and the Gamaygal people, upon whose ancestral lands our university stands. We would also like to pay respect to the Elders both past and present, acknowledging them as the traditional custodians of knowledge for these lands.
Gen ed writes, writing across the disciplines at harvard college.
Gen Ed courses transcend disciplinary boundaries in a variety of ways, so the types of writing assignments that they include also often venture outside the traditional discipline-specific essays. You may encounter a wide variety of assignment types in Gen Ed, but most can be categorized into four general types:
Traditional academic.
For most of us, these are the most familiar types of college-level writing assignments. While they are perhaps less common in Gen Ed than in departmental courses, there are still numerous examples we could examine.
Two illustrations of common types include:
Example 1: Short Essay Professor Michael Sandel asks the students in his Gen Ed course on Tech Ethics to write several short essays over the course of the semester in which they make an argument in response to the course readings. Because many students will never have written a philosophy-style paper, Professor Sandel offers students a number of resources—from a guide on writing in philosophy, to sample graded essays, to a list of logical fallacies—to keep in mind.
Example 2: Research Paper In Who Lives, Who Dies, Who Cares?, a Gen Ed course co-taught by multiple global health faculty members, students write a 12–15 page research paper on a biosocial analysis of a global health topic of their choosing for the final assignment. The assignment is broken up into two parts: (1) a proposal with annotated bibliography and (2) the final paper itself. The prompt clearly outlines the key qualities and features of a successful paper, which is especially useful for students who have not yet written a research paper in the sciences.
In Gen Ed, sometimes assignments ask students to engage in academic work that, while familiar to faculty, is beyond the scope of the typical undergraduate experience.
Here are a couple of examples from Gen Ed courses:
Example 1: Design a conference For the final project in her Gen Ed course, Global Feminisms, Professor Durba Mitra asks her students to imagine a dream conference in the style of the feminist conferences they studied in class. Students are asked to imagine conference panels and events, potential speakers or exhibitions, and advertising materials. While conferences are a normal occurrence for graduate students and professors, undergraduates are much less likely to be familiar with this part of academic life, and this kind of assignment might require more specific background and instructions as part of the prompt.
Example 2: Curate a museum exhibit In his Gen Ed class, Pyramid Schemes, Professor Peter Der Manuelian's final project offers students the option of designing a virtual museum exhibit . While exhibit curation can be a part of the academic life of an anthropologist or archaeologist, it's not often found in introductory undergraduate courses. In addition to selecting objects and creating a virtual exhibit layout, students also wrote an annotated bibliography as well as an exhibit introduction for potential visitors.
One of the goals of Gen Ed is to encourage students to engage with the world around them. Sometimes writing assignments in Gen Ed directly mirror types of writing that students are likely to encounter in real-world, non-academic settings after they graduate.
The following are several examples of such assignments:
Example 1: Policy memo In Power and Identity in the Middle East, Professor Melani Cammett assigns students a group policy memo evaluating "a major initiative aimed at promoting democracy in the Middle East and North Africa (MENA)." The assignment prompt is actually structured as a memo, providing context for students who likely lack experience with the format. It also outlines the key characteristics of a good memo, and it provides extensive advice on the process—especially important when students are working in groups.
Example 2: Letter In Loss, Professor Kathleen Coleman asks students to write a letter of condolence . The letter has an unusual audience: a mother elephant who lost her calf. Since students may not have encountered this type of writing before, Professor Coleman also provides students with advice on process, pointing to some course readings that might be a good place to start. She also suggests a list of outside resources to help students get into the mindframe of addressing an elephant.
Example 3: Podcast Podcasts are becoming increasingly popular in Gen Ed classes, as they are in the real world. Though they're ultimately audio file outputs, they usually require writing and preparing a script ahead of time. For example, in Music from Earth, Professor Alex Rehding asks students to create a podcast in which they make an argument about a song studied in class. He usefully breaks up the assignments into two parts: (1) researching the song and preparing a script and (2) recording and making sonic choices about the presentation, offering students the opportunity to get feedback on the first part before moving onto the second.
These are the types of assignments that perhaps are less obviously "writing" assignments. They usually involve an artistic or otherwise creative component, but they also often include some kind of written introduction or artist statement related to the work.
The following are several examples from recently offered Gen Ed courses:
Example 1: Movie Professor Peter Der Manuelian offers students in his class, Pyramid Schemes, several options for the final project, one of which entails creating a 5–8 minute iMovie making an argument about one of the themes of the course. Because relatively few students have prior experience making films, the teaching staff provide students with a written guide to making an iMovie as well as ample opportunities for tech support. In addition to preparing a script as part of the production, students also submit both an annotated bibliography and an artist’s statement.
Example 2: Calligram In his course, Understanding Islam and Contemporary Muslim Societies, Professor Ali Asani asks students to browse through a provided list of resources about calligrams, which are an important traditional Islamic art form. Then they are required to "choose a concept or symbol associated with God in the Islamic tradition and attempt to represent it through a calligraphic design using the word Allah," in any medium they wish. Students also write a short explanation to accompany the design itself.
