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Assignment – Types, Examples and Writing Guide

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Assignment

Definition:

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

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

History of Assignment

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

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

Types of Assignment

Here are some of the most common types of assignments:

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

Essay structure:

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

Research paper

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

Research paper structure:

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

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

Case study structure:

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

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

Lab report structure:

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

Presentation

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

Presentation structure:

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

Creative Project

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

Creative project structure:

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

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

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

II. Body paragraphs

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

III. Conclusion

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

Research paper template:

I. Title page

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

II. Abstract

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

III. Introduction

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

IV. Literature review

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

V. Methodology

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

VI. Results

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

VII. Discussion

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

VIII. Conclusion

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

Case study template:

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

II. Analysis

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

III. Solution/recommendations

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

IV. Conclusion

  • Summary: Summarize the main points of your case study.

Lab report template:

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

IV. Materials and methods

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

VI. Discussion

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

VII. Conclusion

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

Presentation template:

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

II. Main points

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

Creative writing template:

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

How to Write Assignment

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

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

Applications of Assignment

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

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

Purpose of Assignment

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

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

When to write Assignment

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

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

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

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

Characteristics of Assignment

Here are some common characteristics of assignments:

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

Advantages of Assignment

There are several advantages of assignment, including:

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

Limitations of Assignment

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

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

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The Writing Center • University of North Carolina at Chapel Hill

Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

  • What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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How to write the best college assignments.

By Lois Weldon

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

The most important aspects: Outline and Introduction

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

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

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

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

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

Practical tips on assignment writing

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

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

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

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

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

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

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

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

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

The importance of an effective conclusion

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

–         Stating the context and aim of the assignment

–         Summarizing the main points briefly

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

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

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

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

Hello Great information…. write assignments

Well elabrated

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

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

Really good, thanks

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

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Sample written assignments

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

How to use this page

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

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

Annotated bibliography

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

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

Essay: Business - "Integrating Business Perspectives - Wicked Problem"  (PDF, 660KB)

Essay: Business - "Overconsumption and Sustainability"  (PDF, 762KB)

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

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

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

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

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

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

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

UTS HELPS annotated Law essay

 (PDF, 250KB)

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

Literature review

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

Reflective writing

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

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

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

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

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

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

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MIT Comparative Media Studies/Writing

Resources for Teachers: Creating Writing Assignments

This page contains four specific areas:

Creating Effective Assignments

Checking the assignment, sequencing writing assignments, selecting an effective writing assignment format.

Research has shown that the more detailed a writing assignment is, the better the student papers are in response to that assignment. Instructors can often help students write more effective papers by giving students written instructions about that assignment. Explicit descriptions of assignments on the syllabus or on an “assignment sheet” tend to produce the best results. These instructions might make explicit the process or steps necessary to complete the assignment. Assignment sheets should detail:

  • the kind of writing expected
  • the scope of acceptable subject matter
  • the length requirements
  • formatting requirements
  • documentation format
  • the amount and type of research expected (if any)
  • the writer’s role
  • deadlines for the first draft and its revision

Providing questions or needed data in the assignment helps students get started. For instance, some questions can suggest a mode of organization to the students. Other questions might suggest a procedure to follow. The questions posed should require that students assert a thesis.

The following areas should help you create effective writing assignments.

Examining your goals for the assignment

  • How exactly does this assignment fit with the objectives of your course?
  • Should this assignment relate only to the class and the texts for the class, or should it also relate to the world beyond the classroom?
  • What do you want the students to learn or experience from this writing assignment?
  • Should this assignment be an individual or a collaborative effort?
  • What do you want students to show you in this assignment? To demonstrate mastery of concepts or texts? To demonstrate logical and critical thinking? To develop an original idea? To learn and demonstrate the procedures, practices, and tools of your field of study?

Defining the writing task

  • Is the assignment sequenced so that students: (1) write a draft, (2) receive feedback (from you, fellow students, or staff members at the Writing and Communication Center), and (3) then revise it? Such a procedure has been proven to accomplish at least two goals: it improves the student’s writing and it discourages plagiarism.
  • Does the assignment include so many sub-questions that students will be confused about the major issue they should examine? Can you give more guidance about what the paper’s main focus should be? Can you reduce the number of sub-questions?
  • What is the purpose of the assignment (e.g., review knowledge already learned, find additional information, synthesize research, examine a new hypothesis)? Making the purpose(s) of the assignment explicit helps students write the kind of paper you want.
  • What is the required form (e.g., expository essay, lab report, memo, business report)?
  • What mode is required for the assignment (e.g., description, narration, analysis, persuasion, a combination of two or more of these)?

Defining the audience for the paper

  • Can you define a hypothetical audience to help students determine which concepts to define and explain? When students write only to the instructor, they may assume that little, if anything, requires explanation. Defining the whole class as the intended audience will clarify this issue for students.
  • What is the probable attitude of the intended readers toward the topic itself? Toward the student writer’s thesis? Toward the student writer?
  • What is the probable educational and economic background of the intended readers?

Defining the writer’s role

  • Can you make explicit what persona you wish the students to assume? For example, a very effective role for student writers is that of a “professional in training” who uses the assumptions, the perspective, and the conceptual tools of the discipline.

Defining your evaluative criteria

1. If possible, explain the relative weight in grading assigned to the quality of writing and the assignment’s content:

  • depth of coverage
  • organization
  • critical thinking
  • original thinking
  • use of research
  • logical demonstration
  • appropriate mode of structure and analysis (e.g., comparison, argument)
  • correct use of sources
  • grammar and mechanics
  • professional tone
  • correct use of course-specific concepts and terms.

Here’s a checklist for writing assignments:

  • Have you used explicit command words in your instructions (e.g., “compare and contrast” and “explain” are more explicit than “explore” or “consider”)? The more explicit the command words, the better chance the students will write the type of paper you wish.
  • Does the assignment suggest a topic, thesis, and format? Should it?
  • Have you told students the kind of audience they are addressing — the level of knowledge they can assume the readers have and your particular preferences (e.g., “avoid slang, use the first-person sparingly”)?
  • If the assignment has several stages of completion, have you made the various deadlines clear? Is your policy on due dates clear?
  • Have you presented the assignment in a manageable form? For instance, a 5-page assignment sheet for a 1-page paper may overwhelm students. Similarly, a 1-sentence assignment for a 25-page paper may offer insufficient guidance.

There are several benefits of sequencing writing assignments:

  • Sequencing provides a sense of coherence for the course.
  • This approach helps students see progress and purpose in their work rather than seeing the writing assignments as separate exercises.
  • It encourages complexity through sustained attention, revision, and consideration of multiple perspectives.
  • If you have only one large paper due near the end of the course, you might create a sequence of smaller assignments leading up to and providing a foundation for that larger paper (e.g., proposal of the topic, an annotated bibliography, a progress report, a summary of the paper’s key argument, a first draft of the paper itself). This approach allows you to give students guidance and also discourages plagiarism.
  • It mirrors the approach to written work in many professions.

The concept of sequencing writing assignments also allows for a wide range of options in creating the assignment. It is often beneficial to have students submit the components suggested below to your course’s STELLAR web site.

Use the writing process itself. In its simplest form, “sequencing an assignment” can mean establishing some sort of “official” check of the prewriting and drafting steps in the writing process. This step guarantees that students will not write the whole paper in one sitting and also gives students more time to let their ideas develop. This check might be something as informal as having students work on their prewriting or draft for a few minutes at the end of class. Or it might be something more formal such as collecting the prewriting and giving a few suggestions and comments.

Have students submit drafts. You might ask students to submit a first draft in order to receive your quick responses to its content, or have them submit written questions about the content and scope of their projects after they have completed their first draft.

Establish small groups. Set up small writing groups of three-five students from the class. Allow them to meet for a few minutes in class or have them arrange a meeting outside of class to comment constructively on each other’s drafts. The students do not need to be writing on the same topic.

Require consultations. Have students consult with someone in the Writing and Communication Center about their prewriting and/or drafts. The Center has yellow forms that we can give to students to inform you that such a visit was made.

Explore a subject in increasingly complex ways. A series of reading and writing assignments may be linked by the same subject matter or topic. Students encounter new perspectives and competing ideas with each new reading, and thus must evaluate and balance various views and adopt a position that considers the various points of view.

Change modes of discourse. In this approach, students’ assignments move from less complex to more complex modes of discourse (e.g., from expressive to analytic to argumentative; or from lab report to position paper to research article).

Change audiences. In this approach, students create drafts for different audiences, moving from personal to public (e.g., from self-reflection to an audience of peers to an audience of specialists). Each change would require different tasks and more extensive knowledge.

Change perspective through time. In this approach, students might write a statement of their understanding of a subject or issue at the beginning of a course and then return at the end of the semester to write an analysis of that original stance in the light of the experiences and knowledge gained in the course.

Use a natural sequence. A different approach to sequencing is to create a series of assignments culminating in a final writing project. In scientific and technical writing, for example, students could write a proposal requesting approval of a particular topic. The next assignment might be a progress report (or a series of progress reports), and the final assignment could be the report or document itself. For humanities and social science courses, students might write a proposal requesting approval of a particular topic, then hand in an annotated bibliography, and then a draft, and then the final version of the paper.

Have students submit sections. A variation of the previous approach is to have students submit various sections of their final document throughout the semester (e.g., their bibliography, review of the literature, methods section).

In addition to the standard essay and report formats, several other formats exist that might give students a different slant on the course material or allow them to use slightly different writing skills. Here are some suggestions:

Journals. Journals have become a popular format in recent years for courses that require some writing. In-class journal entries can spark discussions and reveal gaps in students’ understanding of the material. Having students write an in-class entry summarizing the material covered that day can aid the learning process and also reveal concepts that require more elaboration. Out-of-class entries involve short summaries or analyses of texts, or are a testing ground for ideas for student papers and reports. Although journals may seem to add a huge burden for instructors to correct, in fact many instructors either spot-check journals (looking at a few particular key entries) or grade them based on the number of entries completed. Journals are usually not graded for their prose style. STELLAR forums work well for out-of-class entries.

Letters. Students can define and defend a position on an issue in a letter written to someone in authority. They can also explain a concept or a process to someone in need of that particular information. They can write a letter to a friend explaining their concerns about an upcoming paper assignment or explaining their ideas for an upcoming paper assignment. If you wish to add a creative element to the writing assignment, you might have students adopt the persona of an important person discussed in your course (e.g., an historical figure) and write a letter explaining his/her actions, process, or theory to an interested person (e.g., “pretend that you are John Wilkes Booth and write a letter to the Congress justifying your assassination of Abraham Lincoln,” or “pretend you are Henry VIII writing to Thomas More explaining your break from the Catholic Church”).

Editorials . Students can define and defend a position on a controversial issue in the format of an editorial for the campus or local newspaper or for a national journal.

Cases . Students might create a case study particular to the course’s subject matter.

Position Papers . Students can define and defend a position, perhaps as a preliminary step in the creation of a formal research paper or essay.

Imitation of a Text . Students can create a new document “in the style of” a particular writer (e.g., “Create a government document the way Woody Allen might write it” or “Write your own ‘Modest Proposal’ about a modern issue”).

Instruction Manuals . Students write a step-by-step explanation of a process.

Dialogues . Students create a dialogue between two major figures studied in which they not only reveal those people’s theories or thoughts but also explore areas of possible disagreement (e.g., “Write a dialogue between Claude Monet and Jackson Pollock about the nature and uses of art”).

Collaborative projects . Students work together to create such works as reports, questions, and critiques.

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Types of Assignments

Cristy Bartlett and Kate Derrington

Hand higghlighting notes on paper

Introduction

As discussed in the previous chapter, assignments are a common method of assessment at university. You may encounter many assignments over your years of study, yet some will look quite different from others. By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. This chapter draws on the skills from the previous chapter, and extends the discussion, showing you where to aim with different types of assignments.

The chapter begins by exploring the popular essay assignment, with its two common categories, analytical and argumentative essays. It then examines assignments requiring case study responses , as often encountered in fields such as health or business. This is followed by a discussion of assignments seeking a report (such as a scientific report) and reflective writing assignments, common in nursing, education and human services. The chapter concludes with an examination of annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of  your assignment writing skills.

