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Academic writing skills guide: understanding assignments.

  • Key Features of Academic Writing
  • The Writing Process
  • Understanding Assignments
  • Brainstorming Techniques
  • Planning Your Assignments
  • Thesis Statements
  • Writing Drafts
  • Structuring Your Assignment
  • How to Deal With Writer's Block
  • Using Paragraphs
  • Conclusions
  • Introductions
  • Revising & Editing
  • Proofreading
  • Grammar & Punctuation
  • Reporting Verbs
  • Signposting, Transitions & Linking Words/Phrases
  • Using Lecturers' Feedback

Below is a list of interpretations for some of the more common directive/instructional words. These interpretations are intended as a guide only but should help you gain a better understanding of what is required when they are used. 

meaning assignment brief

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Assignment briefs

An assignment brief explains the task you are being asked to do for your assessment and how your lecturers would like you to do it. It could be as short as a single essay question, or it could be more detailed, such as a project brief with a number of sections or stages.  

Scroll down for our recommended strategies and resources.  

Get informed

As well as your assignment brief, you may have other documents with useful information for your assignment. Check on Moodle for things like the deadline, format, marking criteria, and any additional guidance that may be in lecture slides. If you have looked, but cannot find something, do ask your lecturer.

Take time to understand everything in the question and exactly what you are being asked to do. If you do not understand a word, look it up. Language learner dictionaries can be useful as they offer longer and clearer definitions of words.

Do initial research

Although understanding the words in your assignment brief is important, usually you won’t fully comprehend the concepts or ideas behind those words without doing some reading first. Don’t worry if you don’t immediately know how to answer your brief; this is normal. List some questions about what you don’t understand and need to find out, and use these to guide your initial reading around the topic. See the resource below for a series of questions to get you started:

Model to generate critical thinking (University of Plymouth)

Keywords and overview

Break the question down and look at keywords but also consider the overall purpose and main issues raised by the question as a whole.

Analysing questions using keywords (UNSW, Australia)

More complex or implied questions (UNSW, Australia)

Answer the question

It may sound obvious, but make sure you are answering the question you have been set, not the question you would prefer to answer. If the brief has a number of tasks or parts, answer all of them. Parts that involve evaluation or analysis are usually longer and worth more marks than parts that ask for description or explanation. Keep the brief in front of you and check it regularly.

Marking criteria

Unless you have been told otherwise, your marking criteria is not usually a guide to the structure of your assignment. Each section of the criteria is not a separate paragraph in your assignment, but qualities that you need to demonstrate throughout. Treat the marking criteria as a checklist at the end not as a plan at the beginning. Also the criteria often tells you what to demonstrate (e.g. critical analysis) but not necessarily how to do it. For the how to do it, look back at the skills and activities you have covered in the rest of the module.

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How to Analyse an Assignment Brief

  • Paragraph Structure
  • Understanding and Avoiding Plagiarism
  • Tips for Polishing and Proofreading
  • Self or Peer Assessing an Essay
  • Understanding Written Assignment Feedback
  • Structuring an Academic Essay
  • Writing a Literature Review
  • Writing a Report
  • Reflective Writing
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  • Essay Writing in Exams
  • Definitions of Directive Words
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meaning assignment brief

To do well in your assignments, you will need to analyse your assignment briefs carefully.

The purpose of this handout is to:

  • Provide you with an effective strategy for analysing assignment briefs
  • Demonstrate the strategy on an example assignment brief
  • Give you the opportunity to practice the strategy on further examples

The example briefs may not be from your subject area. However, as you will see, the strategy we demonstrate will be useful for almost all assignment briefs.

Using a strategy

When your markers write an assignment brief, they choose their words carefully in order to communicate their expectations. Therefore, a structured analysis of your assignment brief gives you the best chance of writing a successful assignment.

In almost every brief, there will be words and phrases that:

  • Direct you towards the kinds of thinking and writing you need to demonstrate;
  • Advise on what the content should be.

There may also be words and phrases that:

  • Inform your approach ;
  • Give you clues about how your writing should be organised and presented .

Therefore, an effective strategy is to highlight words and phrases in these categories so that you are able to take note of them. This handout uses an example assignment brief to walk you through this process.

Step 1. Highlight directive words

Directive words prompt you to engage in the kinds of thinking and writing you need to demonstrate in the assignment.

Directive words may include:

Verbs like evaluate , analyse , explain , recommend and illustrate .

Sometimes these words may be in the present tense:

e.g. “… illustrating your points with examples”

  • The result of actions:

Words like evaluation , analysis , explanation , and illustration tell you the output of the kind of thinking your markers are looking for. These are called nominalised verbs.

These kinds of words are paired with others like write , conduct , include or produce :

For example:

  • ‘write an explanation’
  • ‘conduct an analysis’
  • ‘include an illustration’
  • ‘produce an evaluation’

There is no need to highlight words like write and include .

  • A special case:

You may also see words and phrases like use, utilise, draw on and apply. These words usually precede words and phrases that will inform your approach. Highlight these in a different colour.

In the example brief, there are several directive words:

Using the IKEA case study provided and at least one theory from the module, produce a critical analysis and evaluation of IKEA’s recruitment policies.

Discuss potential approaches that IKEA could implement to improve its recruitment practices.

Step 2. Highlight content words

After highlighting the directive verbs, use a different colour highlighter to identify the content words—i.e. the content you are expected to write about.

In the example, the content words are highlighted in green:

Using the IKEA case study provided and at least one theory from the module, produce a critical analysis and evaluation of IKEA’s recruitment policies .

Discuss potential approaches that IKEA could implement to improve its recruitment practices .

If you are analysing a complex assignment brief, it can often be useful to identify the pairings of directive words and content words.

In the example brief, there are three pairs of directive and content words:

Directive word(s):    critical analysis

Content words:        IKEA’s recruitment policies

                                     

Directive word(s):    evaluation

Directive word(s):    discuss

Content words:        potential approaches that IKEA could implement to improve its recruitment practices

Once you have identified the content words/phrases , these should be the focus of your reading and research. The directive words allow you to identify the kinds of questions you will need to be thinking about as you read.

For instance, in the example brief, the markers have asked you to discuss potential approaches . Therefore, as you read about a potential approach, you will need to be asking questions like:

  • What are the different points of view about this approach?
  • What evidence is there for these points of view?
  • What are the approach’s strengths and weaknesses?
  • What are the implications of this approach?
  • What is my point of view?

Step 3. Highlight words that inform your approach

Some briefs may include words and phrases that are designed to inform your strategy or approach towards the assignment. These tend to be in two categories:

  • Tools and resources you should use.

These may include:

  • Types of evidence/data
  • Case studies
  • Specific personal experiences (e.g. for a reflective assignment)
  • Limits or boundaries you must stay within
  • The number of theories, models, etc. to include
  • The types/categories of examples, models, theories, etc. to consider

Not all briefs are prescriptive in this way. However, you will still need to consider whether and how you should use these kinds of tools in order to write an effective answer.

In the example below, the words/phrases designed to inform your approach are all highlighted in blue:

Using the IKEA case study provided and at least one theory from the module , produce a critical analysis and evaluation of IKEA’s recruitment policies.

Even though sources are not mentioned in this example brief, all assignments at university will need to make use of high-quality, relevant sources, such as journal articles and academic books.

However, remember that different disciplines (and also assignments) may require you to make use of different types of sources. If in doubt, discuss your choice of sources with your lecturer or your academic liaison librarian.  You can find who this is for your discipline at this link: https://libguides.coventry.ac.uk/all .

If your brief asks you to choose a theory, model, case study, etc., you will first need to identify your options. Start by reviewing the material from your lectures and the reading list to identify appropriate options. It can also often be a good idea to discuss your options with your tutor.

Once you have identified your options, you will need to identify the best one(s) for your assignment. You will want to consider their relevance, usefulness, and whether they are accepted within your field. Depending on the assignment, you may need to justify your choice in your writing.

Step 4. Highlight words related to organisation and presentation

You will already be aware that your assignment will have a word count. However, you may also be given further direction about how to organise and present your assignment.

For example, the brief may be explicit about the genre you are expected to produce. You may be asked to write any of the following genres:

  • Research proposal
  • Project proposal
  • Reflective log
  • Annotated bibliography
  • Literature review
  • Dissertation
  • Presentation
  • Academic poster

This is not an exhaustive list. There is a wide range of academic genres you may be asked to write at university. Each genre is organised and presented in conventional ways, which may vary from discipline to discipline. You will find useful information about genres in many of the books about academic writing in the Study Skills Section of the library.