Example 3: Soundscape In Music from Earth, Professor Alex Rehding has students create a soundscape . The soundscape is an audio file which involves layering sounds from different sources to create a single piece responding to an assigned question (e.g. "What sounds are characteristic of your current geographical region?"). Early on, as part of the development of the soundscape, students submit an artist's statement that explains the plan for the soundscape, the significance of the sounds, and the intention of the work.
Assignment Decoder
This week you will start to look at university writing, a very important student activity. You will first consider which aspects of your current writing will be useful when it comes to university-level writing and which might need a bit more work. Then you will move on to look at university assignments, their purposes and structure and the strategies students follow when approaching them.
Watch Anna describing what you will study this week:
Welcome to Week 3.
So far you have looked at reading: reading strategies and ways to use insights from readings in an assignment. Reading and selecting key information are two of the first steps towards writing a good assignment. It is now time to look at what university assignments ask for and how to produce a good assignment.
During Weeks 3, 4 and 5 you will concentrate on assignment writing. In particular, this week you will find out what types of assignments university students normally write, the reasons why they write them and the way they approach them. In Week 4 you will look in more detail at essay writing. In Week 5, you will learn how to clearly link ideas in your writing, so that your readers can easily understand your ideas.
By the end of this week you will be able to understand:
For many of us writing is a daily activity. In a morning, for example, I might write a text message to a friend, make a ‘to do’ list and email a colleague.
Three images: first image is of a to-do list, second image of a CV and third image of three Post-it notes on a fridge door.
Think about the types of text, that is any piece of writing, you have written in the past few days. These can be as short as a few words scribbled on a Post-it note or as long as a letter or a workplace report. Note your thoughts in the box below.
The answer is personal to you. Here are some of the texts I have written lately:
Most people do not consider themselves to be writers, yet they write something every day. There are many types of text. Some texts may appear easy but others seem more complex to write. In the next activity you will compare some texts to understand how they differ and why some are harder to write than others.
When we write, we communicate with other people. Birthday cards, Post-it notes and text messages are all ways to send other people messages containing information. Even a personal diary and a to-do list may be read initially only by the writer, but may be shared or read in the future by other people.
Communication is therefore the main reason why people write. The particular purpose of each piece of writing depends on the situation and the people we communicate with. For example, many of us leave little notes on the fridge to remind ourselves and others to do important chores or to wish them well.
The way our texts are organised varies depending on our reason for writing and our relationship with the person or persons who will read our messages.
In this activity you will look at the purpose and structure of three texts (Figure 2).
Three images: first image is of a to-do list, second image of a thank-you letter and third image of a CV.
Look at the three texts below and match them to their typical purpose.
A to-do list
To briefly remind ourselves and others what needs to be done
A curriculum vitae (CV)
To show an employer our skills and experiences in the hope of being invited to an interview
A thank-you card
To tell somebody how much we appreciate what they have done for us
Using the following two lists, match each numbered item with the correct letter.
a. To show an employer our skills and experiences in the hope of being invited to an interview
b. To briefly remind ourselves and others what needs to be done
c. To tell somebody how much we appreciate what they have done for us
Have you ever written any of these three types of text? How easy or difficult do you or would you find writing them? Note your thoughts in the box below before comparing them with mine.
Here is my answer:
I’m one of those people who often write to-do lists. They are simple and informal, and contain just isolated words describing activities. I normally cross off each activity as soon as it is done.
I find thank-you cards and cards in general less easy to write. This is in part because in Italy, my country, people tend to phone or thank other people in person so cards are rarely written. In the UK, handwritten cards tend to follow a specific structure but I am never sure which one I should use, in which order to different people in different situations. I therefore tend to avoid cards or buy ready-made cards and just add my signature.
A curriculum vitae is generally difficult to write. My first CV was untidy, quite long and contained too much information so I had to ask a more experienced friend to help me.
All texts, even the simplest everyday ones, are written for a purpose. When we write, we have this purpose and our readers in mind and this helps us to structure our texts.
Some texts are easy to write because we understand their purpose, they are part of our culture and we are familiar with their typical structure. However, approaching unfamiliar text types may be challenging unless we know why we are writing them and how they should be organised. In many cases a model of a particular type of text or a more experienced person can help.
The next sections introduce some texts you may not be familiar with. You will look at texts written by university students, the reasons why they are written and the ways in which they are organised.
At British universities, students are asked to carry out written tasks called assignments and submit them to their tutors by a set date. Assignments are part of the assessment process and, while most assignments are completed at home, some will take the form of a formal examination.
Like any other piece of writing you have written so far, assignments are written for a reason and follow a specific structure. The key is to understand these reasons and learn which structure you are expected to follow.
Students are asked to write assignments for a number of reasons:
Depending on the specific purpose of each assignment, university students are asked to write a range of assignment types. For example, they use summaries and definitions to simply describe what they have learned from their readings. They use essays to discuss what they have learned and to show that they can use their learning to make sense of real world situations. Finally, they use reports to describe or analyse a situation and provide recommendations.
The next section looks more closely at assignment types, their purpose and structure.
There is a wide range of assignment types that students may be asked to produce during their university studies. Some assignments might require them to write single-sentence responses, while others might ask them to write an extended response of 600, 800 or even 2000 words.