Different Types of Written Assignments

At university, an essay is a common form of assessment. In the previous chapter Writing Assignments we discussed what was meant by showing academic writing in your assignments. It is important that you consider these aspects of structure, tone and language when writing an essay.

Components of an essay

Essays should use formal but reader friendly language and have a clear and logical structure. They must include research from credible academic sources such as peer reviewed journal articles and textbooks. This research should be referenced throughout your essay to support your ideas (See the chapter Working with Information ).

Diagram that allocates words of assignment

If you have never written an essay before, you may feel unsure about how to start.  Breaking your essay into sections and allocating words accordingly will make this process more manageable and will make planning the overall essay structure much easier.

  • An essay requires an introduction, body paragraphs and a conclusion.
  • Generally, an introduction and conclusion are approximately 10% each of the total word count.
  • The remaining words can then be divided into sections and a paragraph allowed for each area of content you need to cover.
  • Use your task and criteria sheet to decide what content needs to be in your plan

An effective essay introduction needs to inform your reader by doing four basic things:

Table 20.1 An effective essay

An effective essay body paragraph needs to:

An effective essay conclusion needs to:

Elements of essay in diagram

Common types of essays

You may be required to write different types of essays, depending on your study area and topic. Two of the most commonly used essays are analytical and argumentative .  The task analysis process discussed in the previous chapter Writing Assignments will help you determine the type of essay required. For example, if your assignment question uses task words such as analyse, examine, discuss, determine or explore, you would be writing an analytical essay . If your assignment question has task words such as argue, evaluate, justify or assess, you would be writing an argumentative essay . Despite the type of essay, your ability to analyse and think critically is important and common across genres.  

Analytical essays

Woman writing an essay

These essays usually provide some background description of the relevant theory, situation, problem, case, image, etcetera that is your topic. Being analytical requires you to look carefully at various components or sections of your topic in a methodical and logical way to create understanding.

The purpose of the analytical essay is to demonstrate your ability to examine the topic thoroughly. This requires you to go deeper than description by considering different sides of the situation, comparing and contrasting a variety of theories and the positives and negatives of the topic. Although in an analytical essay your position on the topic may be clear, it is not necessarily a requirement that you explicitly identify this with a thesis statement, as is the case with an argumentative essay. If you are unsure whether you are required to take a position, and provide a thesis statement, it is best to check with your tutor.

Argumentative essays

These essays require you to take a position on the assignment topic. This is expressed through your thesis statement in your introduction. You must then present and develop your arguments throughout the body of your assignment using logically structured paragraphs. Each of these paragraphs needs a topic sentence that relates to the thesis statement. In an argumentative essay, you must reach a conclusion based on the evidence you have presented.

Case Study Responses

Case studies are a common form of assignment in many study areas and students can underperform in this genre for a number of key reasons.

Students typically lose marks for not:

  • Relating their answer sufficiently to the case details
  • Applying critical thinking
  • Writing with clear structure
  • Using appropriate or sufficient sources
  • Using accurate referencing

When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure but include examples and data from the case as additional evidence to support your points (see Figure 20.5 ). The colours in the sample paragraph below show the function of each component.

Diagram fo structure of case study

The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct and Nursing Standards (2018) play a crucial role in determining the scope of practice for nurses and midwives. A key component discussed in the code is the provision of person-centred care and the formation of therapeutic relationships between nurses and patients (NMBA, 2018). This ensures patient safety and promotes health and wellbeing (NMBA, 2018). The standards also discuss the importance of partnership and shared decision-making in the delivery of care (NMBA, 2018, 4). Boyd and Dare (2014) argue that good communication skills are vital for building therapeutic relationships and trust between patients and care givers. This will help ensure the patient is treated with dignity and respect and improve their overall hospital experience. In the case, the therapeutic relationship with the client has been compromised in several ways. Firstly, the nurse did not conform adequately to the guidelines for seeking informed consent before performing the examination as outlined in principle 2.3 (NMBA, 2018). Although she explained the procedure, she failed to give the patient appropriate choices regarding her health care. 

Topic sentence | Explanations using paraphrased evidence including in-text references | Critical thinking (asks the so what? question to demonstrate your student voice). | Relating the theory back to the specifics of the case. The case becomes a source of examples as extra evidence to support the points you are making.

Reports are a common form of assessment at university and are also used widely in many professions. It is a common form of writing in business, government, scientific, and technical occupations.

Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case.  Reports may be written for different audiences including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 20.2 ).

Table 20.2 Explanations of different types of reports

Reflective writing.

Reflective flower

Reflective writing is a popular method of assessment at university. It is used to help you explore feelings, experiences, opinions, events or new information to gain a clearer and deeper understanding of your learning. A reflective writing task requires more than a description or summary.  It requires you to analyse a situation, problem or experience, consider what you may have learnt and evaluate how this may impact your thinking and actions in the future. This requires critical thinking, analysis, and usually the application of good quality research, to demonstrate your understanding or learning from a situation. Essentially, reflective practice is the process of looking back on past experiences and engaging with them in a thoughtful way and drawing conclusions to inform future experiences. The reflection skills you develop at university will be vital in the workplace to assist you to use feedback for growth and continuous improvement. There are numerous models of reflective writing and you should refer to your subject guidelines for your expected format. If there is no specific framework, a simple model to help frame your thinking is What? So what? Now what?   (Rolfe et al., 2001).

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

Table 20.3 What? So What? Now What? Explained.

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

The Gibbs’ Reflective Cycle

The Gibbs’ Cycle of reflection encourages you to consider your feelings as part of the reflective process. There are six specific steps to work through. Following this model carefully and being clear of the requirements of each stage, will help you focus your thinking and reflect more deeply. This model is popular in Health.

The 4 R’s of reflective thinking

This model (Ryan and Ryan, 2013) was designed specifically for university students engaged in experiential learning.  Experiential learning includes any ‘real-world’ activities including practice led activities, placements and internships.  Experiential learning, and the use of reflective practice to heighten this learning, is common in Creative Arts, Health and Education.

Annotated Bibliography

What is it.

An annotated bibliography is an alphabetical list of appropriate sources (books, journals or websites) on a topic, accompanied by a brief summary, evaluation and sometimes an explanation or reflection on their usefulness or relevance to your topic. Its purpose is to teach you to research carefully, evaluate sources and systematically organise your notes. An annotated bibliography may be one part of a larger assessment item or a stand-alone assessment piece. Check your task guidelines for the number of sources you are required to annotate and the word limit for each entry.

How do I know what to include?

When choosing sources for your annotated bibliography it is important to determine:

  • The topic you are investigating and if there is a specific question to answer
  • The type of sources on which you need to focus
  • Whether they are reputable and of high quality

What do I say?

Important considerations include:

  • Is the work current?
  • Is the work relevant to your topic?
  • Is the author credible/reliable?
  • Is there any author bias?
  • The strength and limitations (this may include an evaluation of research methodology).

Annnotated bibliography example

Literature Reviews

It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 20.4 ). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.

Table 20.4 Comparison of Literature Reviews

Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 20.10 ). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 20.5 ).

Table of themes

Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.

  • Not all assignments at university are the same. Understanding the requirements of different types of assignments will assist in meeting the criteria more effectively.
  • There are many different types of assignments. Most will require an introduction, body paragraphs and a conclusion.
  • An essay should have a clear and logical structure and use formal but reader friendly language.
  • Breaking your assignment into manageable chunks makes it easier to approach.
  • Effective body paragraphs contain a topic sentence.
  • A case study structure is similar to an essay, but you must remember to provide examples from the case or scenario to demonstrate your points.
  • The type of report you may be required to write will depend on its purpose and audience. A report requires structured writing and uses headings.
  • Reflective writing is popular in many disciplines and is used to explore feelings, experiences, opinions or events to discover what learning or understanding has occurred. Reflective writing requires more than description. You need to be analytical, consider what has been learnt and evaluate the impact of this on future actions.
  • Annotated bibliographies teach you to research and evaluate sources and systematically organise your notes. They may be part of a larger assignment.
  • Literature reviews require you to look across the literature and analyse and synthesise the information you find into themes.

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.

Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.

Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education.  Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704

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

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Organizing Your Social Sciences Research Assignments

  • Annotated Bibliography
  • Analyzing a Scholarly Journal Article
  • Group Presentations
  • Dealing with Nervousness
  • Using Visual Aids
  • Grading Someone Else's Paper
  • Types of Structured Group Activities
  • Group Project Survival Skills
  • Leading a Class Discussion
  • Multiple Book Review Essay
  • Reviewing Collected Works
  • Writing a Case Analysis Paper
  • Writing a Case Study
  • About Informed Consent
  • Writing Field Notes
  • Writing a Policy Memo
  • Writing a Reflective Paper
  • Writing a Research Proposal
  • Generative AI and Writing
  • Acknowledgments

A case study research paper examines a person, place, event, condition, phenomenon, or other type of subject of analysis in order to extrapolate  key themes and results that help predict future trends, illuminate previously hidden issues that can be applied to practice, and/or provide a means for understanding an important research problem with greater clarity. A case study research paper usually examines a single subject of analysis, but case study papers can also be designed as a comparative investigation that shows relationships between two or more subjects. The methods used to study a case can rest within a quantitative, qualitative, or mixed-method investigative paradigm.

Case Studies. Writing@CSU. Colorado State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010 ; “What is a Case Study?” In Swanborn, Peter G. Case Study Research: What, Why and How? London: SAGE, 2010.

How to Approach Writing a Case Study Research Paper

General information about how to choose a topic to investigate can be found under the " Choosing a Research Problem " tab in the Organizing Your Social Sciences Research Paper writing guide. Review this page because it may help you identify a subject of analysis that can be investigated using a case study design.

However, identifying a case to investigate involves more than choosing the research problem . A case study encompasses a problem contextualized around the application of in-depth analysis, interpretation, and discussion, often resulting in specific recommendations for action or for improving existing conditions. As Seawright and Gerring note, practical considerations such as time and access to information can influence case selection, but these issues should not be the sole factors used in describing the methodological justification for identifying a particular case to study. Given this, selecting a case includes considering the following:

  • The case represents an unusual or atypical example of a research problem that requires more in-depth analysis? Cases often represent a topic that rests on the fringes of prior investigations because the case may provide new ways of understanding the research problem. For example, if the research problem is to identify strategies to improve policies that support girl's access to secondary education in predominantly Muslim nations, you could consider using Azerbaijan as a case study rather than selecting a more obvious nation in the Middle East. Doing so may reveal important new insights into recommending how governments in other predominantly Muslim nations can formulate policies that support improved access to education for girls.
  • The case provides important insight or illuminate a previously hidden problem? In-depth analysis of a case can be based on the hypothesis that the case study will reveal trends or issues that have not been exposed in prior research or will reveal new and important implications for practice. For example, anecdotal evidence may suggest drug use among homeless veterans is related to their patterns of travel throughout the day. Assuming prior studies have not looked at individual travel choices as a way to study access to illicit drug use, a case study that observes a homeless veteran could reveal how issues of personal mobility choices facilitate regular access to illicit drugs. Note that it is important to conduct a thorough literature review to ensure that your assumption about the need to reveal new insights or previously hidden problems is valid and evidence-based.
  • The case challenges and offers a counter-point to prevailing assumptions? Over time, research on any given topic can fall into a trap of developing assumptions based on outdated studies that are still applied to new or changing conditions or the idea that something should simply be accepted as "common sense," even though the issue has not been thoroughly tested in current practice. A case study analysis may offer an opportunity to gather evidence that challenges prevailing assumptions about a research problem and provide a new set of recommendations applied to practice that have not been tested previously. For example, perhaps there has been a long practice among scholars to apply a particular theory in explaining the relationship between two subjects of analysis. Your case could challenge this assumption by applying an innovative theoretical framework [perhaps borrowed from another discipline] to explore whether this approach offers new ways of understanding the research problem. Taking a contrarian stance is one of the most important ways that new knowledge and understanding develops from existing literature.
  • The case provides an opportunity to pursue action leading to the resolution of a problem? Another way to think about choosing a case to study is to consider how the results from investigating a particular case may result in findings that reveal ways in which to resolve an existing or emerging problem. For example, studying the case of an unforeseen incident, such as a fatal accident at a railroad crossing, can reveal hidden issues that could be applied to preventative measures that contribute to reducing the chance of accidents in the future. In this example, a case study investigating the accident could lead to a better understanding of where to strategically locate additional signals at other railroad crossings so as to better warn drivers of an approaching train, particularly when visibility is hindered by heavy rain, fog, or at night.
  • The case offers a new direction in future research? A case study can be used as a tool for an exploratory investigation that highlights the need for further research about the problem. A case can be used when there are few studies that help predict an outcome or that establish a clear understanding about how best to proceed in addressing a problem. For example, after conducting a thorough literature review [very important!], you discover that little research exists showing the ways in which women contribute to promoting water conservation in rural communities of east central Africa. A case study of how women contribute to saving water in a rural village of Uganda can lay the foundation for understanding the need for more thorough research that documents how women in their roles as cooks and family caregivers think about water as a valuable resource within their community. This example of a case study could also point to the need for scholars to build new theoretical frameworks around the topic [e.g., applying feminist theories of work and family to the issue of water conservation].