Your markers may also have provided a structure (i.e. a set of sections) for your assignment. When analysing the brief, remember to highlight whether this structure is mandatory or simply a suggestion:

  • If the structure is mandatory, you must use the structure in the brief. If you fail to do so, you will lose marks.  
  • If the structure is a suggestion, try generating your own ideas first. Develop a structure that makes sense to you, then compare your structure with theirs. You can use your structure, theirs or a hybrid. Just make sure your choice is appropriate for the genre, logical, coherent, and allows you to fully answer the brief.

Exercises on Analysing an Assignment Brief

The best way to learn any new skill is to put it into practice.  The pdf document contains A ppendix One for two example briefs and Appendix Two for the answers.

Cottrell, S. (2019). Macmillan study skills: The study skills handbook (5th ed.). Red Globe Press.

Greetham, B. (2018). How to write better essays (4 th ed.). Bloomsbury Academic.

The University of Adelaide. (2014). Writing essays: Writing centre Learning Guide. Writing Centre. https://www.adelaide.edu.au/writingcentre/sites/default/files/docs/learningguide-writingessays.pdf

University of Birmingham. (2017). A short guide to understanding your assignments. Library Services. https://intranet.birmingham.ac.uk/as/libraryservices/library/asc/documents/public/Short-Guide-Understanding-assignment.pdf

To cite this resource:

Coventry University. (2022). Analysing an Assignment Brief. Centre for Academic Writing. https://libguides.coventry.ac.uk/CAWhomepage/analysinganassignmentbrief

The Meaning of Directive Words

A ‘ Definitions of Directive Words ’ document can be found downloaded as a pdf document at the bottom of this page.  The document lists directive verbs and their typical meanings. However, be aware that the meanings of these words can vary between disciplines. Additional definitions can be found in Cottrell (2019, p. 285) and Greetham (2018, pp. 48-50).

Further Support

CAW offers writing development workshops across all genres of academic writing in order to build on your learning.  To view available workshops and book online, please visit:  https://libcal.coventry.ac.uk/calendar/caw

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8 Understanding the assignment brief

When faced with an assignment, ask yourself the following: Do you know what the assignment is asking you to do? Are you certain that you know how to interpret the question that has been set (i.e. what approach you are expected to take)? Understanding the assignment brief and interpreting the question correctly are essential requirements.

Assignment keywords can inform you about topics, resources or a particular area that you should focus on. These ‘content’ words tend to be nouns. Other keywords and phrases instruct you on the approach that you should take in answering the assignment, often expressed as imperatives such as ‘Assess the impact of…’ or ‘Explain the importance of …’. These are ‘process words’ or ‘command verbs’.

Table 1 Keywords (‘process words’) and phrases frequently used in assignment questions [ Tip: hold Ctrl and click a link to open it in a new tab. ( Hide tip ) ]   highlights some important process words and phrases that are frequently used in assignment questions. The table also indicates the style or approach expected for the piece of writing. While the explanations provided here are generally accepted, you should consider process words in the context of the question as a whole. If you are in doubt about the wording of a question, you should consult your tutor. Box 2 in the previous section has further useful tips on writing assignments.

Activity 3 An effective assignment

In your view, and based on what has been discussed so far in this session, what do you think an effective assignment (piece of academic writing such as an essay or dissertation) should demonstrate at postgraduate level?

Write down your thoughts. You may wish to use a mind map for this activity.

We don’t expect you to have noted everything down! You may have picked up on a few of these points however, and we will be exploring these further a little later on, but do take the time to reflect on the following at this point.

An effective assignment (piece of academic writing at postgraduate level) would:

  • show that you understand the subject and have addressed the learning outcomes
  • show you have answered the question being asked and interpreted this correctly
  • meet the requirements of the assignment (the assignment brief) fully
  • be focused and well-structured and written in a coherent manner, with sentences and paragraphs that link logically
  • use different theories, examples, arguments and perspectives to create a discussion of the topic
  • show that you have read more widely and engaged with the subject at a deeper level
  • be referenced correctly in the style of your discipline
  • use formal language with correct use of grammar, punctuation and spelling
  • express your arguments clearly and concisely
  • adopt a style and ‘academic voice’ (tone) that is suited to the task and target audience.

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Understanding Writing Assignments

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

How to Decipher the Paper Assignment

Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing.

  • Read the prompt the entire way through once. This gives you an overall view of what is going on.
  • Underline or circle the portions that you absolutely must know. This information may include due date, research (source) requirements, page length, and format (MLA, APA, CMS).
  • Underline or circle important phrases. You should know your instructor at least a little by now - what phrases do they use in class? Does he repeatedly say a specific word? If these are in the prompt, you know the instructor wants you to use them in the assignment.
  • Think about how you will address the prompt. The prompt contains clues on how to write the assignment. Your instructor will often describe the ideas they want discussed either in questions, in bullet points, or in the text of the prompt. Think about each of these sentences and number them so that you can write a paragraph or section of your essay on that portion if necessary.
  • Rank ideas in descending order, from most important to least important. Instructors may include more questions or talking points than you can cover in your assignment, so rank them in the order you think is more important. One area of the prompt may be more interesting to you than another.
  • Ask your instructor questions if you have any.

After you are finished with these steps, ask yourself the following:

  • What is the purpose of this assignment? Is my purpose to provide information without forming an argument, to construct an argument based on research, or analyze a poem and discuss its imagery?
  • Who is my audience? Is my instructor my only audience? Who else might read this? Will it be posted online? What are my readers' needs and expectations?
  • What resources do I need to begin work? Do I need to conduct literature (hermeneutic or historical) research, or do I need to review important literature on the topic and then conduct empirical research, such as a survey or an observation? How many sources are required?
  • Who - beyond my instructor - can I contact to help me if I have questions? Do you have a writing lab or student service center that offers tutorials in writing?

(Notes on prompts made in blue )

Poster or Song Analysis: Poster or Song? Poster!

Goals : To systematically consider the rhetorical choices made in either a poster or a song. She says that all the time.

Things to Consider: ah- talking points

  • how the poster addresses its audience and is affected by context I'll do this first - 1.
  • general layout, use of color, contours of light and shade, etc.
  • use of contrast, alignment, repetition, and proximity C.A.R.P. They say that, too. I'll do this third - 3.
  • the point of view the viewer is invited to take, poses of figures in the poster, etc. any text that may be present
  • possible cultural ramifications or social issues that have bearing I'll cover this second - 2.
  • ethical implications
  • how the poster affects us emotionally, or what mood it evokes
  • the poster's implicit argument and its effectiveness said that was important in class, so I'll discuss this last - 4.
  • how the song addresses its audience
  • lyrics: how they rhyme, repeat, what they say
  • use of music, tempo, different instruments
  • possible cultural ramifications or social issues that have bearing
  • emotional effects
  • the implicit argument and its effectiveness

These thinking points are not a step-by-step guideline on how to write your paper; instead, they are various means through which you can approach the subject. I do expect to see at least a few of them addressed, and there are other aspects that may be pertinent to your choice that have not been included in these lists. You will want to find a central idea and base your argument around that. Additionally, you must include a copy of the poster or song that you are working with. Really important!

I will be your audience. This is a formal paper, and you should use academic conventions throughout.

Length: 4 pages Format: Typed, double-spaced, 10-12 point Times New Roman, 1 inch margins I need to remember the format stuff. I messed this up last time =(

Academic Argument Essay

5-7 pages, Times New Roman 12 pt. font, 1 inch margins.

Minimum of five cited sources: 3 must be from academic journals or books

  • Design Plan due: Thurs. 10/19
  • Rough Draft due: Monday 10/30
  • Final Draft due: Thurs. 11/9

Remember this! I missed the deadline last time

The design plan is simply a statement of purpose, as described on pages 40-41 of the book, and an outline. The outline may be formal, as we discussed in class, or a printout of an Open Mind project. It must be a minimum of 1 page typed information, plus 1 page outline.

This project is an expansion of your opinion editorial. While you should avoid repeating any of your exact phrases from Project 2, you may reuse some of the same ideas. Your topic should be similar. You must use research to support your position, and you must also demonstrate a fairly thorough knowledge of any opposing position(s). 2 things to do - my position and the opposite.

Your essay should begin with an introduction that encapsulates your topic and indicates 1 the general trajectory of your argument. You need to have a discernable thesis that appears early in your paper. Your conclusion should restate the thesis in different words, 2 and then draw some additional meaningful analysis out of the developments of your argument. Think of this as a "so what" factor. What are some implications for the future, relating to your topic? What does all this (what you have argued) mean for society, or for the section of it to which your argument pertains? A good conclusion moves outside the topic in the paper and deals with a larger issue.