In this video three Open University tutors talk about the assignments students are required to complete for the courses they teach:
It may be more common to find one kind of assignment type in a particular subject than in others. For example, science assignments may consist of short questions that require short answers, while a social sciences assignment might consist of short answers explaining a definition or essays explaining a theory. Regardless of the subject they are studying, students will probably have to write a variety of assignment types during their studies.
You are now going to gain an overview of some of the assignment types that you are likely to encounter in your university studies. Look at the list below of descriptions of various types of assignment. Match each assignment type with its appropriate description.
An assignment that gives detailed information and analysis about a topic; it will often have different sections, with headings that have different functions; there is an introduction, different sections and a conclusion with recommendations
Short definition and explanation
A word or concept is briefly defined and explained
An assignment that focuses on one topic; it has an introduction, body paragraphs and a conclusion
Short-answer exercise
Brief answers in response to questions; the contents of one answer is not necessarily directly connected with the next
A short account of the content of something you have read, heard or viewed without details
a. An assignment that gives detailed information and analysis about a topic; it will often have different sections, with headings that have different functions; there is an introduction, different sections and a conclusion with recommendations
b. A word or concept is briefly defined and explained
c. Brief answers in response to questions; the contents of one answer is not necessarily directly connected with the next
d. A short account of the content of something you have read, heard or viewed without details
e. An assignment that focuses on one topic; it has an introduction, body paragraphs and a conclusion
During your university studies, you will be asked to complete a variety of assignment tasks to demonstrate what you have learned. Having a good understanding of what is required in the various assignments that you are asked to produce for your university modules will help you fulfil the task and get better marks.
Writing a university assignment can be difficult. The following activity identifies the main challenges.
Below is a list of challenges typically experienced by students who are new to assignment writing. Think of your experience of writing longer and possibly formal texts. For example, you may have had to write a job application or a formal email. If you haven’t had such experiences, you may want to think back to your school experiences. Have you ever experienced any of the challenges listed below?
Type your comments in the box before comparing them with mine.
The main problems students experience are caused by lack of experience and, in particular, difficulty in getting started. These difficulties arise when students have problems understanding the question and the way in which essays and reports should be organised. Some see assignment writing as daunting as it is a completely new experience.
The next section will address these challenges by focusing on the writing process.
Writing a successful assignment is less daunting if it is seen as a process consisting of several manageable steps. You will probably be familiar with some of these steps already: for example writing notes, putting ideas in order, selecting ideas to include, reviewing and rewriting what you have already written in order to improve it.
Another key point is that anyone writing an essay has to give themselves enough time. Generally the best assignments result from doing a little at a time over a period of days, rather than attempting to complete an assignment in one evening.
In this section you will look at this step-by-step process.
In the next activity you will look in more detail at the challenges often faced by students and the strategies they can use to complete an essay.
In the videos below, three students describe their writing process. They also mention the challenges they face and some of the strategies they use. Watch the videos and identify the challenges and strategies each student uses. Note them in the boxes below before comparing your answers with mine.
Coping with university writing is about developing strategies that help to meet a range of challenges. These students seem to have been successful in essay writing despite the various challenges they mention. They have dealt with those challenges by adopting strategies for planning what they are going to write, structuring the content of their essays and reviewing the text over and over again.
The next activity introduces you to a method that exploits all the strategies described by the three students.
In this activity you are introduced to the different stages of the essay-writing process. This process starts with activities that include reading (understanding the ideas of others), brainstorming (thinking of all you know about the topic) and note making, and proceeds through one or more cycles until you feel you have produced a full and correct answer.
The boxes show the eight stages in the process of completing an assignment. Drag each stage into the relevant blank box in the diagram.
Writing a university assignment involves going through a series of stages. It is quite normal for all writers to want to go through the cycle more than once. This may happen for many reasons. For example they may feel that they haven’t quite answered the question or they may want to go back to their readings and notes to find additional relevant material.
Many students find that the habit of breaking their writing process into manageable steps helps them not only to write university assignments but also other pieces of writing such as workplace documents.
In the next two sections you will learn how to plan an essay and a report.
Before writing an essay, it is important to take the time to understand its structure as this provides a useful starting point. A typical essay includes an introduction, the main body of the text, a conclusion and a list of references (Figure 3).
The structure of an essay consists of the introduction, the main body, the conclusion and the references.
While this is a simple structure, students often wonder what should be included in the main body of the essay. In this section you will learn how carefully reading the assignment question and carrying out some simple tasks can help you to plan the content of the main body of the essay.
Answering an essay question is only possible if a student knows and understands it. Reading the essay question is therefore a very important step that must be completed before starting the writing process.
Now answer the following question:
What is the first thing students should do after reading the assignment question?
Write a plan of their essay using tables or diagrams
Find the words that explain what they are required to do
Start looking for the information they can use in the essay
The correct answer is b.
It is important to carefully study the key words contained in the assignment question to find out what it is asking the student to do. These key words as known as instruction words and content words.
Having a good understanding of instruction words will help you to identify what type of task you are being asked to do, which, in turn, makes it more likely that an assignment answer will be relevant. These words may seem complex but they are very often used in assignment questions. Understanding instruction words makes it easier to understand the requirements of most assignments.
In the next activity you will learn some of the key words used in assignment questions.
Listed below are eight of the most common instruction words. Match each one with its definition.