Eisenhardt, Kathleen M. “Building Theories from Case Study Research.” Academy of Management Review 14 (October 1989): 532-550; Emmel, Nick. Sampling and Choosing Cases in Qualitative Research: A Realist Approach . Thousand Oaks, CA: SAGE Publications, 2013; Gerring, John. “What Is a Case Study and What Is It Good for?” American Political Science Review 98 (May 2004): 341-354; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Seawright, Jason and John Gerring. "Case Selection Techniques in Case Study Research." Political Research Quarterly 61 (June 2008): 294-308.

Structure and Writing Style

The purpose of a paper in the social sciences designed around a case study is to thoroughly investigate a subject of analysis in order to reveal a new understanding about the research problem and, in so doing, contributing new knowledge to what is already known from previous studies. In applied social sciences disciplines [e.g., education, social work, public administration, etc.], case studies may also be used to reveal best practices, highlight key programs, or investigate interesting aspects of professional work.

In general, the structure of a case study research paper is not all that different from a standard college-level research paper. However, there are subtle differences you should be aware of. Here are the key elements to organizing and writing a case study research paper.

I.  Introduction

As with any research paper, your introduction should serve as a roadmap for your readers to ascertain the scope and purpose of your study . The introduction to a case study research paper, however, should not only describe the research problem and its significance, but you should also succinctly describe why the case is being used and how it relates to addressing the problem. The two elements should be linked. With this in mind, a good introduction answers these four questions:

  • What is being studied? Describe the research problem and describe the subject of analysis [the case] you have chosen to address the problem. Explain how they are linked and what elements of the case will help to expand knowledge and understanding about the problem.
  • Why is this topic important to investigate? Describe the significance of the research problem and state why a case study design and the subject of analysis that the paper is designed around is appropriate in addressing the problem.
  • What did we know about this topic before I did this study? Provide background that helps lead the reader into the more in-depth literature review to follow. If applicable, summarize prior case study research applied to the research problem and why it fails to adequately address the problem. Describe why your case will be useful. If no prior case studies have been used to address the research problem, explain why you have selected this subject of analysis.
  • How will this study advance new knowledge or new ways of understanding? Explain why your case study will be suitable in helping to expand knowledge and understanding about the research problem.

Each of these questions should be addressed in no more than a few paragraphs. Exceptions to this can be when you are addressing a complex research problem or subject of analysis that requires more in-depth background information.

II.  Literature Review

The literature review for a case study research paper is generally structured the same as it is for any college-level research paper. The difference, however, is that the literature review is focused on providing background information and  enabling historical interpretation of the subject of analysis in relation to the research problem the case is intended to address . This includes synthesizing studies that help to:

  • Place relevant works in the context of their contribution to understanding the case study being investigated . This would involve summarizing studies that have used a similar subject of analysis to investigate the research problem. If there is literature using the same or a very similar case to study, you need to explain why duplicating past research is important [e.g., conditions have changed; prior studies were conducted long ago, etc.].
  • Describe the relationship each work has to the others under consideration that informs the reader why this case is applicable . Your literature review should include a description of any works that support using the case to investigate the research problem and the underlying research questions.
  • Identify new ways to interpret prior research using the case study . If applicable, review any research that has examined the research problem using a different research design. Explain how your use of a case study design may reveal new knowledge or a new perspective or that can redirect research in an important new direction.
  • Resolve conflicts amongst seemingly contradictory previous studies . This refers to synthesizing any literature that points to unresolved issues of concern about the research problem and describing how the subject of analysis that forms the case study can help resolve these existing contradictions.
  • Point the way in fulfilling a need for additional research . Your review should examine any literature that lays a foundation for understanding why your case study design and the subject of analysis around which you have designed your study may reveal a new way of approaching the research problem or offer a perspective that points to the need for additional research.
  • Expose any gaps that exist in the literature that the case study could help to fill . Summarize any literature that not only shows how your subject of analysis contributes to understanding the research problem, but how your case contributes to a new way of understanding the problem that prior research has failed to do.
  • Locate your own research within the context of existing literature [very important!] . Collectively, your literature review should always place your case study within the larger domain of prior research about the problem. The overarching purpose of reviewing pertinent literature in a case study paper is to demonstrate that you have thoroughly identified and synthesized prior studies in relation to explaining the relevance of the case in addressing the research problem.

III.  Method

In this section, you explain why you selected a particular case [i.e., subject of analysis] and the strategy you used to identify and ultimately decide that your case was appropriate in addressing the research problem. The way you describe the methods used varies depending on the type of subject of analysis that constitutes your case study.

If your subject of analysis is an incident or event . In the social and behavioral sciences, the event or incident that represents the case to be studied is usually bounded by time and place, with a clear beginning and end and with an identifiable location or position relative to its surroundings. The subject of analysis can be a rare or critical event or it can focus on a typical or regular event. The purpose of studying a rare event is to illuminate new ways of thinking about the broader research problem or to test a hypothesis. Critical incident case studies must describe the method by which you identified the event and explain the process by which you determined the validity of this case to inform broader perspectives about the research problem or to reveal new findings. However, the event does not have to be a rare or uniquely significant to support new thinking about the research problem or to challenge an existing hypothesis. For example, Walo, Bull, and Breen conducted a case study to identify and evaluate the direct and indirect economic benefits and costs of a local sports event in the City of Lismore, New South Wales, Australia. The purpose of their study was to provide new insights from measuring the impact of a typical local sports event that prior studies could not measure well because they focused on large "mega-events." Whether the event is rare or not, the methods section should include an explanation of the following characteristics of the event: a) when did it take place; b) what were the underlying circumstances leading to the event; and, c) what were the consequences of the event in relation to the research problem.

If your subject of analysis is a person. Explain why you selected this particular individual to be studied and describe what experiences they have had that provide an opportunity to advance new understandings about the research problem. Mention any background about this person which might help the reader understand the significance of their experiences that make them worthy of study. This includes describing the relationships this person has had with other people, institutions, and/or events that support using them as the subject for a case study research paper. It is particularly important to differentiate the person as the subject of analysis from others and to succinctly explain how the person relates to examining the research problem [e.g., why is one politician in a particular local election used to show an increase in voter turnout from any other candidate running in the election]. Note that these issues apply to a specific group of people used as a case study unit of analysis [e.g., a classroom of students].

If your subject of analysis is a place. In general, a case study that investigates a place suggests a subject of analysis that is unique or special in some way and that this uniqueness can be used to build new understanding or knowledge about the research problem. A case study of a place must not only describe its various attributes relevant to the research problem [e.g., physical, social, historical, cultural, economic, political], but you must state the method by which you determined that this place will illuminate new understandings about the research problem. It is also important to articulate why a particular place as the case for study is being used if similar places also exist [i.e., if you are studying patterns of homeless encampments of veterans in open spaces, explain why you are studying Echo Park in Los Angeles rather than Griffith Park?]. If applicable, describe what type of human activity involving this place makes it a good choice to study [e.g., prior research suggests Echo Park has more homeless veterans].

If your subject of analysis is a phenomenon. A phenomenon refers to a fact, occurrence, or circumstance that can be studied or observed but with the cause or explanation to be in question. In this sense, a phenomenon that forms your subject of analysis can encompass anything that can be observed or presumed to exist but is not fully understood. In the social and behavioral sciences, the case usually focuses on human interaction within a complex physical, social, economic, cultural, or political system. For example, the phenomenon could be the observation that many vehicles used by ISIS fighters are small trucks with English language advertisements on them. The research problem could be that ISIS fighters are difficult to combat because they are highly mobile. The research questions could be how and by what means are these vehicles used by ISIS being supplied to the militants and how might supply lines to these vehicles be cut off? How might knowing the suppliers of these trucks reveal larger networks of collaborators and financial support? A case study of a phenomenon most often encompasses an in-depth analysis of a cause and effect that is grounded in an interactive relationship between people and their environment in some way.

NOTE:   The choice of the case or set of cases to study cannot appear random. Evidence that supports the method by which you identified and chose your subject of analysis should clearly support investigation of the research problem and linked to key findings from your literature review. Be sure to cite any studies that helped you determine that the case you chose was appropriate for examining the problem.

IV.  Discussion

The main elements of your discussion section are generally the same as any research paper, but centered around interpreting and drawing conclusions about the key findings from your analysis of the case study. Note that a general social sciences research paper may contain a separate section to report findings. However, in a paper designed around a case study, it is common to combine a description of the results with the discussion about their implications. The objectives of your discussion section should include the following:

Reiterate the Research Problem/State the Major Findings Briefly reiterate the research problem you are investigating and explain why the subject of analysis around which you designed the case study were used. You should then describe the findings revealed from your study of the case using direct, declarative, and succinct proclamation of the study results. Highlight any findings that were unexpected or especially profound.

Explain the Meaning of the Findings and Why They are Important Systematically explain the meaning of your case study findings and why you believe they are important. Begin this part of the section by repeating what you consider to be your most important or surprising finding first, then systematically review each finding. Be sure to thoroughly extrapolate what your analysis of the case can tell the reader about situations or conditions beyond the actual case that was studied while, at the same time, being careful not to misconstrue or conflate a finding that undermines the external validity of your conclusions.

Relate the Findings to Similar Studies No study in the social sciences is so novel or possesses such a restricted focus that it has absolutely no relation to previously published research. The discussion section should relate your case study results to those found in other studies, particularly if questions raised from prior studies served as the motivation for choosing your subject of analysis. This is important because comparing and contrasting the findings of other studies helps support the overall importance of your results and it highlights how and in what ways your case study design and the subject of analysis differs from prior research about the topic.

Consider Alternative Explanations of the Findings Remember that the purpose of social science research is to discover and not to prove. When writing the discussion section, you should carefully consider all possible explanations revealed by the case study results, rather than just those that fit your hypothesis or prior assumptions and biases. Be alert to what the in-depth analysis of the case may reveal about the research problem, including offering a contrarian perspective to what scholars have stated in prior research if that is how the findings can be interpreted from your case.

Acknowledge the Study's Limitations You can state the study's limitations in the conclusion section of your paper but describing the limitations of your subject of analysis in the discussion section provides an opportunity to identify the limitations and explain why they are not significant. This part of the discussion section should also note any unanswered questions or issues your case study could not address. More detailed information about how to document any limitations to your research can be found here .

Suggest Areas for Further Research Although your case study may offer important insights about the research problem, there are likely additional questions related to the problem that remain unanswered or findings that unexpectedly revealed themselves as a result of your in-depth analysis of the case. Be sure that the recommendations for further research are linked to the research problem and that you explain why your recommendations are valid in other contexts and based on the original assumptions of your study.

V.  Conclusion

As with any research paper, you should summarize your conclusion in clear, simple language; emphasize how the findings from your case study differs from or supports prior research and why. Do not simply reiterate the discussion section. Provide a synthesis of key findings presented in the paper to show how these converge to address the research problem. If you haven't already done so in the discussion section, be sure to document the limitations of your case study and any need for further research.

The function of your paper's conclusion is to: 1) reiterate the main argument supported by the findings from your case study; 2) state clearly the context, background, and necessity of pursuing the research problem using a case study design in relation to an issue, controversy, or a gap found from reviewing the literature; and, 3) provide a place to persuasively and succinctly restate the significance of your research problem, given that the reader has now been presented with in-depth information about the topic.