You should spend at least one paragraph acknowledging and describing the opposing position in a manner that is respectful and honestly representative of the opposition’s 3 views. The counterargument does not need to occur in a certain area, but generally begins or ends your argument. Asserting and attempting to prove each aspect of your argument’s structure should comprise the majority of your paper. Ask yourself what your argument assumes and what must be proven in order to validate your claims. Then go step-by-step, paragraph-by-paragraph, addressing each facet of your position. Most important part!

Finally, pay attention to readability . Just because this is a research paper does not mean that it has to be boring. Use examples and allow your opinion to show through word choice and tone. Proofread before you turn in the paper. Your audience is generally the academic community and specifically me, as a representative of that community. Ok, They want this to be easy to read, to contain examples I find, and they want it to be grammatically correct. I can visit the tutoring center if I get stuck, or I can email the OWL Email Tutors short questions if I have any more problems.

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Learning and Teaching

  • Assessment and Feedback
  • Marking criteria, assessment briefs and feedback

Assessment briefs

Have you set an assessment, only to be bombarded with queries from students about how to approach the task?  Or, marked work to find that the cohort has missed the point of the assessment?   

Sources of difficulty

Writing a clear assessment brief is a skill that is fraught with challenges and requires practise. Assessments should have elements of difficulty built in that support academics in making valid judgments about the quality of the response – these are legitimate difficulties.   

However, where assessments include or omit information that benefits some groups of students over others, this prevents valid judgements from being made regarding student ability and instead increases awarding gaps and time spent on fruitless feedback. These, often unconscious barriers, are known as illegitimate difficulties. 

Legitimate sources of difficulty

Intentional demands of the assessment question. They allow assessors to make judgements about the quality of a response:

  • Open v closed questions​
  • Abstract v concrete concepts​
  • The number of cognitive processes

Illegitimate sources of difficulty

Unintentional features of an assessment brief that give unfair advantage or disadvantage to some students:

  • ​Inaccessible language​
  • Cultural-specific​ language or examples
  • Irrelevant additional materials

Checking your brief

It is also good practice to consider the ‘bigger picture’ of an assessment from the perspective of a student, especially if several colleagues have collaborated to create a single exam or assessment. Items such as diagrams and images intended to be a support, could instead be a point of confusion.

  • Additional resources (diagrams, images, case studies): do they provide useful support? ​
  • Clarity: are there any superfluous words, negatives, ambiguous terms/words with more than one meaning? ​
  • Presentation of the brief: do the layout, marks available, command terms align with what you would like students to do?​
  • Any intended/unintended clues that students may use to support their response. ​
  • Intended level of difficulty: is the word count or number of reasoning/ processing steps appropriate for the marks and time available? ​
  • Clarity of expectations: is there one clear way of a approaching the task? Would different approaches be acceptable?

Further approaches

Where time and budget allow, employing a ‘scribe’ can be an excellent insight into the effectiveness of an assignment brief.  A scribe’s role is to attempt an assessment before it is set for the majority of students.  They complete the task and provide feedback on the level of difficulty involved- this would usually be someone who has completed the relevant level of the course previously and should be able to complete the task with relative ease.

Related Articles

  • Effective feedback practice
  • Marking criteria

Article Contents

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Writing Assignments

Kate Derrington; Cristy Bartlett; and Sarah Irvine

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Introduction

Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic.  It is not uncommon to be unsure about the processes of writing assignments at university.

  • You may be returning to study after a break
  • You may have come from an exam based assessment system and never written an assignment before
  • Maybe you have written assignments but would like to improve your processes and strategies

This chapter has a collection of resources that will provide you with the skills and strategies to understand assignment requirements and effectively plan, research, write and edit your assignments.  It begins with an explanation of how to analyse an assignment task and start putting your ideas together.  It continues by breaking down the components of academic writing and exploring the elements you will need to master in your written assignments. This is followed by a discussion of paraphrasing and synthesis, and how you can use these strategies to create a strong, written argument. The chapter concludes with useful checklists for editing and proofreading to help you get the best possible mark for your work.

Task Analysis and Deconstructing an Assignment

It is important that before you begin researching and writing your assignments you spend sufficient time understanding all the requirements. This will help make your research process more efficient and effective. Check your subject information such as task sheets, criteria sheets and any additional information that may be in your subject portal online. Seek clarification from your lecturer or tutor if you are still unsure about how to begin your assignments.

The task sheet typically provides key information about an assessment including the assignment question. It can be helpful to scan this document for topic, task and limiting words to ensure that you fully understand the concepts you are required to research, how to approach the assignment, and the scope of the task you have been set. These words can typically be found in your assignment question and are outlined in more detail in the two tables below (see Table 19.1 and Table 19.2 ).

Table 19.1 Parts of an Assignment Question

Make sure you have a clear understanding of what the task word requires you to address.

Table 19.2 Task words

The criteria sheet , also known as the marking sheet or rubric, is another important document to look at before you begin your assignment. The criteria sheet outlines how your assignment will be marked and should be used as a checklist to make sure you have included all the information required.

The task or criteria sheet will also include the:

  • Word limit (or word count)
  • Referencing style and research expectations
  • Formatting requirements

Task analysis and criteria sheets are also discussed in the chapter Managing Assessments for a more detailed discussion on task analysis, criteria sheets, and marking rubrics.

Preparing your ideas

Concept map on whiteboard

Brainstorm or concept map:  List possible ideas to address each part of the assignment task based on what you already know about the topic from lectures and weekly readings.

Finding appropriate information: Learn how to find scholarly information for your assignments which is

See the chapter Working With Information for a more detailed explanation .

What is academic writing?

Academic writing tone and style.

Many of the assessment pieces you prepare will require an academic writing style.  This is sometimes called ‘academic tone’ or ‘academic voice’.  This section will help you to identify what is required when you are writing academically (see Table 19.3 ). The best way to understand what academic writing looks like, is to read broadly in your discipline area.  Look at how your course readings, or scholarly sources, are written. This will help you identify the language of your discipline field, as well as how other writers structure their work.

Table 19.3 Comparison of academic and non-academic writing

Thesis statements.

Essays are a common form of assessment that you will likely encounter during your university studies. You should apply an academic tone and style when writing an essay, just as you would in in your other assessment pieces. One of the most important steps in writing an essay is constructing your thesis statement.  A thesis statement tells the reader the purpose, argument or direction you will take to answer your assignment question. A thesis statement may not be relevant for some questions, if you are unsure check with your lecturer. The thesis statement:

  • Directly  relates to the task .  Your thesis statement may even contain some of the key words or synonyms from the task description.
  • Does more than restate the question.
  • Is specific and uses precise language.
  • Let’s your reader know your position or the main argument that you will support with evidence throughout your assignment.
  • The subject is the key content area you will be covering.
  • The contention is the position you are taking in relation to the chosen content.

Your thesis statement helps you to structure your essay.  It plays a part in each key section: introduction, body and conclusion.

Planning your assignment structure

Image of the numbers 231

When planning and drafting assignments, it is important to consider the structure of your writing. Academic writing should have clear and logical structure and incorporate academic research to support your ideas.  It can be hard to get started and at first you may feel nervous about the size of the task, this is normal. If you break your assignment into smaller pieces, it will seem more manageable as you can approach the task in sections. Refer to your brainstorm or plan. These ideas should guide your research and will also inform what you write in your draft. It is sometimes easier to draft your assignment using the 2-3-1 approach, that is, write the body paragraphs first followed by the conclusion and finally the introduction.

Writing introductions and conclusions

Clear and purposeful introductions and conclusions in assignments are fundamental to effective academic writing. Your introduction should tell the reader what is going to be covered and how you intend to approach this. Your conclusion should summarise your argument or discussion and signal to the reader that you have come to a conclusion with a final statement.  These tips below are based on the requirements usually needed for an essay assignment, however, they can be applied to other assignment types.

Writing introductions

Start written on road

Most writing at university will require a strong and logically structured introduction. An effective introduction should provide some background or context for your assignment, clearly state your thesis and include the key points you will cover in the body of the essay in order to prove your thesis.

Usually, your introduction is approximately 10% of your total assignment word count. It is much easier to write your introduction once you have drafted your body paragraphs and conclusion, as you know what your assignment is going to be about. An effective introduction needs to inform your reader by establishing what the paper is about and provide four basic things:

  • A brief background or overview of your assignment topic
  • A thesis statement (see section above)
  • An outline of your essay structure
  • An indication of any parameters or scope that will/ will not be covered, e.g. From an Australian perspective.

The below example demonstrates the four different elements of an introductory paragraph.

1) Information technology is having significant effects on the communication of individuals and organisations in different professions. 2) This essay will discuss the impact of information technology on the communication of health professionals.   3)  First, the provision of information technology for the educational needs of nurses will be discussed.  4)  This will be followed by an explanation of the significant effects that information technology can have on the role of general practitioner in the area of public health.  5)  Considerations will then be made regarding the lack of knowledge about the potential of computers among hospital administrators and nursing executives.  6)   The final section will explore how information technology assists health professionals in the delivery of services in rural areas .  7)  It will be argued that information technology has significant potential to improve health care and medical education, but health professionals are reluctant to use it.