Compare and contrast
Look for differences and similarities between two or more concepts or things in an organised way
Discuss/to what extent
Give reasons for and against an idea
Make an idea clear by giving an example
Give a shortened version of a written or spoken item, stating only the key points
Give a detailed account of something such as characteristics, a reading or an experience
Examine something to judge its value, importance, quality, or effectiveness
Take apart an idea and examine it in great detail in order to understand it
Give details, clarify meaning or give reasons
a. Give details, clarify meaning or give reasons
b. Take apart an idea and examine it in great detail in order to understand it
c. Give a detailed account of something such as characteristics, a reading or an experience
d. Examine something to judge its value, importance, quality, or effectiveness
e. Make an idea clear by giving an example
f. Give a shortened version of a written or spoken item, stating only the key points
g. Look for differences and similarities between two or more concepts or things in an organised way
h. Give reasons for and against an idea
Having understood what type of task is required, you need to find out what content you have to focus on. This is done by identifying the content words.
The content words are words that express key ideas that you are expected to write about. In the following example of an essay title, the content words are highlighted:
Using examples from Chapter 3, describe some biological factors that influence the health of the individual (approximately 600 words).
Once the content words and the instruction words (in this case, using examples and describe ) are clear, you should be able to rephrase the title to clarify it:
What are the biological factors that influence people’s health? I need to identify and give details about a few biological factors, and explain how each can affect health. I need to give some examples from Chapter 3 of my module materials to illustrate my explanation s .
In the next activity you will practise identifying instruction and content words, and rephrasing questions into a simpler format.
Below are four essay questions. For each one complete the following tasks:
At this stage, you are not expected to know the content or the authors mentioned in these questions. Your purpose for reading them is to understand what each question asks you to do. Type your notes in the boxes before comparing your answers with mine.
Find similarities and differences between your education and either your mother’s or your father’s education. Decide which of these similarities and differences are the most important and explain why this is the case.
Decide which primate species you would prioritise for conservation action and explain how you came to this conclusion.
Which primate species is it essential to protect from extinction as soon as possible? Why should each of these species be prioritised?
The content word is:.
Codeswitching describes the habit bi-lingual people have of using more than one language when they talk to each other.
Give many reasons why people codeswitch
What are the causes of deforestation? Write about the negative effects of deforestation. Write down your ideas about how good the solutions to the problems are.
The next stage is to write a draft outline. This can only be written on the basis of a full understanding of the question. The first draft outline helps to decide what to look for in any readings. However, after reading, it is normal to update the draft outline to reflect your improved understanding of the subject.
Look at this task:
Describe government interventions which may help people to tackle obesity . To what extent do you think these interventions can be effective ? (800 words)
As this task asks the student to describe government interventions, each section of the essay will need to provide details about one type of intervention. It is also important to consider situations and reasons why an intervention is likely to be effective as well as situations and reasons why it may fail. Each point should be illustrated with examples.
This is a possible outline:
Intervention type 1 – description – examples – why it can be effective?/not effective? + examples
Intervention type 2 – description – examples – why it can be effective?/not effective? + examples
Intervention type 3 – description – examples – why it can be effective?/not effective? + examples
Having written this plan it will be necessary to read the course materials to find:
You will now look again at the essay questions you analysed in Activity 9 and evaluate different outlines that can be used to answer them.
Below is a list of assignment tasks. For each assignment look at the outlines provided and make notes in response to these two questions:
Outline 1 | Outline 2 |
---|---|
Introduction | Introduction |
1st codeswitching technique + example | 1st reason for codeswitching + typical techniques + examples |
2nd codeswitching technique + example | 2nd reason for codeswitching + typical techniques + examples |
3rd codeswitching technique + example | 3rd reason for codeswitching + typical techniques + examples |
Conclusion | Conclusion |
Outline 1 | Outline 2 |
---|---|
Introduction | Introduction |
Why conservation is important | Primate species that should be prioritised – brief description |
Types of primate species | Reason to prioritise 1 + evidence + acknowledge reasons against |
Primate species becoming extinct | Reason to prioritise 2 + evidence + acknowledge reasons against |
The most important primate species | Reason to prioritise 3 + evidence + acknowledge reasons against |
Conclusion | Conclusion |
Outline 2 is the most appropriate because it directly answers the question by selecting one species and using each paragraph or section to clearly give reasons for this selection. For each reason, the writer also shows that they have considered and dismissed a contrasting viewpoint (e.g. a reason for not selecting this species). This adds strength to the points they make.
The themes covered by Outline 1 provide background information but fail to directly address the question. As the requirement is to write only 800 words there is no space to provide much background information. Some of this (e.g. reasons why conservation is necessary) could be included very concisely in the introduction.
Outline 1 | Outline 2 | Outline 3 |
---|---|---|
Introduction | Introduction | Introduction |
Point of comparison 1 (e.g. subjects studied) – similarities and differences – examples | ||
Point of comparison 2 (e.g. teaching quality) – similarities and differences – examples | ||
Point of comparison 3 – similarities and differences – examples | Conclusion | |
The most important points of comparison + reason | ||
Conclusion | ||
Conclusion |
Outline 1 answers the question because it identifies and develops several points of comparison and clearly compares and contrasts the two experiences. It also uses the last paragraph to indicate which one is the most important and why.