Consider the following points to help ensure your conclusion is appropriate:

  • If the argument or purpose of your paper is complex, you may need to summarize these points for your reader.
  • If prior to your conclusion, you have not yet explained the significance of your findings or if you are proceeding inductively, use the conclusion of your paper to describe your main points and explain their significance.
  • Move from a detailed to a general level of consideration of the case study's findings that returns the topic to the context provided by the introduction or within a new context that emerges from your case study findings.

Note that, depending on the discipline you are writing in or the preferences of your professor, the concluding paragraph may contain your final reflections on the evidence presented as it applies to practice or on the essay's central research problem. However, the nature of being introspective about the subject of analysis you have investigated will depend on whether you are explicitly asked to express your observations in this way.

Problems to Avoid

Overgeneralization One of the goals of a case study is to lay a foundation for understanding broader trends and issues applied to similar circumstances. However, be careful when drawing conclusions from your case study. They must be evidence-based and grounded in the results of the study; otherwise, it is merely speculation. Looking at a prior example, it would be incorrect to state that a factor in improving girls access to education in Azerbaijan and the policy implications this may have for improving access in other Muslim nations is due to girls access to social media if there is no documentary evidence from your case study to indicate this. There may be anecdotal evidence that retention rates were better for girls who were engaged with social media, but this observation would only point to the need for further research and would not be a definitive finding if this was not a part of your original research agenda.

Failure to Document Limitations No case is going to reveal all that needs to be understood about a research problem. Therefore, just as you have to clearly state the limitations of a general research study , you must describe the specific limitations inherent in the subject of analysis. For example, the case of studying how women conceptualize the need for water conservation in a village in Uganda could have limited application in other cultural contexts or in areas where fresh water from rivers or lakes is plentiful and, therefore, conservation is understood more in terms of managing access rather than preserving access to a scarce resource.

Failure to Extrapolate All Possible Implications Just as you don't want to over-generalize from your case study findings, you also have to be thorough in the consideration of all possible outcomes or recommendations derived from your findings. If you do not, your reader may question the validity of your analysis, particularly if you failed to document an obvious outcome from your case study research. For example, in the case of studying the accident at the railroad crossing to evaluate where and what types of warning signals should be located, you failed to take into consideration speed limit signage as well as warning signals. When designing your case study, be sure you have thoroughly addressed all aspects of the problem and do not leave gaps in your analysis that leave the reader questioning the results.

Case Studies. Writing@CSU. Colorado State University; Gerring, John. Case Study Research: Principles and Practices . New York: Cambridge University Press, 2007; Merriam, Sharan B. Qualitative Research and Case Study Applications in Education . Rev. ed. San Francisco, CA: Jossey-Bass, 1998; Miller, Lisa L. “The Use of Case Studies in Law and Social Science Research.” Annual Review of Law and Social Science 14 (2018): TBD; Mills, Albert J., Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Putney, LeAnn Grogan. "Case Study." In Encyclopedia of Research Design , Neil J. Salkind, editor. (Thousand Oaks, CA: SAGE Publications, 2010), pp. 116-120; Simons, Helen. Case Study Research in Practice . London: SAGE Publications, 2009;  Kratochwill,  Thomas R. and Joel R. Levin, editors. Single-Case Research Design and Analysis: New Development for Psychology and Education .  Hilldsale, NJ: Lawrence Erlbaum Associates, 1992; Swanborn, Peter G. Case Study Research: What, Why and How? London : SAGE, 2010; Yin, Robert K. Case Study Research: Design and Methods . 6th edition. Los Angeles, CA, SAGE Publications, 2014; Walo, Maree, Adrian Bull, and Helen Breen. “Achieving Economic Benefits at Local Events: A Case Study of a Local Sports Event.” Festival Management and Event Tourism 4 (1996): 95-106.

Writing Tip

At Least Five Misconceptions about Case Study Research

Social science case studies are often perceived as limited in their ability to create new knowledge because they are not randomly selected and findings cannot be generalized to larger populations. Flyvbjerg examines five misunderstandings about case study research and systematically "corrects" each one. To quote, these are:

Misunderstanding 1 :  General, theoretical [context-independent] knowledge is more valuable than concrete, practical [context-dependent] knowledge. Misunderstanding 2 :  One cannot generalize on the basis of an individual case; therefore, the case study cannot contribute to scientific development. Misunderstanding 3 :  The case study is most useful for generating hypotheses; that is, in the first stage of a total research process, whereas other methods are more suitable for hypotheses testing and theory building. Misunderstanding 4 :  The case study contains a bias toward verification, that is, a tendency to confirm the researcher’s preconceived notions. Misunderstanding 5 :  It is often difficult to summarize and develop general propositions and theories on the basis of specific case studies [p. 221].

While writing your paper, think introspectively about how you addressed these misconceptions because to do so can help you strengthen the validity and reliability of your research by clarifying issues of case selection, the testing and challenging of existing assumptions, the interpretation of key findings, and the summation of case outcomes. Think of a case study research paper as a complete, in-depth narrative about the specific properties and key characteristics of your subject of analysis applied to the research problem.

Flyvbjerg, Bent. “Five Misunderstandings About Case-Study Research.” Qualitative Inquiry 12 (April 2006): 219-245.

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

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

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

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

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

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

Where structure is concerned, our samples can be of benefit. The basic structure is of three parts: introduction, discussion, and conclusion. It is, however, advisable to follow the structural guidelines from your tutor.

For example, our master’s sample assignment includes lots of headings and sub-headings. Undergraduate assignments are shorter and present a statistical analysis only.

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Top 5 Tips to Structure an Assignment with Examples

Best Tips to Structure an Assignment with Examples

Writing longer assignments  can call for more advanced information, communication, and critical thinking abilities than you were accustomed to in high school.

Higher education students, who usually attend universities and colleges, spend more time composing an assignment's major body than arranging it.

As a result, our professors and teachers are frequently burdened with assignments that are dense with information but lacking in clarity and structure.

A well-structured essay can assist a student in better expressing their ideas and highlighting their important points.

Get unlimited assignments from our study resources panel.

Parts of an Assignment

Even though there are distinctions across disciplines in terms of the structure to be followed, there are still some crucial ideas that apply to all disciples.

  • The Introduction
  • The Major body
  • The Conclusion 

Think of your essay or assignment like a three-act play. You present the topic of the assignment to your reader in the first section. You explore the assignment's primary research topic in the next section, and you conclude by summarising your results.

However, it's important to always remember the disciplinary standards. It's possible that some topics require specialized structures.

Have a look into Software Development Life Cycle (SDLC) Assignment to get a better idea about the format of an assignment.

For instances: 

  • Science students typically use a three-structure approach when writing about their experiments, which includes a hypothesis, an experiment's specifics, and an inference.
  • A nursing case study should begin with the patient's medical history, then move on to the patient's pathological symptoms, diagnosis, treatment, and any post-discharge medical instructions.
  • Similar to this, a marketing case study should start with a quick overview of the business, then move on to situational analysis, an examination of the external environment, and lastly, recommendations for the future.
  • The most crucial section of any assignment is the introduction

In order to keep the reader's interest, it is crucial to develop a compelling introduction. An introduction can be written in one of two ways: deductively or inductively.

  • Deductive Style

A researcher uses deduction to proceed from the general to the specific in a deductive style of writing. It is a "top-down" methodology where a researcher begins with a broad introduction before moving on to a particular issue. For instance, “I need to reach the airport one hour in advance in order to catch my flight late at night.”  

  • Inductive Style

In contrast, an inductive writing style involves a researcher moving from the particular to the universal. It is a "bottom-up" strategy where a specific point or points adds up to a broad conclusion. Here is an illustration to help make your point.

  • To get to my office by 10 o'clock, I need to leave my house at least two hours in advance.
  • And, on my drive to work in the morning, there is a tonne of traffic congestion.

In the first method, we make a broad observation (such as significant traffic congestion) and use it to infer that we should leave early from home in order to arrive at the workplace on time.

However, in the second approach, we begin with a particular fact (like my early departure from home) and use it as a premise to support a generalisation. Any assignment's introduction can be written using either inductive or deductive writing techniques. There are times when the two are combined.

  • List all of your research findings in the assignment's main body

This is significant from a disciplinary perspective since the goal of assigning a task is to evaluate students' comprehension of the material covered in class and their ability to apply it to a particular research challenge.

Students must show that they have knowledge of the subject matter they are writing about. There are three things students should always keep in mind when preparing an assignment, despite the fact that there is no one formula that will work for all disciplines:

  • You should make an effort to stay on topic
  • Analytical thinking is usually preferred to descriptive thinking.
  • You shouldn't include anything in your writing that wasn't stated in the introduction.
  • In your conclusion, wrap up your discussion

The student should provide an overview of the major subjects covered in the assignment. They should reaffirm the essential points for the reader(s) before stating their intervention and outlining how it differs from prior works on the issue.

It's vital to keep in mind that not all essays or projects have to adhere to these guidelines in full. It's always a good idea to use creativity and edit your work to meet the demands of the course or the instructor.

However, the discussion above will aid the students in remembering a few key points that ought to be shared by all excellently produced tasks, regardless of the discipline. 

Top 5 tips to structure an assignment

Make a road map or a plan before you start writing your project to use as a reference. By doing this, you may make sure that none of the assignment's important components have been missed.

Describe the topic in general terms in the introduction. Start each paragraph of the body with the main concept you will be discussing.

Use transitional words to keep the flow of the several paragraphs consistent with the thesis statement.

Take note of the key ideas that have been raised and conclude with a suggestion.

Here are the top 5 tips for you in order to structure your assignment -

  • Make use of all information sources accessible

Beyond instructions and deadlines, lecturers are supplying more and more materials. However, students frequently ignore these. You can look at various student-friendly software that is available to university students that will help them with all their assignment needs, for instance, to see how your assignment will be scored.

There are a few tools that students can put best to their use like discussion boards, reading lists, example assignments, and lecture recordings. Usually, all of this data is gathered via a learning management system, an online platform. According to research, students who utilise their Learning management system more regularly are likely to get better marks overall.

  • Consider referencing while writing

Plagiarism is a serious offense at universities and is defined as the use of another person's words or ideas without giving them due credit. It represents dishonesty. But frequently, students don't even realise that this actually comes under cheating. They also lack the knowledge from citing authentic sources or the writing abilities necessary to effectively paraphrase the material from their sources.

You can talk to your university's library, which is probably going to provide in-person workshops or online materials on referencing, to avoid making this error. Academic support programmes might also help with paraphrasing. You will definitely have less time searching for and formatting references if you use this kind of software. However, you still need to review the formatting and become familiar with the citation style used in your discipline.

  • Prepare before writing

Before starting to write, it is important to be ready with a blueprint of what you’re about. It is just the same as building a house without a foundation. This is true while writing an academic paper also. You must carefully examine the quantity of parts, their structure, and the data and sources you will use in each. A solid plan helps students produce better texts, according to study. Planning can help you get better marks and spend less time pondering what to write next while staring blankly at the computer

  • Pick the right phrases

For instance, look at the following example and let's make out which of these phrases would sound more appropriate and be better suited for this - 

“This writing talks about the reasons for the downfall of money”

                                         OR

  “This paper investigates the causes of recession” 

In contrast to the language you typically use on social media or when chatting with your friends, written communication at the university is more formal and technical. Definitions of academic terms are typically more detailed and lengthy. More than just the earth’s “raising temperature” is implied by the term "climate change".

  • Revise, Review and Edit

You will skip a crucial phase in the writing process if you finish the assignment's final paragraph a few minutes before the due date and that is editing and proofreading your material. A study indicated that after including the planning, drafting, and editing processes in their writing, a group of university students performed noticeably better on a test.

Written communication is a talent that takes work and commitment to master. Universities are making investments in support services to assist students in this process, including in-person workshops, one-on-one counseling, and online courses. You can also benefit from a large selection of online tools, many of which are free, like spell checkers, vocabulary builders, and referencing software.

University assignments can be quite challenging but to make it an easy ride, one can always follow these given tips. Make a schedule and divide the assignment into doable portions. The ideas and main arguments can also be organised into a simple assignment structure. Start by framing the thesis statement and save the introduction for the end.