1 Brief background/ overview | 2 Indicates the scope of what will be covered |   3-6 Outline of the main ideas (structure) | 7 The thesis statement

Note : The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing conclusions

You should aim to end your assignments with a strong conclusion. Your conclusion should restate your thesis and summarise the key points you have used to prove this thesis. Finish with a key point as a final impactful statement.  Similar to your introduction, your conclusion should be approximately 10% of the total assignment word length. If your assessment task asks you to make recommendations, you may need to allocate more words to the conclusion or add a separate recommendations section before the conclusion. Use the checklist below to check your conclusion is doing the right job.

Conclusion checklist 

  • Have you referred to the assignment question and restated your argument (or thesis statement), as outlined in the introduction?
  • Have you pulled together all the threads of your essay into a logical ending and given it a sense of unity?
  • Have you presented implications or recommendations in your conclusion? (if required by your task).
  • Have you added to the overall quality and impact of your essay? This is your final statement about this topic; thus, a key take-away point can make a great impact on the reader.
  • Remember, do not add any new material or direct quotes in your conclusion.

This below example demonstrates the different elements of a concluding paragraph.

1) It is evident, therefore, that not only do employees need to be trained for working in the Australian multicultural workplace, but managers also need to be trained.  2)  Managers must ensure that effective in-house training programs are provided for migrant workers, so that they become more familiar with the English language, Australian communication norms and the Australian work culture.  3)  In addition, Australian native English speakers need to be made aware of the differing cultural values of their workmates; particularly the different forms of non-verbal communication used by other cultures.  4)  Furthermore, all employees must be provided with clear and detailed guidelines about company expectations.  5)  Above all, in order to minimise communication problems and to maintain an atmosphere of tolerance, understanding and cooperation in the multicultural workplace, managers need to have an effective knowledge about their employees. This will help employers understand how their employee’s social conditioning affects their beliefs about work. It will develop their communication skills to develop confidence and self-esteem among diverse work groups. 6) The culturally diverse Australian workplace may never be completely free of communication problems, however,   further studies to identify potential problems and solutions, as well as better training in cross cultural communication for managers and employees,   should result in a much more understanding and cooperative environment. 

1  Reference to thesis statement – In this essay the writer has taken the position that training is required for both employees and employers . | 2-5 Structure overview – Here the writer pulls together the main ideas in the essay. | 6  Final summary statement that is based on the evidence.

Note: The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing paragraphs

Paragraph writing is a key skill that enables you to incorporate your academic research into your written work.  Each paragraph should have its own clearly identified topic sentence or main idea which relates to the argument or point (thesis) you are developing.  This idea should then be explained by additional sentences which you have paraphrased from good quality sources and referenced according to the recommended guidelines of your subject (see the chapter Working with Information ). Paragraphs are characterised by increasing specificity; that is, they move from the general to the specific, increasingly refining the reader’s understanding. A common structure for paragraphs in academic writing is as follows.

Topic Sentence 

This is the main idea of the paragraph and should relate to the overall issue or purpose of your assignment is addressing. Often it will be expressed as an assertion or claim which supports the overall argument or purpose of your writing.

Explanation/ Elaboration

The main idea must have its meaning explained and elaborated upon. Think critically, do not just describe the idea.

These explanations must include evidence to support your main idea. This information should be paraphrased and referenced according to the appropriate referencing style of your course.

Concluding sentence (critical thinking)

This should explain why the topic of the paragraph is relevant to the assignment question and link to the following paragraph.

Use the checklist below to check your paragraphs are clear and well formed.

Paragraph checklist

  • Does your paragraph have a clear main idea?
  • Is everything in the paragraph related to this main idea?
  • Is the main idea adequately developed and explained?
  • Do your sentences run together smoothly?
  • Have you included evidence to support your ideas?
  • Have you concluded the paragraph by connecting it to your overall topic?

Writing sentences

Make sure all the sentences in your paragraphs make sense. Each sentence must contain a verb to be a complete sentence. Avoid sentence fragments . These are incomplete sentences or ideas that are unfinished and create confusion for your reader. Avoid also run on sentences . This happens when you join two ideas or clauses without using the appropriate punctuation. This also confuses your meaning (See the chapter English Language Foundations for examples and further explanation).

Use transitions (linking words and phrases) to connect your ideas between paragraphs and make your writing flow. The order that you structure the ideas in your assignment should reflect the structure you have outlined in your introduction. Refer to transition words table in the chapter English Language Foundations.

Paraphrasing and Synthesising

Paraphrasing and synthesising are powerful tools that you can use to support the main idea of a paragraph. It is likely that you will regularly use these skills at university to incorporate evidence into explanatory sentences and strengthen your essay. It is important to paraphrase and synthesise because:

  • Paraphrasing is regarded more highly at university than direct quoting.
  • Paraphrasing can also help you better understand the material.
  • Paraphrasing and synthesising demonstrate you have understood what you have read through your ability to summarise and combine arguments from the literature using your own words.

What is paraphrasing?

Paraphrasing is changing the writing of another author into your words while retaining the original meaning. You must acknowledge the original author as the source of the information in your citation. Follow the steps in this table to help you build your skills in paraphrasing (see Table 19.4 ).

Table 19.4 Paraphrasing techniques

Example of paraphrasing.

Please note that these examples and in text citations are for instructional purposes only.

Original text

Health care professionals   assist people often when they are at their most  vulnerable . To provide the best care and understand their needs, workers must demonstrate good communication skills .  They must develop patient trust and provide empathy   to effectively work with patients who are experiencing a variety of situations including those who may be suffering from trauma or violence, physical or mental illness or substance abuse (French & Saunders, 2018).

Poor quality paraphrase example

This is a poor example of paraphrasing. Some synonyms have been used and the order of a few words changed within the sentences however the colours of the sentences indicate that the paragraph follows the same structure as the original text.

Health care sector workers are often responsible for vulnerable  patients.   To understand patients and deliver good service , they need to be excellent communicators .  They must establish patient rapport and show empathy if they are to successfully care for patients from a variety of backgrounds  and with different medical, psychological and social needs (French & Saunders, 2018).

A good quality paraphrase example

This example demonstrates a better quality paraphrase. The author has demonstrated more understanding of the overall concept in the text by using the keywords as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up to see how much the structure has changed from the original text.

Empathetic   communication is a vital skill for health care workers.   Professionals in these fields   are often responsible for patients with complex medical, psychological and social needs. Empathetic   communication assists in building rapport and gaining the necessary trust   to assist these vulnerable patients  by providing appropriate supportive care (French & Saunders, 2018).

The good quality paraphrase example demonstrates understanding of the overall concept in the text by using key words as the basis to reconstruct the paragraph.  Note how the blocks of colour have been broken up, which indicates how much the structure has changed from the original text.

What is synthesising?

Synthesising means to bring together more than one source of information to strengthen your argument. Once you have learnt how to paraphrase the ideas of one source at a time, you can consider adding additional sources to support your argument. Synthesis demonstrates your understanding and ability to show connections between multiple pieces of evidence to support your ideas and is a more advanced academic thinking and writing skill.

Follow the steps in this table to improve your synthesis techniques (see Table 19.5 ).

Table 19.5 Synthesising techniques

Example of synthesis

There is a relationship between academic procrastination and mental health outcomes.  Procrastination has been found to have a negative effect on students’ well-being (Balkis, & Duru, 2016). Yerdelen, McCaffrey, and Klassens’ (2016) research results suggested that there was a positive association between procrastination and anxiety. This was corroborated by Custer’s (2018) findings which indicated that students with higher levels of procrastination also reported greater levels of the anxiety. Therefore, it could be argued that procrastination is an ineffective learning strategy that leads to increased levels of distress.

Topic sentence | Statements using paraphrased evidence | Critical thinking (student voice) | Concluding statement – linking to topic sentence

This example demonstrates a simple synthesis. The author has developed a paragraph with one central theme and included explanatory sentences complete with in-text citations from multiple sources. Note how the blocks of colour have been used to illustrate the paragraph structure and synthesis (i.e., statements using paraphrased evidence from several sources). A more complex synthesis may include more than one citation per sentence.

Creating an argument

What does this mean.

Throughout your university studies, you may be asked to ‘argue’ a particular point or position in your writing. You may already be familiar with the idea of an argument, which in general terms means to have a disagreement with someone. Similarly, in academic writing, if you are asked to create an argument, this means you are asked to have a position on a particular topic, and then justify your position using evidence.

What skills do you need to create an argument?