Outline 2 provides information about the two educational experiences but does not compare them. Therefore, this outline does not help to answer the question.
Outline 3 is also appropriate because it compares and contrasts the two experiences. However, the points of contrast need to be clearly mentioned when looking at similarities and differences. The last paragraph clearly indicates which points of contrast are the most important and why.
Outline 1 | Outline 2 |
---|---|
Introduction | Introduction |
Deforestation technique 1 | Cause 1 – description + example |
Deforestation technique 2 | Cause 2 – description + example |
Effect 1 – examples | Effect 1 – description + example |
Effect 2 – examples | Effect 2 – description + example |
Solution 1 – examples | Solution 1 – description + example + pros/cons |
Solution 2 – examples | Solution 2 – description + example + pros/cons |
Conclusion | Conclusion |
Outline 1 is inappropriate because it develops two paragraphs about deforestation techniques, which are not required. It does provide examples of possible effects and solutions but does not describe them. The solutions are neither described nor evaluated.
Outline 2 is appropriate because it clearly focuses on the three key content words included in the question: causes, effects and solutions. For each of these, it provides a description and some examples. When looking at solutions, it looks at reasons in favour of and against choosing them.
This section has highlighted the importance of fully understanding the essay question as this helps to produce an appropriate outline. In the next section you will look at ways to represent outlines visually through a diagram.
Many students find that diagrams can be useful when planning their essays. This is because diagrams help them to think in a visual way about their essays and the ideas they need to include in them.
Look again at this assignment question:
Describe the causes of deforestation, explain its negative effects and evaluate the solutions that have been implemented to date.
This assignment can be outlined using a mind map as shown in Figure 4.
At the centre of this mind map is a cloud labelled ‘deforestation’. From this cloud stem three branches. From one branch, labelled ‘causes’, stem three branches. From another branch labelled ‘effects’ also stem three branches. From the third branch, which is labelled ‘solutions’, stem two further branches labelled ‘solutions 1’ and ‘solutions 2’. From each of these branches stem two branches labelled ‘pros’ and ‘cons’. From each of these stem two branches.
The mind map can be used while reading about deforestation to add information that could be included in the essay.
Draw a mind map that can be used to plan the following essay and to record the most relevant information from readings.
Before designing your mind map, look again at the suggested outline for this question. When you have finished, compare your mind map with mine and read the comments.
While reading about this topic and using this mind map (Figure 5), it is possible to enter each of the three reasons, details about explanations, evidence and alternative views and more branches.
At the centre of this mind map is the word ‘conservation’. From this stem three branches labelled: Reason 1, Reason 2, Reason 3. From each of these branches stem three further branches labelled explanations, evidence and alternative view.
Sometimes just reading an assignment question is not sufficient to write a draft plan. You will now look at a science assignment that requires students to describe and explain but provides no information that could help them to write a plan.
The assignment title is:
Describe and explain the greenhouse effect.
Just reading this title is insufficient to outline a text easily because the title does not contain helpful key words such as cause, effect or similarities. Before planning it is therefore necessary to read about this effect. Having done this, information needs to be arranged into steps as this will help to plan the text.
The following activity provides a useful visual technique for planning the essay.
Watch the following video in which Open University science tutor Phil explains to Zorica how to plan the assignment by using a diagram to visualise the information she needs to include.
Now put the following steps into order described by Phil and Zorica.
Infrared radiation emitted from the Sun.
Absorption of infrared by the Earth.
Re-emission of infrared to the atmosphere.
Infrared absorbed by CO 2 and H 2 O.
This activity shows the how diagrams can be used to both identify and present the steps of a process at the pre-writing stage. Depending on the number of words the student is required to write, they can then write either a paragraph or a longer text outlining each of the stages of the process.
Reports differ from essays because they normally follow a more detailed standard structure. Knowing this standard structure makes planning easier as it is only necessary to decide what specific content to place in each of its parts and for what reason.
This structure depends on the subject. The next two sections illustrate the structure of a science or technology report, and of a business report.
Table 5 highlights the elements of a science or technology report, though the same general principles apply in other disciplines too.
Element | Purpose | Description |
---|---|---|
title | attracts the reader’s attention | concise phrase or sentence introducing the content |
abstract | gives a brief summary | short paragraph clarifying the scope of the report and the main findings |
introduction | gives the purpose of the investigation being reported | explains why the investigation was undertaken and gives essential background information |
main text | describes how the study was conducted describes how the study was conducted interprets results | the ‘meat’ of the report containing, for example (depending on the discipline): |
conclusions | describes what the study has shown | includes the meaning of the results of the investigation, what has been demonstrated and any recommendations for action |
When writing a report, it is necessary to assemble and order the material, perhaps under a set of headings (which can be added to or subdivided). The plan will help to include material that is relevant and to the point.
Business studies reports follow a structure that is very similar to those normally written to help management to make decisions. The main purpose of these reports is to describe a real life business situation and to provide a list of recommendations.
While the overall structure is similar to that of a science or a technology report, the main text is usually structured using a ‘business model’, i.e. a framework that helps the writer to analyse a situation by looking at its specific features.