Make sure each point in your argument has a supporting example when structuring it. To save time, add sources to your reference list as you use them. In the conclusion, restate your prior points rather than introducing any new ones. To fix mistakes and properly cite all of your sources, edit and proofread your assignment.

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How Do You Write An Introduction to An Assignment? (With Examples of Assignment Introduction)

How Do You Write An Introduction to An Assignment? (With Examples of Assignment Introduction)

Whether you’re in school or college, you can’t avoid academic writing. It’s essential to write assignments to complete your course and graduate from it successfully. As a student, you must have discussed your assignments and academic writing projects with your friends, seniors, and mentors. Most assignments aim to gauge students’ knowledge about the subject and how well they express themselves while solving a problem or presenting their ideas and opinions. 

Writing an assignment introduction paves the way of how a reader or a teacher perceives an entire assignment and can be considered a face of an assignment. Our assignment help experts are here to offer you the best tips on how to write an assignment introduction.

How to introduce an assignment?

As they say – well begun is half done. Our assignment writers agree and believe in this adage. Countless times, you must have skipped a video because you didn’t find its first 5 seconds interesting or catchy enough to hold your attention. Or you must have chosen to watch a movie because you liked its trailer. Similarly, an introduction is a bait for your readers to read your assignment, report, essay, or dissertation with interest. It’s the first impression you will cast on your professors.

GoAssignmentHelp assignment assistance experts who handle hundreds of ‘ do my assignment ’ requests every month share that most students find it difficult to write an introductory paragraph that is clear and concise. Here, we will simplify the process of writing an introduction for the given assignment for you.

A good introduction to an assignment example is always one that gives a clear idea to the readers about what your assignment topic is or what are you going to talk about in the rest of the copy. An old trick is to talk about general ideas about the topic and narrow down your discussion to the specific problem or aspect of the topic you are going to discuss.

An introduction is a guide to your assignment. It should include:

  • Some background about the assignment topic, and
  • An outline of opinions and arguments you are going to present.

An assignment introduction example or two can perhaps give you a better idea of what needs to be done.

Contact our experts for a powerful introduction to your assignment!

Different Elements of the Introduction of an Assignment

Before we delve into introduction assignment examples, you must understand elements that constitute a good introduction to an assignment:

  • Importance of an assignment topic or the purpose of essay writing or dissertation writing,
  • Keywords from the essay topic or assignment question to show how well you have understood the writing task,
  • What is the proper definition of the assignment topic or the key terms it contains – and what can readers expect from the written piece,
  • Student’s reason for writing on the topic. You may get some hints on it from what your teacher mentions on the assignment list or what he/she shares in the class about it,
  • A quick bird-eye’s view of your approach on the assignment topic,
  • Key points of your discussion that you will elaborate in the body of the paper,
  • Quick discussion on previous studies, articles, news, or other works on the topic, and
  • What are some of the limitations of the topic?

You don’t have to include everything in an introduction – just enough to make your reader or teacher curious about the topic. The following example of introduction for assignment starts with a central issue, goes on to add some background, and then, presents the argument the assignment writer elaborated further in the essay. It ends with a smooth transition statement meant to transport the reader to the next part of the essay.

write introduction for an assignment- GoAssignmentHelp

How to write an introduction for a report?

When you are stuck with how to start a writing assignment, writing an introduction can solve most of your problems. Different types of assignments have different types of introductory paragraphs. The student introduction assignment example mentioned above is suitable for an essay. Now, we will see an example of an assignment introduction for a report.

write introduction for a report GoAssignmentHelp

Note that this kind of assignment introduction contains:

  • A Background: A quick mention of previous studies and articles on the topic gives your teachers a perspective on what is already known about the topic, key issues that need to be addressed, and what you are going to discuss in your report.
  • An Objective or a Thesis Statement: A hypothesis or a thesis statement is based on earlier findings and previous works on the topic. It provides a structure to your report. Check how the assignment writing service expert has mentioned the purpose of the study and a quick outline of the entailing discussion in one statement – right after the background.
  • Importance of the Study: If you’ve not already highlighted the importance of the study yet, you may include a few more lines to mention the gaps in the topic research and how your paper is going to bridge those gaps.

Consult our assignment writers for fresh ideas and introduction samples for any type of assignment!

How to write an introduction for a thesis or a dissertation?

Most students come across a dissertation or a thesis writing task in their Master’s or Ph.D. degree course. A few need to write a dissertation in their Bachelor’s degree programs. But since they are new to dissertation writing, they wonder how to write an introduction for an assignment that is much longer than a normal essay writing task they have encountered yet. The truth is that writing an introduction for a dissertation is not much different from writing an introduction for an essay or a report (depending on the nature of your dissertation topic).

You can use the points mentioned above to learn how to write a good assignment introduction longer than a paragraph. The ideal length for a dissertation introduction is 5-7% of the total length of your research paper. Most Master’s dissertations are around 15,000 to 50,000 words long – depending on the subject area. Hence, their introductions can have anywhere between 750 and 2,500 words.

We provide affordable writing services for students who find it difficult to paraphrase their ideas succinctly in an introduction. Besides the general introduction, we also help students write an introduction for each chapter, which will help you include more references throughout your research paper. It will also help research paper writers to remind their readers of the purpose of the dissertation again and to retain their interest.

You must also read :  Tips and Examples of The Conclusion Section of Assignments

Tips of Top-Rated Experts on How to Start an Assignment

Our essay writers advise students on how to write a good introduction for an assignment all the time. Besides what’s mentioned above, they also advise students to:

  • make their introduction eye-catching,
  • build up curiosity,
  • outline the arguments, and
  • maintain suspense.

Experts warn that merely stating the assignment question in other words or trying to state everything in the introduction like a summary of a story is not a good idea at all. You must follow the word limit suggested by your instructor for the assignment introduction and maintain a sharp, focused approach while penning the intro.

Need help with how to start an assignment introduction?

Introduction matters! Whether it’s a superstar or an assignment, the introduction is a key to his/its popularity. GoAssignmentHelp is a leading online assignment help service that brings you the best and most experienced assignment writers from the major cities of Canada, such as Calgary, Edmonton, Montreal, Ottawa, Quebec City, Winnipeg, and more. You can seek help from them for writing the best introduction for your homework , essays , dissertations , thesis , and research papers .

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All You Wanted to Know About How to Write a Case Study

assignment with example

What do you study in your college? If you are a psychology, sociology, or anthropology student, we bet you might be familiar with what a case study is. This research method is used to study a certain person, group, or situation. In this guide from our dissertation writing service , you will learn how to write a case study professionally, from researching to citing sources properly. Also, we will explore different types of case studies and show you examples — so that you won’t have any other questions left.

What Is a Case Study?

A case study is a subcategory of research design which investigates problems and offers solutions. Case studies can range from academic research studies to corporate promotional tools trying to sell an idea—their scope is quite vast.

What Is the Difference Between a Research Paper and a Case Study?

While research papers turn the reader’s attention to a certain problem, case studies go even further. Case study guidelines require students to pay attention to details, examining issues closely and in-depth using different research methods. For example, case studies may be used to examine court cases if you study Law, or a patient's health history if you study Medicine. Case studies are also used in Marketing, which are thorough, empirically supported analysis of a good or service's performance. Well-designed case studies can be valuable for prospective customers as they can identify and solve the potential customers pain point.

Case studies involve a lot of storytelling – they usually examine particular cases for a person or a group of people. This method of research is very helpful, as it is very practical and can give a lot of hands-on information. Most commonly, the length of the case study is about 500-900 words, which is much less than the length of an average research paper.

The structure of a case study is very similar to storytelling. It has a protagonist or main character, which in your case is actually a problem you are trying to solve. You can use the system of 3 Acts to make it a compelling story. It should have an introduction, rising action, a climax where transformation occurs, falling action, and a solution.

Here is a rough formula for you to use in your case study:

Problem (Act I): > Solution (Act II) > Result (Act III) > Conclusion.

Types of Case Studies

The purpose of a case study is to provide detailed reports on an event, an institution, a place, future customers, or pretty much anything. There are a few common types of case study, but the type depends on the topic. The following are the most common domains where case studies are needed:

Types of Case Studies

  • Historical case studies are great to learn from. Historical events have a multitude of source info offering different perspectives. There are always modern parallels where these perspectives can be applied, compared, and thoroughly analyzed.
  • Problem-oriented case studies are usually used for solving problems. These are often assigned as theoretical situations where you need to immerse yourself in the situation to examine it. Imagine you’re working for a startup and you’ve just noticed a significant flaw in your product’s design. Before taking it to the senior manager, you want to do a comprehensive study on the issue and provide solutions. On a greater scale, problem-oriented case studies are a vital part of relevant socio-economic discussions.
  • Cumulative case studies collect information and offer comparisons. In business, case studies are often used to tell people about the value of a product.
  • Critical case studies explore the causes and effects of a certain case.
  • Illustrative case studies describe certain events, investigating outcomes and lessons learned.

Need a compelling case study? EssayPro has got you covered. Our experts are ready to provide you with detailed, insightful case studies that capture the essence of real-world scenarios. Elevate your academic work with our professional assistance.

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Case Study Format

The case study format is typically made up of eight parts:

  • Executive Summary. Explain what you will examine in the case study. Write an overview of the field you’re researching. Make a thesis statement and sum up the results of your observation in a maximum of 2 sentences.
  • Background. Provide background information and the most relevant facts. Isolate the issues.
  • Case Evaluation. Isolate the sections of the study you want to focus on. In it, explain why something is working or is not working.
  • Proposed Solutions. Offer realistic ways to solve what isn’t working or how to improve its current condition. Explain why these solutions work by offering testable evidence.
  • Conclusion. Summarize the main points from the case evaluations and proposed solutions. 6. Recommendations. Talk about the strategy that you should choose. Explain why this choice is the most appropriate.
  • Implementation. Explain how to put the specific strategies into action.
  • References. Provide all the citations.

How to Write a Case Study

Let's discover how to write a case study.

How to Write a Case Study

Setting Up the Research

When writing a case study, remember that research should always come first. Reading many different sources and analyzing other points of view will help you come up with more creative solutions. You can also conduct an actual interview to thoroughly investigate the customer story that you'll need for your case study. Including all of the necessary research, writing a case study may take some time. The research process involves doing the following:

  • Define your objective. Explain the reason why you’re presenting your subject. Figure out where you will feature your case study; whether it is written, on video, shown as an infographic, streamed as a podcast, etc.
  • Determine who will be the right candidate for your case study. Get permission, quotes, and other features that will make your case study effective. Get in touch with your candidate to see if they approve of being part of your work. Study that candidate’s situation and note down what caused it.
  • Identify which various consequences could result from the situation. Follow these guidelines on how to start a case study: surf the net to find some general information you might find useful.
  • Make a list of credible sources and examine them. Seek out important facts and highlight problems. Always write down your ideas and make sure to brainstorm.
  • Focus on several key issues – why they exist, and how they impact your research subject. Think of several unique solutions. Draw from class discussions, readings, and personal experience. When writing a case study, focus on the best solution and explore it in depth. After having all your research in place, writing a case study will be easy. You may first want to check the rubric and criteria of your assignment for the correct case study structure.

Read Also: 'CREDIBLE SOURCES: WHAT ARE THEY?'

Although your instructor might be looking at slightly different criteria, every case study rubric essentially has the same standards. Your professor will want you to exhibit 8 different outcomes:

  • Correctly identify the concepts, theories, and practices in the discipline.
  • Identify the relevant theories and principles associated with the particular study.
  • Evaluate legal and ethical principles and apply them to your decision-making.
  • Recognize the global importance and contribution of your case.
  • Construct a coherent summary and explanation of the study.
  • Demonstrate analytical and critical-thinking skills.
  • Explain the interrelationships between the environment and nature.
  • Integrate theory and practice of the discipline within the analysis.

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Case Study Outline

Let's look at the structure of an outline based on the issue of the alcoholic addiction of 30 people.