In order to create a good and effective argument, you need to be able to:

  • Read critically to find evidence
  • Plan your argument
  • Think and write critically throughout your paper to enhance your argument

For tips on how to read and write critically, refer to the chapter Thinking for more information. A formula for developing a strong argument is presented below.

A formula for a good argument

A diagram on the formula for a ggood argument which includes deciding what side of argument you are on, research evidence to support your argument, create a plan to create a logically flowing argument and writing your argument

What does an argument look like?

As can be seen from the figure above, including evidence is a key element of a good argument. While this may seem like a straightforward task, it can be difficult to think of wording to express your argument. The table below provides examples of how you can illustrate your argument in academic writing (see Table 19.6 ).

Table 19.6 Argument

Editing and proofreading (reviewing).

Once you have finished writing your first draft it is recommended that you spend time revising your work.  Proofreading and editing are two different stages of the revision process.

  • Editing considers the overall focus or bigger picture of the assignment
  • Proofreading considers the finer details

Editing mindmap with the words sources, content,s tructure and style. Proofreading mindmap with the words referencing, word choice, grammar and spelling and punctuation

As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.

Editing checklist

  • Have I answered the question accurately?
  • Do I have enough credible, scholarly supporting evidence?
  • Is my writing tone objective and formal enough or have I used emotive and informal language?
  • Have I written in the third person not the first person?
  • Do I have appropriate in-text citations for all my information?
  • Have I included the full details for all my in-text citations in my reference list?

There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.

Proofreading checklist

  • Is my spelling and grammar accurate?
  •  Are they complete?
  • Do they all make sense?
  • Do they only contain only one idea?
  • Do the different elements (subject, verb, nouns, pronouns) within my sentences agree?
  • Are my sentences too long and complicated?
  • Do they contain only one idea per sentence?
  • Is my writing concise? Take out words that do not add meaning to your sentences.
  • Have I used appropriate discipline specific language but avoided words I don’t know or understand that could possibly be out of context?
  • Have I avoided discriminatory language and colloquial expressions (slang)?
  • Is my referencing formatted correctly according to my assignment guidelines? (for more information on referencing refer to the Managing Assessment feedback section).

This chapter has examined the experience of writing assignments.  It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.

  • Academic writing requires clear and logical structure, critical thinking and the use of credible scholarly sources.
  • A thesis statement is important as it tells the reader the position or argument you have adopted in your assignment. Not all assignments will require a thesis statement.
  • Spending time analysing your task and planning your structure before you start to write your assignment is time well spent.
  • Information you use in your assignment should come from credible scholarly sources such as textbooks and peer reviewed journals. This information needs to be paraphrased and referenced appropriately.
  • Paraphrasing means putting something into your own words and synthesising means to bring together several ideas from sources.
  • Creating an argument is a four step process and can be applied to all types of academic writing.
  • Editing and proofreading are two separate processes.

Academic Skills Centre. (2013). Writing an introduction and conclusion . University of Canberra, accessed 13 August, 2013, http://www.canberra.edu.au/studyskills/writing/conclusions

Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.

Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39 (3), 162-163.

Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1).

Writing Assignments Copyright © 2021 by Kate Derrington; Cristy Bartlett; and Sarah Irvine is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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Assignment Writing: Following the Brief

  • Following the Brief
  • Researching
  • Reading Tips
  • Writing Tips
  • Writing a First Draft
  • Proofreading and Editing
  • Formatting Assignments
  • Assignment Submission
  • Using Feedback

meaning assignment brief

Completing assignments involves learning and showing what you have learnt . A great thing about doing assignments is that it is  one of the ways you can show your new knowledge and/or skills . It will take time so spend the first part planning and organising. This will make it easier to complete later on. This guide will help you think about the tasks you have been asked to do.

Assignment Brief

The first thing you want to do is read and understand the assignment brief .

The Assignment brief tells you:

  • What the purpose is
  • What you need to do
  • What the word count is
  • When the assignment is due

When you receive an assignment brief, it will look something like this.

Written Assignment (Summative) -  Te Tiriti o Waitangi in Aotearoa New Zealand

The student will be required to locate information from a variety of sources and critically assess this information to demonstrate an understanding of the relevance of te Tiriti o Waitangi in modern day Aotearoa New Zealand. This assessment allows the student to demonstrate that they can write a formal academic essay and communicate clearly in written, oral and visual forms.

Assessment Task

Write a formal essay addressing the following tasks:

  • Briefly describe te Tiriti o Waitangi
  • Explain the relevance that te Tiriti o Waitangi has in Aotearoa New Zealand today
  • Give an example of how you might demonstrate applying te Tiriti o Waitangi in your professional or study life

Structuring your assignment

  • Follow standard essay structure and use formal language.
  • Use in-text citations and have a reference list using APA format.

Word Count:         1,200 (+/- 10%)

  Due:       12 October                

Take a moment

meaning assignment brief

  • What is purpose of your assignment?
  • What have you been asked to do?
  • When is assignment your due?
  • What is the word count?

Some people find it useful to highlight the key information. This can help you find it quickly, and make sure you do everything that is required.

Marking Rubric

There is another useful document that will give you information about your assignment. It is a Marking Rubric. Sometimes this will be attached to your assignment brief, but other times you may need to search for it on Moodle.

How will my assignment be marked?

The marking rubric tells you:

  • What the marker is looking for
  • What you're being marked on
  • What is needed to achieve a certain grade

Aim to meet the level for the top grade

When you receive a marking rubric, it will look something like this.

Grading Rubric for Te Tiriti Assignment

Your marking rubric will typically include requirements for your ideas, research and evidence, and the organisation of your ideas.

Take another moment

  • What is the marker looking for?
  • What are you being marked on?
  • What is needed to achieve the grade you are aiming for?

The assignment brief and the marking rubric are connected. They both hold important information so make sure you understand them both. If you need help with this, ask a classmate, your tutor, or a learning advisor. 

How to write an Assignment in Seven easy steps! by Groobles Media

Don't know what you're being asked to do?

When you are given an assignment, it can sometimes be difficult to work out exactly what you need to do. This is often because assignment briefs are written using academic words. These words, or verbs, below will give you an idea of what you are being asked to do. 

If your assignment includes words that are not on this list, type them into a dictionary to find out their meaning. 

  • What do the words mean? What am I being asked to do?

What's this all about?

meaning assignment brief

It might all feel a bit overwhelming to begin with. Start by reading and understanding the task. Use the activities on this page to guide you. 

Image: Creative Commons

What do I already know?

Before you go any further, it can be useful to write down what you already know about the topic. 

Ask yourself,

  • What do I already know about this topic?
  • What do I want to know?

Answering questions like these can help prepare your mind to explore the topic further. 

meaning assignment brief

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  • Academic writing

The Assignment Brief

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It is important to understand what an essay question or assignment brief is asking of you. Before you start to research or write, it is worth spending time considering the wording of the question and any learning outcomes that may accompany it. Each assignment will generally have at least three learning outcomes which you must cover if you are to achieve a pass.

Breaking down an assignment question

Before you attempt to answer an assignment question, you need to make sure you understand what it is asking. This includes not only the subject matter, but also the way in which you are required to write. Different questions may ask you to discuss, outline, evaluate… and many more. The task words are a key part of the question.

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Assignments usually ask you to demonstrate that you have immersed yourself in the course material and that you've done some thinking on your own; questions not treated at length in class often serve as assignments. Fortunately, if you've put the time into getting to know the material, then you've almost certainly begun thinking independently. In responding to assignments, keep in mind the following advice.

  • Beware of straying.  Especially in the draft stage, "discussion" and "analysis" can lead you from one intrinsically interesting problem to another, then another, and then ... You may wind up following a garden of forking paths and lose your way. To prevent this, stop periodically while drafting your essay and reread the assignment. Its purposes are likely to become clearer.
  • Consider the assignment in relation to previous and upcoming assignments.  Ask yourself what is new about the task you're setting out to do. Instructors often design assignments to build in complexity. Knowing where an assignment falls in this progression can help you concentrate on the specific, fresh challenges at hand.

Understanding some key words commonly used in assignments also may simplify your task. Toward this end, let's take a look at two seemingly impenetrable instructions: "discuss" and "analyze."

1. Discuss the role of gender in bringing about the French Revolution.

  • "Discuss" is easy to misunderstand because the word calls to mind the oral/spoken dimension of communication. "Discuss" suggests conversation, which often is casual and undirected. In the context of an assignment, however, discussion entails fulfilling a defined and organized task: to construct an argument that considers and responds to an ample range of materials. To "discuss," in assignment language, means to make a broad argument about a set of arguments you have studied. In the case above, you can do this by
  • pointing to consistencies and inconsistencies in the evidence of gendered causes of the Revolution;
  • raising the implications of these consistencies and/or inconsistencies (perhaps they suggest a limited role for gender as catalyst);
  • evaluating different claims about the role of gender; and
  • asking what is gained and what is lost by focusing on gendered symbols, icons and events.