The following assignment task is structured using a SWOT model. SWOT stands for:
Strengths
Weaknesses
Opportunities
In other words, it is a framework that analyses a business by looking at its strengths and weaknesses as well as at any opportunities it can exploit and the threats it faces.
Below is a business studies assignment question:
Use a SWOT model to analyse the multinational company Coca-Cola.
Table 6 shows how this report should be structured.
Element | Purpose | Description |
---|---|---|
Title | Attracts the reader's attention | Concise phrase or sentence introducing the content |
Executive summary | Gives a brief summary | Section or paragraph explaining the purpose of the report, the main findings and the recommendations |
Introduction | Gives the purpose of the investigation being reported | Paragraph providing background information and explaining why the investigation was required |
Method | Explains how the investigation was conducted | Explains why a particular model has been used and how the data was collected |
Analysis | Examines the situation in great detail using the SWOT categories | Four sections or paragraphs under the following headings: |
Conclusion | Describes what the study has shown | Paragraph briefly summarising the findings, i.e. the content of the analysis and highlighting the key factors |
Recommendations | Suggests future action | Paragraph or bullet point list of recommendations based on the findings |
Well done, you’ve just completed the last of the activities for this week's study before the weekly quiz.
Remember the quizzes will let you check your understanding of what you have learned while also helping to prepare you for the badge quiz at the end of Week 4. By completing the weekly quiz you’ll also know how the quizzes work before you complete the badge quiz. So, it is a good idea to make time for them if you can.
Week 3 practice quiz .
Open the quiz in a new tab or window (by holding ctrl [or cmd on a Mac] when you click the link).
This week you looked at everyday writing, at different types of university assignments and at useful ways to break the writing process into manageable steps.
These are this week’s key learning points:
You can now go to Week 4 .
This course was written by Anna Calvi.
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The material acknowledged below is Proprietary and used under licence (not subject to Creative Commons Licence). Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:
Figure 1: (left) © Stacy Spensley in Flickr made available under https://creativecommons.org/ licenses/ by/ 2.0/ ; (middle) The CV Inn in Flickr made available under: https://creativecommons.org/ licenses/ by/ 2.0/ deed.en ; (right) From: http://www.stickypadblog.com/ wp-content/ uploads/ 2012/ 10/ fridgesickypad.jpg ; Figure 2: (left) © Stacy Spensley in Flickr made available under https://creativecommons.org/ licenses/ by/ 2.0/ ; (middle) © Scott Feldstein in Flickr; (right) The CV Inn in Flickr made available under: https://creativecommons.org/ licenses/ by/ 2.0/ deed.en .
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Carly schnitzler and the new edition of textgened: continuing experiments.
Carly Schnitzler has published a new edition of TextGenEd: Continuing Experiments .
In it, there are 15 open-access assignments that reinforce the humanity of writing, while experimenting with, challenging, and questioning LLMs (Large Language Models) as part of the writing process. Annette Vee and Schnitzler have an assignment in this edition , one that Schnitzler has taught in her Reintroduction to Writing courses multiple times, inspired by Vauhini Vara’s “Ghosts” essay.
Schnitzler and her co-editors hope that this is a useful resource for teachers of writing at various stages of their careers, institution types, and levels of comfort with AI/LLMs. They encourage others to please adapt these assignments and share widely, as they are helpful!
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Department: English
Office Hours : Tuesdays, 6:00-7:00 p.m.; and by appointment.
Email: [email protected]
D.Litt., Drew University
M.A.T., Brown University
B.A., Georgetown University
Research interests include: Developmental Writing, Community Writing, Trauma-Informed Pedagogy, and ELL.
Praxis Core Academic Skills for Educators Test Preparation . Co-authored with Sandra Rush, M.A. Reading and Writing sections. Research and Education Association, 2014. 2nd Edition, 2018.
Praxis PPST . Research and Education Association, 2010.
Praxis II Elementary Education Content Area Exercises (Test Code 0012) . Research and Education Association, 2009.
“The Body Organic: Identity and the Natural World in Selected Poems from Twenty Love Poems and a Song of Despair by Pablo Neruda”, Visionary Pedagogy Series: Facilitating the Transformation of the 21st Century Leader , Volume Two.
“Scaffolding Close Reading in the Developmental English Classroom,” in Transforming Students into Leaders through the Literary Arts and the Social Sciences Eds. Mary Alice Trent, Don Pardlow, Meaghan Peggy Stevenson Ratliff. Cambridge Scholars Publishing, Mar 24, 2020. Link.
“The Power of a Slave Narrative.” “Connecting” section of JAEPL: Journal of the Assembly of Expanded Perspectives on Learning . Joonna Smitherman Trapp and Brad Peters, editors. Vol. 21 : Issue. 1, Article 1. http://trace.tennessee.edu/jaepl/vol21/iss1/1
Atlas University, Istanbul, Turkey. Lecturer: “East Meets West: Huzun in Orhan Pamuk’s Istanbul: Memories and the City and Robert Frost’s “Acquainted with the Night.”
George Washington University, Washington, DC. Conference on Community Writing. “Prism Paterson: A Counter-Narrative.” My portion of the panel: “Community Writing: The Great Falls.” October 21-23, 2021. Virtual.