Introduction

  • Statement of the issue: Alcoholism is a disease rather than a weakness of character.
  • Presentation of the problem: Alcoholism is affecting more than 14 million people in the USA, which makes it the third most common mental illness there.
  • Explanation of the terms: In the past, alcoholism was commonly referred to as alcohol dependence or alcohol addiction. Alcoholism is now the more severe stage of this addiction in the disorder spectrum.
  • Hypotheses: Drinking in excess can lead to the use of other drugs.
  • Importance of your story: How the information you present can help people with their addictions.
  • Background of the story: Include an explanation of why you chose this topic.
  • Presentation of analysis and data: Describe the criteria for choosing 30 candidates, the structure of the interview, and the outcomes.
  • Strong argument 1: ex. X% of candidates dealing with anxiety and depression...
  • Strong argument 2: ex. X amount of people started drinking by their mid-teens.
  • Strong argument 3: ex. X% of respondents’ parents had issues with alcohol.
  • Concluding statement: I have researched if alcoholism is a disease and found out that…
  • Recommendations: Ways and actions for preventing alcohol use.

Writing a Case Study Draft

After you’ve done your case study research and written the outline, it’s time to focus on the draft. In a draft, you have to develop and write your case study by using: the data which you collected throughout the research, interviews, and the analysis processes that were undertaken. Follow these rules for the draft:

How to Write a Case Study

  • Your draft should contain at least 4 sections: an introduction; a body where you should include background information, an explanation of why you decided to do this case study, and a presentation of your main findings; a conclusion where you present data; and references.
  • In the introduction, you should set the pace very clearly. You can even raise a question or quote someone you interviewed in the research phase. It must provide adequate background information on the topic. The background may include analyses of previous studies on your topic. Include the aim of your case here as well. Think of it as a thesis statement. The aim must describe the purpose of your work—presenting the issues that you want to tackle. Include background information, such as photos or videos you used when doing the research.
  • Describe your unique research process, whether it was through interviews, observations, academic journals, etc. The next point includes providing the results of your research. Tell the audience what you found out. Why is this important, and what could be learned from it? Discuss the real implications of the problem and its significance in the world.
  • Include quotes and data (such as findings, percentages, and awards). This will add a personal touch and better credibility to the case you present. Explain what results you find during your interviews in regards to the problem and how it developed. Also, write about solutions which have already been proposed by other people who have already written about this case.
  • At the end of your case study, you should offer possible solutions, but don’t worry about solving them yourself.

Use Data to Illustrate Key Points in Your Case Study

Even though your case study is a story, it should be based on evidence. Use as much data as possible to illustrate your point. Without the right data, your case study may appear weak and the readers may not be able to relate to your issue as much as they should. Let's see the examples from essay writing service :

‍ With data: Alcoholism is affecting more than 14 million people in the USA, which makes it the third most common mental illness there. Without data: A lot of people suffer from alcoholism in the United States.

Try to include as many credible sources as possible. You may have terms or sources that could be hard for other cultures to understand. If this is the case, you should include them in the appendix or Notes for the Instructor or Professor.

Finalizing the Draft: Checklist

After you finish drafting your case study, polish it up by answering these ‘ask yourself’ questions and think about how to end your case study:

  • Check that you follow the correct case study format, also in regards to text formatting.
  • Check that your work is consistent with its referencing and citation style.
  • Micro-editing — check for grammar and spelling issues.
  • Macro-editing — does ‘the big picture’ come across to the reader? Is there enough raw data, such as real-life examples or personal experiences? Have you made your data collection process completely transparent? Does your analysis provide a clear conclusion, allowing for further research and practice?

Problems to avoid:

  • Overgeneralization – Do not go into further research that deviates from the main problem.
  • Failure to Document Limitations – Just as you have to clearly state the limitations of a general research study, you must describe the specific limitations inherent in the subject of analysis.
  • Failure to Extrapolate All Possible Implications – Just as you don't want to over-generalize from your case study findings, you also have to be thorough in the consideration of all possible outcomes or recommendations derived from your findings.

How to Create a Title Page and Cite a Case Study

Let's see how to create an awesome title page.

Your title page depends on the prescribed citation format. The title page should include:

  • A title that attracts some attention and describes your study
  • The title should have the words “case study” in it
  • The title should range between 5-9 words in length
  • Your name and contact information
  • Your finished paper should be only 500 to 1,500 words in length. With this type of assignment, write effectively and avoid fluff.

Here is a template for the APA and MLA format title page:

There are some cases when you need to cite someone else's study in your own one – therefore, you need to master how to cite a case study. A case study is like a research paper when it comes to citations. You can cite it like you cite a book, depending on what style you need.

Citation Example in MLA ‍ Hill, Linda, Tarun Khanna, and Emily A. Stecker. HCL Technologies. Boston: Harvard Business Publishing, 2008. Print.
Citation Example in APA ‍ Hill, L., Khanna, T., & Stecker, E. A. (2008). HCL Technologies. Boston: Harvard Business Publishing.
Citation Example in Chicago Hill, Linda, Tarun Khanna, and Emily A. Stecker. HCL Technologies.

Case Study Examples

To give you an idea of a professional case study example, we gathered and linked some below.

Eastman Kodak Case Study

Case Study Example: Audi Trains Mexican Autoworkers in Germany

To conclude, a case study is one of the best methods of getting an overview of what happened to a person, a group, or a situation in practice. It allows you to have an in-depth glance at the real-life problems that businesses, healthcare industry, criminal justice, etc. may face. This insight helps us look at such situations in a different light. This is because we see scenarios that we otherwise would not, without necessarily being there. If you need custom essays , try our research paper writing services .

Get Help Form Qualified Writers

Crafting a case study is not easy. You might want to write one of high quality, but you don’t have the time or expertise. If you’re having trouble with your case study, help with essay request - we'll help. EssayPro writers have read and written countless case studies and are experts in endless disciplines. Request essay writing, editing, or proofreading assistance from our custom case study writing service , and all of your worries will be gone.

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Satire Essay

Using Examples in Your Assignment- Reasons & Benefits

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Assignment is not just a part of your academic curriculum; it becomes more significant, contributing to elevating your overall academic grades. This is why academic experts suggest crafting assignments creatively and effectively is imperative for students.

Numerous methods can enhance the readability of an assignment. Other than incorporating pertinent content, including examples is one of the best methods of increasing the effectiveness of your assignment. The authenticity of the content is reinforced through the incorporation of illustrative examples. Utilizing examples instills confidence in articulating factual information on the designated topic. If you are curious enough about what makes the examples important for assignments, let's explore five essential reasons behind their integration. These will help you to comprehend and use them according to expert recommendations.

What is Assignment Examples

Assignment examples offer the audience real-world instances that resonate with their experiences and establish a stronger connection between the reader and the content.

Experts recommend thoughtful inclusion of examples in assignments for better content, especially when dealing with complex concepts and ideas.

Students should also refrain from using Latin abbreviations like "e.g.," and "i.e.," as it could confuse your readers if they don't know what it meant. Opting for straightforward phrases such as "for example" or "such as" when introducing illustrative instances. It ensures clarity and accessibility for a broader audience.

Giving Examples in Assignments

There are several methods to incorporate examples into assignments:

Illustrative Examples: Provide specific instances that exemplify your concept or point.

Analogies: Draw comparisons between the topic and a familiar situation, making it easier for the reader to grasp.

Case Studies: Present real-life scenarios or cases that showcase the application of the discussed concepts.

Quotations: Include relevant quotes from authoritative sources to reinforce your arguments or provide different perspectives.

Visual Aids: Incorporate graphs, charts, or images to represent examples and enhance comprehension visually.

Personal Experiences: Share anecdotes or personal experiences that relate to the subject matter, adding a human touch to your assignment.

Historical Examples: Reference historical events or occurrences to demonstrate the relevance or consequences of the topic.

Comparisons and Contrasts: Highlight similarities and differences by comparing the topic with other relevant concepts or situations.

Choose examples that align closely with your assignment's purpose and help elucidate your ideas effectively.

5 Reasons Why Examples Play Pivotal Role in Assignments

When your professors ask you to write your assignments with examples, you might wonder what difference examples make when you include these in your tasks. Even if it's important, is it necessary to use these?

Using examples holds significance as it establishes your claim and makes your assignments appealing to readers. To answer all your questions, Instasolving experts have developed this blog. Here, you will learn the significance of examples, whether these are necessary, and if yes, when to use them.

To Enhance The Understanding of Your Subject

The use of examples facilitates a more comprehensive grasp of the subject matter. Students often use examples in their assignments when they deal with complex subjects that require deep topic understanding. The help of examples, which act as valuable learning tools, eases the pain of grasping the message the writer is trying to convey through the content.

Definition of Concept

A concept is an abstract idea or general notion representing objects, events, or phenomena. It is a mental construct that helps individuals understand and categorize the world around them. Concepts often emerge from shared characteristics or common features among various instances, allowing people to create mental frameworks for organizing information. Concepts help cognition, communication, and learning, enabling individuals to generalize, infer, and make sense of their experiences. The development and utilization of concepts are fundamental to human thinking and reasoning processes, providing a foundation for knowledge, problem-solving, and interpreting the complexities of the external world.

Now, we have another text where the definition of "concept" is given with an example. Let's see how it simplifies the writing.

A concept is an abstract idea or general notion representing objects, events, or phenomena. It is a mental construct that helps individuals understand and categorize the world around them. Concepts often emerge from shared characteristics or common features among various instances, allowing people to create mental frameworks for organizing information. For example, the concept of "justice" is a general idea encompassing fairness, equity, and applying laws in society. Similarly, the concept of "gravity" represents the force that attracts objects toward each other, such as the gravitational pull keeping planets in orbit around the sun. Concepts serve as fundamental building blocks for human cognition and communication, aiding in the interpretation and organization of information.

Boosts Content Quality & Engagement of Your Assignment

Examples help readers visualize and better understand abstract ideas, strengthening the knowledge base and enhancing the learning experience. Whether drawing from historical events, case studies, or everyday situations, the strategic use of examples boosts the quality of your assignment. Looking closer at impressive examples, you will see that utilizing relevant examples in the right place makes your assignments highly engaging. Your assignments become information-rich, relatable, and persuasive for the readers.

To Support Your Arguments in Assignment Writing

Using examples to support your arguments is a fundamental practice to support your arguments. Examples serve as concrete evidence that bolsters your points, adding depth and clarity to your arguments. By incorporating relevant examples, you clearly illustrate the concepts and provide real-world applications, making your arguments more convincing. Academic experts also state that utilizing examples in your assignment helps establish the reliability of the content for readers to comprehend.

Your argument- Growth Mindset is the Key to Success

To illustrate the significance of embracing a growth mindset, consider the example of Thomas Edison, the prolific inventor. Despite numerous failures while developing the electric light bulb, Edison maintained a positive and persistent attitude. Rather than viewing each setback as a defeat, he regarded them as valuable lessons that brought him one step closer to success. This example underscores the power of resilience and continuous learning, supporting the argument that cultivating a growth mindset can lead to remarkable achievements in the face of challenges. Edison's unwavering determination and adaptability serve as a compelling example that bolsters the case for fostering a mindset oriented toward growth and development.

Now, you can see that from the above example, your readers get a relevant example that supports your claim. It proves your argument and convinces readers to see the reasons behind your opinion.

Demonstrate Practical Applications of Theoretical Concepts

Assignment examples play a pivotal role by providing tangible illustrations of theoretical concepts. Examples that students use in their assignments show the practical applications of abstract ideas, bridging the gap between theory and real-world scenarios. Examples within assignments allow your readers to visualize how theoretical principles are manifested in practical situations. This visual aid makes the content more relatable for your professors.

Concept: Pythagorean Theorem

Application Without Example: The Pythagorean Theorem states that, in a right-angled triangle, the square of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the other two sides. In practical terms, this concept is used in fields such as architecture and engineering to calculate distances and ensure structural stability. Application with Example: The Pythagorean Theorem is a fundamental principle in geometry that relates to the sides of a right-angled triangle. It states that the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides. Mathematically, it can be expressed as:

 Pythagoras theorem example 1

Example: Consider a right-angled triangle with sides of lengths a=3 units, b=4 units, and c as the hypotenuse. Applying the Pythagorean Theorem: Taking the square root of both sides:

Pythagoras theorem example c=5

c=5 Therefore, in this example, the Pythagorean Theorem confirms that for a right-angled triangle with side lengths 3 and 4 units, the length of the hypotenuse (c) is 5 units. This theorem is widely used in various fields, such as construction, engineering, and physics, for calculating distances and ensuring the stability of structures.