A weak discussion essay in response to the question above might simply list a few aspects of the Revolution—the image of Liberty, the executions of the King and Marie Antoinette, the cry "Liberte, Egalite, Fraternite!" —and make separate comments about how each, being "gendered," is therefore a powerful political force. Such an essay would offer no original thesis, but instead restate the question asked in the assignment (i.e., "The role of gender was very important in the French Revolution" or "Gender did not play a large role in the French Revolution").

In a strong discussion essay, the thesis would go beyond a basic restatement of the assignment question. You might test the similarities and differences of the revolutionary aspects being discussed. You might draw on fresh or unexpected evidence, perhaps using as a source an intriguing reading that was only briefly touched upon in lecture.

2. Analyze two of Chaucer's Canterbury Tales, including one not discussed in class, as literary works and in terms of sources/analogues.

The words "analyze" and "analysis" may seem to denote highly advanced, even arcane skills, possessed in virtual monopoly by mathematicians and scientists. Happily, the terms refer to mental activity we all perform regularly; the terms just need decoding. "Analyze" means two things in this specific assignment prompt.

  • First, you need to divide the two tales into parts, elements, or features. You might start with a basic approach: looking at the beginning, middle, and end. These structural features of literary works—and of historical events and many other subjects of academic study—may seem simple or even simplistic, but they can yield surprising insights when examined closely.
  • Alternatively, you might begin at a more complex level of analysis. For example, you might search for and distinguish between kinds of humor in the two tales and their sources in Boccaccio or the Roman de la Rose: banter, wordplay, bawdy jokes, pranks, burlesque, satire, etc.

Second, you need to consider the two tales critically to arrive at some reward for having observed how the tales are made and where they came from (their sources/analogues). In the course of your essay, you might work your way to investigating Chaucer's broader attitude toward his sources, which alternates between playful variation and strict adherence. Your complex analysis of kinds of humor might reveal differing conceptions of masculine and feminine between Chaucer and his literary sources, or some other important cultural distinction.

Analysis involves both a set of observations about the composition or workings of your subject and a critical approach that keeps you from noticing just anything—from excessive listing or summarizing—and instead leads you to construct an interpretation, using textual evidence to support your ideas.

Some Final Advice

If, having read the assignment carefully, you're still confused by it, don't hesitate to ask for clarification from your instructor. He or she may be able to elucidate the question or to furnish some sample responses to the assignment. Knowing the expectations of an assignment can help when you're feeling puzzled. Conversely, knowing the boundaries can head off trouble if you're contemplating an unorthodox approach. In either case, before you go to your instructor, it's a good idea to list, underline or circle the specific places in the assignment where the language makes you feel uncertain.

William C. Rice, for the Writing Center at Harvard University

The Writing Center • University of North Carolina at Chapel Hill

Policy Briefs

What this handout is about.

This handout will offer tips for writing effective policy briefs. Be sure to check with your instructor about his/her specific expectations for your assignment.

What are policy briefs?

Imagine that you’re an elected official serving on a committee that sets the standards cars must meet to pass a state inspection. You know that this is a complex issue, and you’d like to learn more about existing policies, the effects of emissions on the environment and on public health, the economic consequences of different possible approaches, and more–you want to make an informed decision. But you don’t have time to research all of these issues! You need a policy brief.

A policy brief presents a concise summary of information that can help readers understand, and likely make decisions about, government policies. Policy briefs may give objective summaries of relevant research, suggest possible policy options, or go even further and argue for particular courses of action.

How do policy briefs differ from other kinds of writing assignments?

You may encounter policy brief assignments in many different academic disciplines, from public health and environmental science to education and social work. If you’re reading this handout because you’re having your first encounter with such an assignment, don’t worry–many of your existing skills and strategies, like using evidence , being concise , and organizing your information effectively , will help you succeed at this form of writing. However, policy briefs are distinctive in several ways.

In some of your college writing, you’ve addressed your peers, your professors, or other members of your academic field. Policy briefs are usually created for a more general reader or policy maker who has a stake in the issue that you’re discussing.

Tone and terminology

Many academic disciplines discourage using unnecessary jargon, but clear language is especially important in policy briefs. If you find yourself using jargon, try to replace it with more direct language that a non-specialist reader would be more likely to understand. When specialized terminology is necessary, explain it quickly and clearly to ensure that your reader doesn’t get confused.

Policy briefs are distinctive in their focus on communicating the practical implications of research to a specific audience. Suppose that you and your roommate both write research-based papers about global warming. Your roommate is writing a research paper for an environmental science course, and you are writing a policy brief for a course on public policy. You might both use the exact same sources in writing your papers. So, how might those papers differ?

Your roommate’s research paper is likely to present the findings of previous studies and synthesize them in order to present an argument about what we know. It might also discuss the methods and processes used in the research.

Your policy brief might synthesize the same scientific findings, but it will deploy them for a very specific purpose: to help readers decide what they should do. It will relate the findings to current policy debates, with an emphasis on applying the research outcomes rather than assessing the research procedures. A research paper might also suggest practical actions, but a policy brief is likely to emphasize them more strongly and develop them more fully.

To support these changes in audience, tone, and purpose, policy briefs have a distinctive format. You should consult your assignment prompt and/or your professor for instructions about the specific requirements of your assignment, but most policy briefs have several features in common. They tend to use lots of headings and have relatively short sections. This structure differs from many short papers in the humanities that may have a title but no further headings, and from reports in the sciences that may follow the “IMRAD” structure of introduction, methods, results, and discussion. Your brief might include graphs, charts, or other visual aids that make it easier to digest the most important information within sections.  Policy briefs often include some of these sections:

  • Title: A good title quickly communicates the contents of the brief in a memorable way.
  • Executive Summary: This section is often one to two paragraphs long; it includes an overview of the problem and the proposed policy action.
  • Context or Scope of Problem: This section communicates the importance of the problem and aims to convince the reader of the necessity of policy action.
  • Policy Alternatives: This section discusses the current policy approach and explains proposed options. It should be fair and accurate while convincing the reader why the policy action proposed in the brief is the most desirable.
  • Policy Recommendations: This section contains the most detailed explanation of the concrete steps to be taken to address the policy issue.
  • Appendices: If some readers might need further support in order to accept your argument but doing so in the brief itself might derail the conversation for other readers, you might include the extra information in an appendix.
  • Consulted or Recommended Sources: These should be reliable sources that you have used throughout your brief to guide your policy discussion and recommendations.

Depending on your specific topic and assignment, you might combine sections or break them down into several more specific ones.

How do I identify a problem for my policy brief?

An effective policy brief must propose a solution to a well-defined problem that can be addressed at the level of policy. This may sound easy, but it can take a lot of work to think of a problem in a way that is open to policy action.

For example, “bad spending habits in young adults” might be a problem that you feel strongly about, but you can’t simply implement a policy to “make better financial decisions.” In order to make it the subject of a policy brief, you’ll need to look for research on the topic and narrow it down. Is the problem a lack of financial education, predatory lending practices, dishonest advertising, or something else? Narrowing to one of these (and perhaps further) would allow you to write a brief that can propose concrete policy action.

For another example, let’s say that you wanted to address children’s health. This is a big issue, and too broad to serve as the focus of a policy brief, but it could serve as a starting point for research. As you begin to research studies on children’s health, you might decide to zoom in on the more specific issue of childhood obesity. You’ll need to consult the research further to decide what factors contribute to it in order to propose policy changes. Is it lack of exercise, nutritional deficiencies, a combination of these, or something else? Choosing one or another of these issues, your brief would zoom in even further to specific proposals that might include exercise initiatives, nutritional guidelines, or school lunch programs.

The key is that you define the problem and its contributing factors as specifically as possible so that some sort of concrete policy action (at the local, state, or national level) is feasible.

Framing the issue

Once you’ve identified the problem for yourself, you need to decide how you will present it to your reader. Your own process of identifying the problem likely had some stops, starts, and dead-ends, but your goal in framing the issue for your reader is to provide the most direct path to understanding the problem and the proposed policy change. It can be helpful to think of some of the most pressing questions your audience will have and attempt to preemptively answer those questions. Here are some questions you might want to consider:

What is the problem?

Understanding what the problem is, in the clearest terms possible, will give your reader a reference point. Later, when you’re discussing complex information, your reader can refer back to the initial problem. This will help to ‘anchor’ them throughout the course of your argument. Every piece of information in the brief should be clearly and easily connected to the problem.

What is the scope of the problem?