“A Theme-Based Humanities Course on Climate Change.” Faculty Resource Network Virtual National Symposium, New York University, New York, NY. November 19-20, 2020. https://facultyresourcenetwork.org/virtual-national-symposium-2020/
“Therapeutic Creative Writing for Young Adults with Asperger’s Syndrome,” International Higher Education Teaching and Learning (HETL) Conference on Creating Inclusion and Diversity in Higher Education, University of Western Scotland, Paisley, Scotland, UK, June 2017.
“Ten Years After Katrina: The Flooded Physical and Rhetorical Ecosystems of New Orleans,” Second Conference of Community Writing, University of Colorado, Boulder, CO. Co-presented with Professor Melissa McAlpin, Associate Professor of Art, Felician University. October 2017.
Currently teaches English to Haitian refugees in Neptune, NJ.
Professor Emerita, Felician University.
Participant, Faith and Politics Institute 2018 Congressional Civil Rights Pilgrimage, Montgomery and Selma, AL. March 20118.
Pilgrim, Leadership Pilgrimage to Rome and Assisi, Felician College, October 18-28, 2012.
Objective: Write a Python script for data analysis.
Prompt Example:
Use Pandas to load a CSV file.
Perform basic data cleaning (e.g., handling missing values, renaming columns).
Generate a summary of statistical data for numerical columns.
Create a data visualisation using Matplotlib.
Audience: University students and staff with a basic understanding of Python.
Expected Outcome: A clear and functional Python script that can be used as a template for data analysis tasks.
Example User Query:
Generate a Python script that performs the following tasks:
1. Load a CSV file using Pandas.
2. Clean the data by handling missing values and renaming columns.
3. Generate a statistical summary for numerical columns.
4. Create a data visualisation of the data using Matplotlib.
The audience are University students and staff with a basic understanding of Python. The outcome should be a clear and functional Python script that can be used as a template for data analysis tasks.
ELM’s Response:
Below is a Python script designed to load a CSV file using Pandas, clean the data by handling missing values and renaming columns, generate a statistical summary for numerical columns, and create a data visualisation using Matplotlib. This script can serve as a template for basic data analysis tasks.
# Import necessary libraries
import pandas as pd
import matplotlib.pyplot as plt
# Step 1: Load a CSV file using Pandas
def load_csv(file_path):
data = pd.read_csv(file_path)
return data
# Step 2: Clean the data by handling missing values and renaming columns
def clean_data(df):
# Handling missing values: Fill with the mean of the column
df.fillna(df.mean(), inplace=True)
# Renaming columns for better readability
df.rename(columns={
'col1': 'Column1',
'col2': 'Column2',
'col3': 'Column3'
}, inplace=True)
return df
# Step 3: Generate a statistical summary for numerical columns
def generate_summary(df):
summary = df.describe()
print("Statistical Summary:")
print(summary)
# Step 4: Create a data visualisation of the data using Matplotlib
def create_visualisation(df):
plt.figure(figsize=(10, 6))
# Example: Plotting a histogram of 'Column1'
plt.hist(df['Column1'], bins=30, edgecolor='k', alpha=0.7)
plt.title('Histogram of Column1')
plt.xlabel('Column1')
plt.ylabel('Frequency')
plt.show()
# Main function to execute the steps
def main(file_path):
# Load the data
data = load_csv(file_path)
# Clean the data
data_cleaned = clean_data(data)
# Generate and print the statistical summary
generate_summary(data_cleaned)
# Create a data visualisation
create_visualisation(data_cleaned)
# Specify the path to your CSV file
csv_file_path = 'path/to/your/data.csv'
if __name__ == "__main__":
main(csv_file_path)
Instructions:
Prepare your environment: Ensure you have Pandas and Matplotlib installed. You can install these packages using pip if you don't have them yet:
pip install pandas matplotlib
Save the script: Copy and save the above script into a Python file, for example, data_analysis_template.py.
Run the script: Execute the script from the command line or your preferred Integrated Development Environment (IDE), passing the path to the CSV file you want to analyse.
Column Renaming: Modify the df.rename function call to match the actual columns in your CSV file.
Handling Missing Values: The example fills missing values with the mean of the respective columns. Depending on your dataset, you might choose different strategies like median, mode, or dropping missing values.
Visualisation: The histogram example is created for Column1. You can customise this to create other types of plots and visualise different columns based on the requirements of your analysis.
This template provides a foundation for data analysis and can be expanded with additional data cleaning, analysis, and visualisation steps as needed for more complex datasets.
Faculty & staff.
Tuesday, September 10, 2024 10am to 11am
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Join in with other writers in first-year composition and work on common assignments with feedback from your peers. This is a chance for you to meet other writers in the same courses and pool your expertise to help each other succeed.
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5 tips on writing better university assignments
Common Writing Assignments Introduction - Purdue OWL
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 ...
Put It in Writing: While you'll want to present your assignment orally in class, be sure to give your students a written copy, too, so they can refer to it as they work. Putting it down on paper may also help you clarify your own expectations about the assignment. Anticipate the Inevitable: You're enthusiastically explaining the limitless ...
The diagram above represents an assignment prompt which is functioning well. For one thing, the presence of the assignment prompt/magnifying glass (which might, in this case, take the form of an ekphrastic essay) is enabling the student to see and describe qualities or features of the course material (in this case, an Egyptian bust) better than they could were the glass to be absent.