I hope you understand that explaining it through practical examples is far more understandable than the text.

Increases Your Critical Thinking Ability on Any Topic

Critical thinking is a crucial skill that impartially evaluates information, leading to well-founded conclusions. This process involves scrutinizing various forms of information, such as facts, statistics, observable phenomena, and research findings.

Examples accompanying the content prompt you to delve deeper and think about the concept in more detail. It aids in better comprehension and contributes to the retention of the concept. When discussing or explaining a topic in your assignment, including relevant examples becomes valuable for students. It facilitates effective communication and ensures that your readers understand the topic thoroughly before analyzing situations and catching up with your conclusion.

Removes Misinterpretation and Confusion If There's Any

Examples reflect concrete illustrations that clarify abstract concepts, eliminating misinterpretation and confusion. When students encounter complex theories or principles in their assignments, including examples provides a tangible reference point, making the information more accessible.

Students may misinterpret theoretical concepts without examples. The chances are higher that they may struggle to grasp the practical implications. Incorporating step-by-step demonstrations in assignments empowers students to overcome confusion, fostering clarity and a deeper understanding of concepts.

Argumentative Essay Example

As online learning becomes more common and more and more resources are converted to digital form, some people have suggested that public libraries should be shut down and, in their place, everyone should be given an iPad with an e-reader subscription.

Proponents of this idea state that it will save local cities and towns money because libraries are expensive to maintain. They also believe it will encourage more people to read because they won’t have to travel to a library to get a book; they can simply click on what they want to read and read it from wherever they are. They could also access more materials because libraries won’t have to buy physical copies of books; they can simply rent out as many digital copies as they need.

However, it would be a serious mistake to replace libraries with tablets. First, digital books and resources are associated with less learning and more problems than print resources. A study done on tablet vs book reading found that people read 20-30% slower on tablets, retain 20% less information, and understand 10% less of what they read compared to people who read the same information in print. Additionally, staring too long at a screen has been shown to cause numerous health problems, including blurred vision, dizziness, dry eyes, headaches, and eye strain, at much higher instances than reading print does. People who use tablets and mobile devices excessively also have a higher incidence of more serious health issues such as fibromyalgia, shoulder and back pain, carpal tunnel syndrome, and muscle strain. I know that whenever I read from my e-reader for too long, my eyes begin to feel tired and my neck hurts. We should not add to these problems by giving people, especially young people, more reasons to look at screens.

The author starts the example with an overview of the counterargument; then, the example is used in the third paragraph to strengthen the argument of this thesis. The reason is expressed in a way that helps to dismantle the counterargument in the rest of the paper and strengthen the arguments. It aids the author in convincing readers and removing confusion or misinterpretations.

When should we include an example in the project?

According to writing experts, the value of examples in assignments is dependent on the appropriate timing and method for their utilization. Consider the following guidelines for incorporating examples into an article:

1. Utilize examples when presenting information that is not widely known or may be challenging for readers to comprehend.

2. You can also use examples to underscore a subject, derive conclusions, or elucidate specific points.

3. Enhance the effectiveness of category descriptions by including illustrative examples for each category.

Final Words on Using Examples in Assignments

Examples contribute to the conciseness and comprehensibility, making it more appealing to evaluators. Using examples validates the authenticity of the paper, leaving little room for questioning your efforts. Moreover, providing examples reduces the need for extensive explanations, streamlines your efforts, and ensures a more impactful presentation.

Therefore, prioritize the inclusion of ample examples while keeping the mentioned considerations in mind. This approach will enhance the convenience of your assignment preparation.

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Harvard referencing quick guide: Sample assignment

  • Introduction
  • General guidelines
  • Citing and referencing material

Sample assignment

  • Referencing software

Citing and reference list example

The text to the right shows how citations and the reference list are typically written in the Harvard referencing style.

Note: the text itself is not designed to be a proper example of academic writing and does not use information from the sources cited; it is for illustrative purposes only.

The purpose of this assignment is to show common elements of the Harvard style of referencing in Dundalk Institute of Technology. It is not intended to be an example of good quality academic writing, and indeed may not make sense in general, but it should show you how citations and a reference list are formed in the Harvard style of referencing (Cameron 2021). If you include a “direct quotation from a book you have read” (Giddens and Sutton 2021, p.117) you should include the relevant page number.

You don’t always have to write the author and year in brackets. Cameron (2021) explains that if the author’s name occurs naturally in the text then the year follows it in brackets. If there are two authors you should include both of them in the citation (Levine and Munsch 2021). If there are three or more authors you don’t have to list all of the names in the citation but you should include them all in the reference list (Robbins et al. 2020). The reference list should appear at the end of your assignment and be in alphabetical order based on the first author’s surname (Bruen 2022) rather than the order in which they appear in your assignment ( Papagiannis  2022). If you are using a citation for a second time you do not need to include it twice in the reference list (Cameron 2021).

Referencing an academic journal that you find online requires more information in the reference list but uses the same format for citing as other sources (Tesseur 2022). If referencing a source from a library database you say from which database you found it (Mayombe 2021).

Don’t forget that websites need to be cited too (Dundalk Institute of Technology 2022). We recommend you look at the full version of DkIT’s Harvard referencing guidelines, and contact the Library if you have any questions. Good luck.

Reference list

Bruen, M. (2020). River flows. In: Kelly-Quinn, M. and Reynolds, J., eds.  Ireland’s rivers . Dublin: University College Dublin Press, pp.39-59.

Cameron, S. (2021). The business student's handbook: skills for study and employment . 7th ed. Harlow: Pearson.

Dundalk Institute of Technology. (2022).  Research support  [online]. Available from: https://www.dkit.ie/research/research-support.html [accessed 25 March 2022].

Giddens, A. and Sutton, P.W. (2021).  Sociology . 9th ed. Cambridge: Polity Press.

Levine, L.E. and Munsch, J. (2021).  Child development: an active learning approach  [online]. 4th ed. London: SAGE Publications. Available from: https://books.google.ie/books?id=zlrZzQEACAAJ&dq [accessed 25 March 2022].

Mayombe, C. (2021). Partnership with stakeholders as innovative model of work-integrated learning for unemployed youths.  Higher Education, Skills and Work-Based Learning  [online], 12(2), pp.309-327. Available from: Emerald Insight [accessed 25 March 2022].

Papagiannis, N. (2020).  Effective SEO and content marketing: the ultimate guide for maximizing free web traffic  [online]. Indianapolis: Wiley. Available from: EBSCOhost eBook Collection [accessed 25 March 2022].

Robbins, S.P., Coulter, M.A. and De Cenzo, D.A. (2020).  Fundamentals of management . 11th ed. Harlow: Pearson.

Tesseur, W. (2022). Translation as inclusion? An analysis of international NGOs’ translation policy documents.  Language Problems and Language Planning  [online], 45(3), pp. 261-283. Available from: https://doras.dcu.ie/26151 [accessed 25 March 2022].

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  • Knowledge Base

Methodology

  • Random Assignment in Experiments | Introduction & Examples

Random Assignment in Experiments | Introduction & Examples

Published on March 8, 2021 by Pritha Bhandari . Revised on June 22, 2023.

In experimental research, random assignment is a way of placing participants from your sample into different treatment groups using randomization.

With simple random assignment, every member of the sample has a known or equal chance of being placed in a control group or an experimental group. Studies that use simple random assignment are also called completely randomized designs .

Random assignment is a key part of experimental design . It helps you ensure that all groups are comparable at the start of a study: any differences between them are due to random factors, not research biases like sampling bias or selection bias .

Table of contents

Why does random assignment matter, random sampling vs random assignment, how do you use random assignment, when is random assignment not used, other interesting articles, frequently asked questions about random assignment.

Random assignment is an important part of control in experimental research, because it helps strengthen the internal validity of an experiment and avoid biases.

In experiments, researchers manipulate an independent variable to assess its effect on a dependent variable, while controlling for other variables. To do so, they often use different levels of an independent variable for different groups of participants.

This is called a between-groups or independent measures design.

You use three groups of participants that are each given a different level of the independent variable:

  • a control group that’s given a placebo (no dosage, to control for a placebo effect ),
  • an experimental group that’s given a low dosage,
  • a second experimental group that’s given a high dosage.

Random assignment to helps you make sure that the treatment groups don’t differ in systematic ways at the start of the experiment, as this can seriously affect (and even invalidate) your work.

If you don’t use random assignment, you may not be able to rule out alternative explanations for your results.

  • participants recruited from cafes are placed in the control group ,
  • participants recruited from local community centers are placed in the low dosage experimental group,
  • participants recruited from gyms are placed in the high dosage group.

With this type of assignment, it’s hard to tell whether the participant characteristics are the same across all groups at the start of the study. Gym-users may tend to engage in more healthy behaviors than people who frequent cafes or community centers, and this would introduce a healthy user bias in your study.

Although random assignment helps even out baseline differences between groups, it doesn’t always make them completely equivalent. There may still be extraneous variables that differ between groups, and there will always be some group differences that arise from chance.

Most of the time, the random variation between groups is low, and, therefore, it’s acceptable for further analysis. This is especially true when you have a large sample. In general, you should always use random assignment in experiments when it is ethically possible and makes sense for your study topic.

Prevent plagiarism. Run a free check.

Random sampling and random assignment are both important concepts in research, but it’s important to understand the difference between them.

Random sampling (also called probability sampling or random selection) is a way of selecting members of a population to be included in your study. In contrast, random assignment is a way of sorting the sample participants into control and experimental groups.

While random sampling is used in many types of studies, random assignment is only used in between-subjects experimental designs.

Some studies use both random sampling and random assignment, while others use only one or the other.

Random sample vs random assignment

Random sampling enhances the external validity or generalizability of your results, because it helps ensure that your sample is unbiased and representative of the whole population. This allows you to make stronger statistical inferences .

You use a simple random sample to collect data. Because you have access to the whole population (all employees), you can assign all 8000 employees a number and use a random number generator to select 300 employees. These 300 employees are your full sample.

Random assignment enhances the internal validity of the study, because it ensures that there are no systematic differences between the participants in each group. This helps you conclude that the outcomes can be attributed to the independent variable .

  • a control group that receives no intervention.
  • an experimental group that has a remote team-building intervention every week for a month.

You use random assignment to place participants into the control or experimental group. To do so, you take your list of participants and assign each participant a number. Again, you use a random number generator to place each participant in one of the two groups.

To use simple random assignment, you start by giving every member of the sample a unique number. Then, you can use computer programs or manual methods to randomly assign each participant to a group.

  • Random number generator: Use a computer program to generate random numbers from the list for each group.
  • Lottery method: Place all numbers individually in a hat or a bucket, and draw numbers at random for each group.
  • Flip a coin: When you only have two groups, for each number on the list, flip a coin to decide if they’ll be in the control or the experimental group.
  • Use a dice: When you have three groups, for each number on the list, roll a dice to decide which of the groups they will be in. For example, assume that rolling 1 or 2 lands them in a control group; 3 or 4 in an experimental group; and 5 or 6 in a second control or experimental group.

This type of random assignment is the most powerful method of placing participants in conditions, because each individual has an equal chance of being placed in any one of your treatment groups.

Random assignment in block designs

In more complicated experimental designs, random assignment is only used after participants are grouped into blocks based on some characteristic (e.g., test score or demographic variable). These groupings mean that you need a larger sample to achieve high statistical power .

For example, a randomized block design involves placing participants into blocks based on a shared characteristic (e.g., college students versus graduates), and then using random assignment within each block to assign participants to every treatment condition. This helps you assess whether the characteristic affects the outcomes of your treatment.

In an experimental matched design , you use blocking and then match up individual participants from each block based on specific characteristics. Within each matched pair or group, you randomly assign each participant to one of the conditions in the experiment and compare their outcomes.

Sometimes, it’s not relevant or ethical to use simple random assignment, so groups are assigned in a different way.

When comparing different groups

Sometimes, differences between participants are the main focus of a study, for example, when comparing men and women or people with and without health conditions. Participants are not randomly assigned to different groups, but instead assigned based on their characteristics.