Knowing the extent of the problem helps to frame the policy issue for your reader. Is the problem statewide, national, or international? How many people does this issue affect? Daily? Annually? This is a great place for any statistical information you may have gathered through your research.

Who are the stakeholders?

Who does this issue affect? Adult women? College-educated men? Children from bilingual homes? The primary group being affected is important, and knowing who this group is allows the reader to assign a face to the policy issue.

Policy issues can include a complex network of stakeholders. Double check whether you have inadvertently excluded any of them from your analysis. For example, a policy about children’s nutrition obviously involves the children, but it might also include food producers, distributors, parents, and nutritionists (and other experts). Some stakeholders might be reluctant to accept your policy change or even acknowledge the existence of the problem, which is why your brief must be convincing in its use of evidence and clear in its communication.

Effective policy-writing

This handout has emphasized that good policy briefs are clear, concise, and focused on applying credible research to policy problems. Let’s take a look at two versions of the introduction to a policy brief to see how someone might write and revise to achieve these qualities:

A “not-so-good” policy brief

Adolescents’ Dermatologic Health in Outlandia: A Call to Action

The Report on Adolescents’ Dermatologic Health in Outlandia (2010), issued by Secretary of Health Dr. Polly Galver, served as a platform to increase public awareness on the importance of dermatologic health for adolescents. Among the major themes of the report are that dermatologic health is essential to general health and well-being and that profound and consequential dermatologic health disparities exist in the state of Outlandia. Dr. Galver stated that what amounts to a silent epidemic of acne is affecting some population groups–restricting activities as schools, work, and home–and often significantly diminishing the quality of life. Dr. Galver issued the Report on Adolescents’ Dermatologic Health as a wake-up call to policymakers and health professionals on issues regarding the state’s dermatologic health. (“ Not so good policy brief ,” Reproduced with permission of the Johns Hopkins Bloomberg School of Public Health, Baltimore, MD.)

This paragraph introduces a relevant and credible source, but it fails to use that source to explain a problem and propose policy action. The reader is likely to be confused because the word “acne” does not appear until the middle of the paragraph, and the brief never states what action should be taken to address it. In addition to this lack of focus, the paragraph also includes unnecessary phrases like “among the major themes” that could be removed to make it more concise.

A better policy brief

Seeing Spots: Addressing the Silent Epidemic of Acne in Outlandia’s Youth

Acne is the most common chronic disease among adolescents in Outlandia (Outlandia Department of Health, 2010). Long considered a benign rite of passage, acne actually has far-reaching effects on the health and well being of adolescents, significantly affecting success in school, social relationships, and general quality of life. Yet large portions of the state’s population are unable to access treatment for acne. The Secretary of Health’s Report on Adolescents’ Dermatologic Health in Outlandia (2010) is a call to action for policymakers and health professionals to improve the health and wellbeing of Outlandia’s youth by increasing access to dermatologic care (“ A Better Policy Brief” , Reproduced with permission of the Johns Hopkins Bloomberg School of Public Health, Baltimore, MD.)

This paragraph is far more focused and concise than the first version. The opening sentence is straightforward; instead of focusing on the source, it makes a clear and memorable point that is supported by the source. Additionally, though the first version was titled “a call to action,” it did not actually say what that action might be. In this version, it is clear that the call is for increased access to dermatologic care.

Keep in mind that clarity, conciseness, and consistent focus are rarely easy to achieve in a first draft. Careful editing and revision are key parts of writing policy briefs.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Smith, Catherine F. 2016. Writing Public Policy , 4th ed. New York: Oxford University Press.

Young, Eoin, and Lisa Quinn. n.d. “The Policy Brief.” University of Delaware. Accessed June 24, 2019. https://cpb-us-e1.wpmucdn.com/blog.lrei.org/dist/c/104/files/2009/11/PolicyBrief-described.pdf .

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 Create a Project Brief (Example Included)

ProjectManager

Projects don’t just happen. There’s a lot of work before they’re approved, and once they have been given the go-ahead, there’s even more planning and scheduling needed! How do you communicate that information with stakeholders and the team so they understand the project?

You use a project brief, an important document that outlines what the project is about, to do just that. A project brief lets you convey the main goals of the project so that everyone understands what they’ll be doing.

Read on to learn more about them, and how to make one for yourself.

What Is a Project Brief?

A project brief communicates the reason and approach for a project and the processes that will be used to manage it. It’s not as detailed as a project plan, though it’s up there in importance.

Stakeholders and the project team need a short and concise pitch to explain the project. The project brief is a way to deliver this information in a summary that will outline the objectives of the project, its scope, the main deliverables, milestones and the timeline .

Taking the time to create a thorough project brief helps bring everyone together to better fulfill the mandate of the project. It will also set the stage for a better plan and project schedule. The better your project brief, the better you’ll achieve the goals and objectives of the project.

meaning assignment brief

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Project Brief Template

Use this free Project Brief Template for Word to manage your projects better.

What Is the Purpose of a Project Brief?

The project brief does more than frame the project—it also acts as an effective communication tool. A strong project brief helps stakeholders, teams, designers and anyone involved in the project understand its requirements and goal. It’s a key document at the initiation of a project , in that it brings everyone together to serve a common end.

It is not an exaggeration to say the project brief is the most crucial document to leading a successful project. It is here that you define the scope of the project and open the door to a conversation between all parties involved in getting to the goal most efficiently.

In practical terms, the project brief will make clear what your client’s objectives are, who the target audience or market for the product or service is, and even the key competitors in that space.

Who Creates a Project Brief?

Because it’s such a fundamental document in any project, the project brief is created by the project manager. The project manager is responsible for creating the project plan and schedule, as well as managing resources , so it’s only natural that they are involved in the creation of the project brief as it will guide all those other project components.

However, a project manager doesn’t pull the information contained in the project brief out of their hat. Like producing the project plan and schedule, there are resources a project manager will tap to make sure the document accurately captures the project’s mission.

A screenshot of a gantt chart in ProjectManager

The first and among the most key people to speak to, naturally, are the client and project stakeholders. They are the ones for whom the project exists and can define its goals and objectives.

Once the vision is clear, project managers can refer back to older projects for historical data that can help guide the direction of this new project. Similarly, input from other project managers and project team members who have run similar projects can be very helpful.

While the buck stops with the project manager, a lot of cooks are in this kitchen. The more research and preparation are done before the pencil hits the paper, the better the results, which will set the tone for the entire project that follows.

What Should a Project Brief Include?

The project brief is a bit of an oxymoron. It must describe the whole project thoroughly while at the same time offering only a summary. It’s not so different from an executive summary, in that it acts somewhere between an elevator pitch and the overview of an agenda.

While project briefs can vary in format, most will touch on these topics.

  • Client (contact info, type of business and customer base)
  • Project Definition (background, outcomes, scope)
  • Project Approach (processes and procedures)
  • Project Objective
  • Project Details (target audience, goals, timeline, phase, review, etc.)

Project Brief Example

an example of a project brief

The goals and objects are described, constraints and assumptions are given and the project scope is detailed. You can also add the target audience and who is authorized to deem the project a success and by what criteria.

After that follows more details about executing the project, such as the budget , timeline, duration and milestones.

How to Create a Project Brief

When you write a project brief you have to incorporate the background, the objectives of the project and what will determine if it’s a success. There needs to be an outline of the project’s schedule and target audience.

At its simplest, a project brief can answer those questions and serve its purpose. You can list the sections as bullet points on a one-page document or if it’s a digital link to supporting documentation . There is no one way to create a project brief, but the following is a general guide to how to get started:

Project Overview

Begin by collecting the contact information. It’s a good and easy start. Jot down the client, their contract, a brief about their business and customer base. Having a solid background will inform the rest of your business brief.

Project Objectives

Knowing what your project objectives are is how you get a better understanding of the project at large. Look at what deliverables you have, especially the final one. This is also how you begin to define what a successful project looks like. Use SMART goals, as in being specific, measurable, achievable, realistic and time-bound.

Project Timeline

You’ve defined what you have to deliver, now you need to figure out the timeframe in which you have to make those deliverables. This means knowing when you’re going to start and what the project’s timeline is. What you’re undertaking here is the T in SMART, the time-bound part. To further refine the schedule, look at milestones (important dates, like when one phase ends and another begins).

Who’s the Target Audience?

The project brief is more than just what you’re doing and when you’re doing it, you need to outline who you’re doing it for. Without a target audience, you can’t define whether your project is a success or not. You can get it all done on time and within budget and still fail because you didn’t deliver on the quality expectations of your target audience. That means demographics and other profiling to make sure you’re fulfilling that audience’s needs.