Understanding Writing Assignments - Purdue OWL
What Is Academic Writing? | Dos and Don'ts for Students
Courses and assignments should be planned with this in mind. Three principles are paramount: 1. Name what you want and imagine students doing it. However free students are to range and explore in a paper, the general kind of paper you're inviting has common components, operations, and criteria of success, and you should make these explicit ...
7. Structure your argument. As you write the body of your assignment, make sure that each point you make has some supporting evidence. Use statistics or quotes you gathered during your reading to support your argument, or even as something to argue against. Expert tip: If you're using a lot of different sources, it's easy to forget to add ...
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.
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 ...
Writing Assignments - Academic Success
As Eodice, Geller, and Lerner (2016) have shown, meaningful writing assignments do occur across all disciplines and they are typically ones that "offer students opportunities to engage with instructors, peers, and texts and are relevant to past experiences and passions as well as to future aspirations and identities.". Maximized learning time.
The basics of essay writing. A general outline of the steps to writing essays at university. Essay and assignment planning. Some helpful advice and strategies about getting started and constructive planning of your essay or assignment. Answering assignment questions. This guide will help you to better answer and understand your essay questions.
Introduction to 'Planning and preparing to write assignments'. This handbook on preparing to write assignments is designed to help you develop your strategies for planning. Hopefully, it will help you to get the most out of your experience of writing at University and provide encouragement for managing this type of assessment.
Common Writing Assignments. 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.
Successful Paragraphs. Effectively Integrating Evidence. Creating Coherence (or Flow) Writing an Introduction. Writing a Conclusion. Organized, Clear, and Analytical Writing University-level writing should be organized, clear, and analytical. The following guides provide direction on different types of writing assignments and strategies for ...
Journal Entries - Common Assignments - Academic Guides at Walden University. Transcript: Helpful Resources from OASIS for Fall 2024. Brittany Rogers: Hello and welcome to the Fall 2024 term. My name is Brittany Rogers and I am a Writing Specialist in the Office of Academic Support and Instructional Services. Better known as OASIS.
Undergraduate resources in the Writing Center. Paraphrase = restate a passage in your own words.. Example: Paraphrase the CDC's recent announcement on the use of hand sanitizer.. Tips: It can be tempting to directly quote the statement, but paraphrasing builds your academic skills.Read the announcement carefully and then open a new document on your computer.
Don't let questions about the task encourage procrastination. Do the research early. Collecting and absorbing the material will help you meditate on what you will write, even if you don't get to work on the writing immediately. Leave a strong paper trail. Frequently, the lack of good note taking doesn't register until you are in the throes of ...
Look at sample assignments to help you develop and enhance your academic writing skills. ... PRV12060 - TEQSA Category: Australian University - ABN: 77 257 686 961 - 12 October 2023 01:23 PM. The page is authorised by the Chief Operating Officer and Vice-President (COO). ...
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 ...
Reading and selecting key information are two of the first steps towards writing a good assignment. It is now time to look at what university assignments ask for and how to produce a good assignment. During Weeks 3, 4 and 5 you will concentrate on assignment writing. In particular, this week you will find out what types of assignments ...
Improve your writing through the University Writing Center! Explore their collection of resources or make appointments with tutors who are experienced across several disciplines. Undergraduate Student Services can help you refine any aspect of your paper and improve your grammar and punctuation. Tutors for Graduate Student Services have ...
Carly Schnitzler has published a new edition of TextGenEd: Continuing Experiments. In it, there are 15 open-access assignments that reinforce the humanity of writing, while experimenting with, challenging, and questioning LLMs (Large Language Models) as part of the writing process. Annette Vee and Schnitzler have an assignment in this edition, one that Schnitzler has taught...
HLTH 230 Spring 2024 First Writing Assignment Writing the paper: Write a 5-page paper (excluding references) in two sections, as follows: Section 1 (4.5 pages): -summarize the four factors you chose that influence the higher-than-average risk of becoming infected with HIV in the populations you identified in both locations, as well as risk of progression to AIDS, access to care, and health ...
Conference on Community Writing. "Prism Paterson: A Counter-Narrative." My portion of the panel: "Community Writing: The Great Falls." October 21-23, 2021. Virtual. "A Theme-Based Humanities Course on Climate Change." Faculty Resource Network Virtual National Symposium, New York University, New York, NY.
102 More Free Writing Prompts & Resources. 30 Excellent Dialogue Writing Topics; 60 Fictional Story Ideas to Spark Your Imagination; 12 Funny Story Ideas; Until next time, write on… If you enjoyed these Funny Dialogue Prompts, please share them on social media via TikTok, Instagram, Facebook, Twitter, and/or Pinterest. I appreciate it ...
Audience: University students and staff with a basic understanding of Python. Expected Outcome: A clear and functional Python script that can be used as a template for data analysis tasks. Example User Query: Generate a Python script that performs the following tasks: 1. Load a CSV file using Pandas. 2.
Join in with other writers in first-year composition and work on common assignments with feedback from your peers. This is a chance for you to meet other writers in the same courses and pool your expertise to help each other succeed., powered by Localist Event Calendar Software ... By University Writing Center. Tuesday, September 10, 2024 10am ...