In this type of study, the characteristic of interest (e.g., gender) is an independent variable, and the groups differ based on the different levels (e.g., men, women, etc.). All participants are tested the same way, and then their group-level outcomes are compared.

When it’s not ethically permissible

When studying unhealthy or dangerous behaviors, it’s not possible to use random assignment. For example, if you’re studying heavy drinkers and social drinkers, it’s unethical to randomly assign participants to one of the two groups and ask them to drink large amounts of alcohol for your experiment.

When you can’t assign participants to groups, you can also conduct a quasi-experimental study . In a quasi-experiment, you study the outcomes of pre-existing groups who receive treatments that you may not have any control over (e.g., heavy drinkers and social drinkers). These groups aren’t randomly assigned, but may be considered comparable when some other variables (e.g., age or socioeconomic status) are controlled for.

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

  • Student’s  t -distribution
  • Normal distribution
  • Null and Alternative Hypotheses
  • Chi square tests
  • Confidence interval
  • Quartiles & Quantiles
  • Cluster sampling
  • Stratified sampling
  • Data cleansing
  • Reproducibility vs Replicability
  • Peer review
  • Prospective cohort study

Research bias

  • Implicit bias
  • Cognitive bias
  • Placebo effect
  • Hawthorne effect
  • Hindsight bias
  • Affect heuristic
  • Social desirability bias

In experimental research, random assignment is a way of placing participants from your sample into different groups using randomization. With this method, every member of the sample has a known or equal chance of being placed in a control group or an experimental group.

Random selection, or random sampling , is a way of selecting members of a population for your study’s sample.

In contrast, random assignment is a way of sorting the sample into control and experimental groups.

Random sampling enhances the external validity or generalizability of your results, while random assignment improves the internal validity of your study.

Random assignment is used in experiments with a between-groups or independent measures design. In this research design, there’s usually a control group and one or more experimental groups. Random assignment helps ensure that the groups are comparable.

In general, you should always use random assignment in this type of experimental design when it is ethically possible and makes sense for your study topic.

To implement random assignment , assign a unique number to every member of your study’s sample .

Then, you can use a random number generator or a lottery method to randomly assign each number to a control or experimental group. You can also do so manually, by flipping a coin or rolling a dice to randomly assign participants to groups.

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Assignment Operators in Python

Operators are used to perform operations on values and variables. These are the special symbols that carry out arithmetic, logical, bitwise computations. The value the operator operates on is known as Operand .

Here, we will cover Assignment Operators in Python. So, Assignment Operators are used to assigning values to variables. 

Now Let’s see each Assignment Operator one by one.

1) Assign: This operator is used to assign the value of the right side of the expression to the left side operand.

2) Add and Assign: This operator is used to add the right side operand with the left side operand and then assigning the result to the left operand.

Syntax: 

3) Subtract and Assign: This operator is used to subtract the right operand from the left operand and then assigning the result to the left operand.

Example –

 4) Multiply and Assign: This operator is used to multiply the right operand with the left operand and then assigning the result to the left operand.

 5) Divide and Assign: This operator is used to divide the left operand with the right operand and then assigning the result to the left operand.

 6) Modulus and Assign: This operator is used to take the modulus using the left and the right operands and then assigning the result to the left operand.

7) Divide (floor) and Assign: This operator is used to divide the left operand with the right operand and then assigning the result(floor) to the left operand.

 8) Exponent and Assign: This operator is used to calculate the exponent(raise power) value using operands and then assigning the result to the left operand.

9) Bitwise AND and Assign: This operator is used to perform Bitwise AND on both operands and then assigning the result to the left operand.

10) Bitwise OR and Assign: This operator is used to perform Bitwise OR on the operands and then assigning result to the left operand.

11) Bitwise XOR and Assign:  This operator is used to perform Bitwise XOR on the operands and then assigning result to the left operand.

12) Bitwise Right Shift and Assign: This operator is used to perform Bitwise right shift on the operands and then assigning result to the left operand.

 13) Bitwise Left Shift and Assign:  This operator is used to perform Bitwise left shift on the operands and then assigning result to the left operand.

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Assignment operators assign values to JavaScript variables.

Shift Assignment Operators

Bitwise assignment operators, logical assignment operators, the = operator.

The Simple Assignment Operator assigns a value to a variable.

Simple Assignment Examples

The += operator.

The Addition Assignment Operator adds a value to a variable.

Addition Assignment Examples

The -= operator.

The Subtraction Assignment Operator subtracts a value from a variable.

Subtraction Assignment Example

The *= operator.

The Multiplication Assignment Operator multiplies a variable.

Multiplication Assignment Example

The **= operator.

The Exponentiation Assignment Operator raises a variable to the power of the operand.

Exponentiation Assignment Example

The /= operator.

The Division Assignment Operator divides a variable.

Division Assignment Example

The %= operator.

The Remainder Assignment Operator assigns a remainder to a variable.

Remainder Assignment Example

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The <<= Operator

The Left Shift Assignment Operator left shifts a variable.

Left Shift Assignment Example

The >>= operator.

The Right Shift Assignment Operator right shifts a variable (signed).

Right Shift Assignment Example

The >>>= operator.

The Unsigned Right Shift Assignment Operator right shifts a variable (unsigned).

Unsigned Right Shift Assignment Example

The &= operator.

The Bitwise AND Assignment Operator does a bitwise AND operation on two operands and assigns the result to the the variable.

Bitwise AND Assignment Example

The |= operator.

The Bitwise OR Assignment Operator does a bitwise OR operation on two operands and assigns the result to the variable.

Bitwise OR Assignment Example

The ^= operator.

The Bitwise XOR Assignment Operator does a bitwise XOR operation on two operands and assigns the result to the variable.

Bitwise XOR Assignment Example

The &&= operator.

The Logical AND assignment operator is used between two values.

If the first value is true, the second value is assigned.

Logical AND Assignment Example

The &&= operator is an ES2020 feature .

The ||= Operator

The Logical OR assignment operator is used between two values.

If the first value is false, the second value is assigned.

Logical OR Assignment Example

The ||= operator is an ES2020 feature .

The ??= Operator

The Nullish coalescing assignment operator is used between two values.

If the first value is undefined or null, the second value is assigned.

Nullish Coalescing Assignment Example

The ??= operator is an ES2020 feature .

Test Yourself With Exercises

Use the correct assignment operator that will result in x being 15 (same as x = x + y ).

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Operators are special symbols that perform operations on variables and values. For example,

Here, + is an operator that adds two numbers: 5 and 6 .

  • Types of Python Operators

Here's a list of different types of Python operators that we will learn in this tutorial.

  • Arithmetic Operators
  • Assignment Operators
  • Comparison Operators
  • Logical Operators
  • Bitwise Operators
  • Special Operators

1. Python Arithmetic Operators

Arithmetic operators are used to perform mathematical operations like addition, subtraction, multiplication, etc. For example,

Here, - is an arithmetic operator that subtracts two values or variables.

Example 1: Arithmetic Operators in Python

In the above example, we have used multiple arithmetic operators,

  • + to add a and b
  • - to subtract b from a
  • * to multiply a and b
  • / to divide a by b
  • // to floor divide a by b
  • % to get the remainder
  • ** to get a to the power b

2. Python Assignment Operators

Assignment operators are used to assign values to variables. For example,

Here, = is an assignment operator that assigns 5 to x .

Here's a list of different assignment operators available in Python.

Example 2: Assignment Operators

Here, we have used the += operator to assign the sum of a and b to a .

Similarly, we can use any other assignment operators as per our needs.

3. Python Comparison Operators

Comparison operators compare two values/variables and return a boolean result: True or False . For example,

Here, the > comparison operator is used to compare whether a is greater than b or not.

Example 3: Comparison Operators

Note: Comparison operators are used in decision-making and loops . We'll discuss more of the comparison operator and decision-making in later tutorials.

4. Python Logical Operators

Logical operators are used to check whether an expression is True or False . They are used in decision-making. For example,

Here, and is the logical operator AND . Since both a > 2 and b >= 6 are True , the result is True .

Example 4: Logical Operators

Note : Here is the truth table for these logical operators.

5. Python Bitwise operators

Bitwise operators act on operands as if they were strings of binary digits. They operate bit by bit, hence the name.

For example, 2 is 10 in binary, and 7 is 111 .

In the table below: Let x = 10 ( 0000 1010 in binary) and y = 4 ( 0000 0100 in binary)

6. Python Special operators

Python language offers some special types of operators like the identity operator and the membership operator. They are described below with examples.

  • Identity operators

In Python, is and is not are used to check if two values are located at the same memory location.

It's important to note that having two variables with equal values doesn't necessarily mean they are identical.

Example 4: Identity operators in Python

Here, we see that x1 and y1 are integers of the same values, so they are equal as well as identical. The same is the case with x2 and y2 (strings).

But x3 and y3 are lists. They are equal but not identical. It is because the interpreter locates them separately in memory, although they are equal.

  • Membership operators

In Python, in and not in are the membership operators. They are used to test whether a value or variable is found in a sequence ( string , list , tuple , set and dictionary ).

In a dictionary, we can only test for the presence of a key, not the value.

Example 5: Membership operators in Python

Here, 'H' is in message , but 'hello' is not present in message (remember, Python is case-sensitive).

Similarly, 1 is key, and 'a' is the value in dictionary dict1 . Hence, 'a' in y returns False .

  • Precedence and Associativity of operators in Python

Table of Contents

  • Introduction
  • Python Arithmetic Operators
  • Python Assignment Operators
  • Python Comparison Operators
  • Python Logical Operators
  • Python Bitwise operators
  • Python Special operators

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  • Searching the Collection
  • Example 1: The Sociology of Immigration
  • Example 2: Latin American Representation

Insert example lesson plan from Garza 2022

Curating a set of cartoons.

The first step for a successful lesson plan based on the Hulme Cartoons is to curate a set of cartoons for the students to work with. See the "Searching the Collection" tab for more information on how to do this. 

In Person vs. Virtual

If you are able to bring a class in to Special Collections, please reach out to Evan Spencer ([email protected]) as early as possible with your ideas, and preferably a list of cartoons you would like to work with.

If you are unable to bring a class to Special Collections, you can also download and/or print any cartoons from the Hulme Archive, totally free of charge!

Example Cartoon Set

For Dr. Alma Garza's Social Research class in Fall 2022, we curated a set of cartoons specifically related to Immigration. 

Learning Objectives

  • To engage with primary sources in Special Collections and learn valuable critical thinking skills through experiential learning
  • To engage in sociological analysis methods by identifying specific and broad themes within individual cartoons and across multiple cartoons and decades
  • To connect class discussions with historical primary sources

Day-Of Logistics

For this activity, we chose to set up the cartoons on four tables, split up into decades. 

Step One: 

  • Students walk around the four tables, getting an idea of the overall themes and messages present
  • After 10 minutes, students choose one cartoon to conduct their analysis activity

Step Two : 

  • Working with their group, students select a cartoon to analyze further. 
  • Students were instructed to develop a working hypothesis and research question based on the cartoon of their choosing. 
  • What is depicted on the cartoon?
  • What societal issues does the cartoon appear to address?
  • What questions does it raise?

Taking the Assignment Further

After their visit to Special Collections, students had to complete a research assignment to help place the cartoon in a larger context. Students were instructed to:

  • Gather data that sheds light on the events that led up to how the characters in the cartoon are depicted. What significant social events happened prior to the cartoon’s publication? Does the cartoon appear to be capturing public opinion, media narratives, government actions or something else?
  • Design and deliver a 12-15 minute presentation in which you present a sociological understanding of the cartoon. In other words, what events led the cartoon artist to feature the social phenomena in a particular way? As part of your presentation, a) Develop an introduction in which you analyze your cartoon and describe the historical context. b) State your working hypothesis and research question. c) Explain the method you used as well as your strategy for gathering and analyzing data. c) Summarize your findings. d) Discuss challenges that surfaced.
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    For example: "Throughout history, gerbils have played a key role in politics," or "In the last few weeks of class, we have focused on the evening wear of the housefly …" The Task of the Assignment Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence.

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

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  25. Example 1: The Sociology of Immigration

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