Tie It to the Stakeholders & Team

Finally, you want to tie all the pieces to the stakeholders and the team, who are the target audience for the project brief. That means, making it relevant to them by including resources for the project, outlining the budget, even a communication plan and defining the roles and responsibilities. How much more you want to add is up to you, but it should strike a good balance between what’s important and what’s too in the weeds. Remember, you don’t want to obscure your message.

Things to Avoid when Making a Project Brief

There are common mistakes people make when crafting their project brief; let’s take a quick look at those mistakes below.

Biting Off More Than You Can Chew

Be on the lookout for pitfalls such as defining too many goals. The project brief needs to be, well, brief and too many goals will not only make it longer but harder to understand.

Confusing Communication

Clarity is key to a successful project brief. If you aren’t clear when defining your target audience, then the project sights will be off from the start. Even if the aim is only a little off, over the course of the project the effect will be cumulative and your final deliverable will be well off the mark.

Lack of Precision

Another thing to avoid is generalizations. Good writing is specific, and a well-written project brief shares the same precision. Avoid jargon and any meaningless filling. Say what you want is a few, well-pointed words that describe what you’re talking about, putting it in focus.

Phoning It In

Finally, don’t be lazy. Put in the work. Do all the research, talk to everyone you need to in order to deliver a strong project brief. This is a foundational document that leads to the project plan, but it’s also a communication tool. If you don’t have a clear project brief, the rest of the project will suffer.

How ProjectManager Enables Successful Projects

ProjectManager is an award-winning project management software that turns a brief into a successful project. With features that can plan, monitor and report on progress and performance, you’ll only need one software to manage all aspects of your project.

All the tasks that lead to deliverables in the project brief need to get done within the timeframe and budget you estimated. To control all these elements, we have an online Gantt chart project view. It organizes your tasks and subtasks, resources and costs.

ProjectManager's Gantt chart

Task Lists for Easy Execution

Now you have your tasks laid out, but tasks need people to execute them and move your project forward. You can direct your team to use our task lists, which list out your task descriptions and file attachments. Then, they can work together, commenting at the task level with other team members, who are notified by email.

Task list in ProjectManager

Track Projects with Automated Dashboards

You can keep track of their progress with great monitoring features, such as a real-time dashboard that displays task status, costs and other high-level views of the project. Our software calculates task updates and displays them in color-coded charts and graphs, perfect to share at stakeholder meetings to keep them in the loop.

ProjectManager’s dashboard view, which shows six key metrics on a project

Deliver your projects on time and under budget

Start planning your projects.

Writing Explained

Brief vs. Debrief – What’s the Difference?

Home » Brief vs. Debrief – What’s the Difference?

Brief and debrief are verbs with a confusing relationship. Based on the structure of debrief , they would appear to be opposites. But if brief means short , does debrief really mean long?

Actually, it does not. The sense in which these words are related does not involve the length of something. Continue reading to learn more about these confusing words.

What is the Difference Between Brief and Debrief?

In this post, I will compare brief vs. debrief . I will use each word in several example sentences that shows you how it should appear in context.

Plus, I will share a memory tool that makes choosing either brief or debrief much easier next time you need one of these words.

When to Use Brief

brief versus debrief

As an adjective , brief means short , like in the sentence below,

  • Write a brief reflection on a session you found insightful at the conference.

As a noun , brief means a summary or short statement .

  • “Did everyone read the brief I sent out via email?” asked the manager.

As a verb , brief means to prepare someone by informing him or her of necessary information .

  • As his aide, it will be your job to brief the director on all meetings he does not personally attend.

When to Use Debrief

definition of debrief definition of brief

Here are some more examples,

  • Protocol states that all operatives must debrief with dispatchers immediately upon returning from an engagement.
  • Debrief with me after the plane touches down.

Debrief can also function as a noun where it simply means a series of questions about a completed mission of assignment. This relates to the verb definition.

Debrief is a relatively young word in the history of English and was first recorded in 1944. Its origins are unknown. This period in world history was fraught with tensions, and World War II saw heavy use of spies. It is easy to speculate that this word sprang from the geopolitical tensions of the time.

Trick to Remember the Difference: Debrief vs. Brief

define debrief define brief

With verbs, the situation is a little trickier.

  • To brief someone is to give that person information.
  • To debrief the same person would be to interrogate him, in other words, to obtain information from him.

Debrief and interrogate both have two E’s, so you can use this fact to pair the two in your mind.

Is it debrief or brief? Brief can be an adjective, a noun, or a verb. As a verb, it means to give someone a summary . Debrief is a verb that means to interrogate someone . Though they are related, they are not interchangeable, and you must use each carefully.

To summarize,

  • Brief means to inform someone with necessary information
  • Debrief means to interrogate someone for information about a recently completed assignment.

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COMMENTS

  1. PDF Understanding Assignment Briefs

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  2. Academic Writing Skills Guide: Understanding Assignments

    Assignment Brief: The assignment brief will tell you what you need to produce,. ... Define key terms where appropriate and back up with evidence and examples. Explore : Examine thoroughly, considering a variety of different viewpoints and perspectives, adopting a questioning approach. Show why there might be debate and where possible, reconcile ...

  3. Assignment briefs

    An assignment brief explains the task you are being asked to do for your assessment and how your lecturers would like you to do it. It could be as short as a single essay question, or it could be more detailed, such as a project brief with a number of sections or stages. Scroll down for our recommended strategies and resources. Get informed

  4. Key words in Assignment Briefs

    Assignment Brief It is important to understand what an essay question or assignment brief is asking of you. Before you start to research or write, it is worth spending time considering the wording of the question and any learning outcomes that may accompany it.

  5. PDF Guide to Writing Assignment Briefs for BTEC Tech Awards

    1. Introduction If you are new to teaching BTEC, this guide should provide you with a handy guide to the basics of Assignment Brief writing so you can devise Assignment Briefs that lead to creative and successful assessment opportunities for your learners.

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    What is understood here as an 'assessment brief' is the written text and instructions provided to communicate the requirements and expectations of non-exam assessment tasks. Below are some underlying principles of communicative effectiveness reported by Gilbert and Maguire (2014, p.14):

  7. Understanding Assignments

    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.

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    Step 1. Highlight directive words Directive words prompt you to engage in the kinds of thinking and writing you need to demonstrate in the assignment. Directive words may include: Actions: Verbs like evaluate, analyse, explain, recommend and illustrate. Sometimes these words may be in the present tense:

  9. Tips for Reading an Assignment Prompt

    Verbs like analyze, compare, discuss, explain, make an argument, propose a solution, trace, or research can help you understand what you're being asked to do with an assignment. Unless the instructor has specified otherwise, most of your paper assignments at Harvard will ask you to make an argument.

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    Assignment keywords can inform you about topics, resources or a particular area that you should focus on. These 'content' words tend to be nouns. Other keywords and phrases instruct you on the approach that you should take in answering the assignment, often expressed as imperatives such as 'Assess the impact of…' or 'Explain the importance of …'.

  11. Understanding Writing Assignments

    How to Decipher the Paper Assignment. Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing. Read the prompt the entire way through once.

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    These words define the scope of the assignment, e.g., Australian perspectives, relevant codes or standards or a specific timeframe. Make sure you have a clear understanding of what the task word requires you to address. ... An overview or brief description of a topic. (This is likely to be part of a larger assessment task.)

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    The Assignment brief tells you: What the purpose is What you need to do What the word count is When the assignment is due When you receive an assignment brief, it will look something like this. Written Assignment (Summative) - Te Tiriti o Waitangi in Aotearoa New Zealand Purpose

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    The Assignment Brief. It is important to understand what an essay question or assignment brief is asking of you. Before you start to research or write, it is worth spending time considering the wording of the question and any learning outcomes that may accompany it. ... Make clear the meaning of something, usually giving your own views also ...

  16. How to Read an Assignment

    In the context of an assignment, however, discussion entails fulfilling a defined and organized task: to construct an argument that considers and responds to an ample range of materials. To "discuss," in assignment language, means to make a broad argument about a set of arguments you have studied. In the case above, you can do this by

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  21. How to Create a Project Brief (Example Included)

    A project brief lets you convey the main goals of the project so that everyone understands what they'll be doing. Read on to learn more about them, and how to make one for yourself. What Is a Project Brief? A project brief communicates the reason and approach for a project and the processes that will be used to manage it.

  22. Brief vs. Debrief

    Brief can be an adjective, a noun, or a verb. As a verb, it means to give someone a summary. Debrief is a verb that means to interrogate someone. Though they are related, they are not interchangeable, and you must use each carefully. Debrief means to interrogate someone for information about a recently completed assignment.

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    Assignment Brief means the information given by the Client to MBANSW in relation to the Client 's requirements for a suitable Candidate. Sample 1 Based on 1 documents Examples of Assignment Brief in a sentence