4.2: Writing Assignments
- Page ID
- 146826
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Introduction
Task Analysis and Deconstructing an Assignment
Table 17.1 Parts of an assignment question
Topic words | These are words and concepts you have to research. |
Task words | These will tell you how to approach the assignment and structure the information you find in your research (e.g., discuss, analyse). |
Limiting words | These words define the scope or parameters of the assignment, e.g., Australian perspectives, a particular jurisdiction (this would be relevant then to which laws, codes or standards you consulted) or a timeframe. |
Table 17.2 Task words
Task word | Definition | Example |
---|---|---|
Account for | Give reasons for or explain why something has occurred. This task directs you to consider contributing factors to a certain situation or event. You are expected to make a decision about why these occurred, not just describe the events. | Account for the factors that led to the global financial crisis. |
Analyse | Consider the different elements of a concept, statement or situation. Show the different components and show how they connect or relate. Your structure and argument should be logical and methodical. | Analyse the political, social and economic impacts of climate change. |
Assess | Make a judgement on a topic or idea. Consider its reliability, truth and usefulness. In your judgement, consider both the strengths and weaknesses of the opposing arguments to determine your topic’s worth (similar to evaluate). | Assess the efficacy of cogitative behavioural therapy (CBT) for the treatment of depression. |
Classify | Divide your topic into categories or sub-topics logically (could possibly be part of a more complex task). | Classify the artists studied this semester according to the artistic periods they best represent. Then choose one artist and evaluate their impact on future artists. |
Comment on | State your opinion on an issue or idea. You may explain the issue or idea in more detail. Be objective and support your opinion with reliable evidence. | Comment on the government’s proposal to legalise safe injecting rooms. |
Compare OR Compare and contrast | Show the similarities and differences between two or more ideas, theories, systems, arguments or events. You are expected to provide a balanced response, highlighting similarities and differences. | Compare the efficiency of wind and solar power generation for a construction site. |
Contrast | Point out only the differences between two or more ideas, theories, systems, arguments or events. | Contrast virtue ethics and utilitarianism as models for ethical decision making. |
Critically (this is often used with another task word, e.g. critically evaluate, critically analyse, critically discuss) | It does not mean to criticise, instead you are required to give a balanced account, highlighting strengths and weaknesses about the topic. Your overall judgment must be supported by reliable evidence and your interpretation of that evidence. | Critically analyse the impacts of mental health on recidivism within youth justice. |
Define | Provide a precise meaning of a concept. You may need to include the limits or scope of the concept within a given context. | Define digital disruption as it relates to productivity. |
Describe | Provide a thorough description, emphasising the most important points. Use words to show appearance, function, process, events or systems. You are not required to make judgements. | Describe the pathophysiology of Asthma. |
Distinguish | Highlight the differences between two (possibly confusing) items. | Distinguish between exothermic and endothermic reactions. |
Discuss | Provide an analysis of a topic. Use evidence to support your argument. Be logical and include different perspectives on the topic (This requires more than a description). | Discuss how Brofenbrenner’s ecological system’s theory applies to adolescence. |
Evaluate | Review both positive and negative aspects of a topic. You may need to provide an overall judgement regarding the value or usefulness of the topic. Evidence (referencing) must be included to support your writing. | Evaluate the impact of inclusive early childhood education programs on subsequent high school completion rates for First Nations students. |
Explain | Describe and clarify the situation or topic. Depending on your discipline area and topic, this may include processes, pathways, cause and effect, impact, or outcomes. | Explain the impact of the COVID-19 pandemic on the film industry in Australia. |
Illustrate | Clarify a point or argument with examples and evidence. | Illustrate how society’s attitudes to disability have changed from a medical model to a wholistic model of disability. |
Justify | Give evidence which supports an argument or idea; show why a decision or conclusions were made. Justify may be used with other topic words, such as outline, argue. | Write a report outlining the key issues and implications of a welfare cashless debit card trial and make three recommendations for future improvements. Justify your decision-making process for the recommendations. |
Review | A comprehensive description of the situation or topic which provides a critical analysis of the key issues. | Provide a review of Australia's asylum policies since the Pacific Solution in 2001. |
Summarise | An overview or brief description of a topic. (This is likely to be part of a larger assessment task.) | Summarise the process for calculating the correct load for a plane. |
Preparing your ideas
What is academic writing?
Academic writing tone and style
Table 17.3 Comparison of academic and non-academic writing
Academic writing | Non-academic writing |
Is clear, concise and well-structured | Is verbose and may use more words than are needed |
Is formal. It writes numbers under twenty in full. | Writes numbers under twenty as numerals and uses symbols such as “&” instead of writing it in full |
Is reasoned and supported (logically developed) | Uses humour (puns, sarcasm) |
Is authoritative (writes in third person- This essay argues…) | Writes in first person (I think, I found) |
Utilises the language of the field/industry/subject | Uses colloquial language e.g., mate |
Thesis statements
Planning your assignment structure
Writing introductions and conclusions
Writing introductions
Writing conclusions
Writing paragraphs
Topic Sentence
Explanation/ Elaboration
Evidence
Concluding sentence (critical thinking)
Writing sentences
Paraphrasing and Synthesising
What is paraphrasing?
Table 17.4 Paraphrasing techniques
1 | Make sure you understand what you are reading. Look up keywords to understand their meanings. |
2 | Record the details of the source so you will be able to cite it correctly in text and in your reference list. |
3 | Identify words that you can change to synonyms (but do not change the key/topic words). |
4 | Change the type of word in a sentence (for example change a noun to a verb or vice versa). |
5 | Eliminate unnecessary words or phrases from the original that you don’t need in your paraphrase. |
6 | Change the sentence structure (for example change a long sentence to several shorter ones or combine shorter sentences to form a longer sentence). |
Example of paraphrasing
Table 17.5 Synthesising techniques
1 | Check your referencing guide to learn how to correctly reference more than one author at a time in your paper. |
2 | While taking notes for your research, try organising your notes into themes. This way you can keep similar ideas from different authors together. |
3 | Identify similar language and tone used by authors so that you can group similar ideas together. |
4 | Synthesis can not only be about grouping ideas together that are similar, but also those that are different. See how you can contrast authors in your writing to also strengthen your argument. |
Creating an argument
What does this mean?
What skills do you need to create an argument?
A formula for a good argument
What does an argument look like?
Table 17.6 Argument
Introducing your argument | • This paper will argue/claim that... • ...is an important factor/concept/idea/ to consider because... • … will be argued/outlined in this paper. |
Introducing evidence for your argument | • Smith (2014) outlines that.... • This evidence demonstrates that... • According to Smith (2014)… • For example, evidence/research provided by Smith (2014) indicates that... |
Giving the reason why your point/evidence is important | • Therefore this indicates... • This evidence clearly demonstrates.... • This is important/significant because... • This data highlights... |
Concluding a point | • Overall, it is clear that... • Therefore, … are reasons which should be considered because... • Consequently, this leads to.... • The research presented therefore indicates... |