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Collins 144
Learn to analyze a writing assignment
Have you ever put in many hours doing research and writing
only to turn in the paper and hear the instructor say, "This
was not exactly what I was looking for?" Or how about
going to the library and working hard on an assignment, but
ending up staring at the wall for hours because "I don't
know exactly what I'm trying to do." If you have ever
found yourself in these situations, you need to address the
challenge of how to analyze an assignment.
- First try to figure out the assignment on your own. When
you go to talk with the instructor, do not expect him or
her to do your thinking for you. Struggle with the assignment
and generate a few ideas that you want to weigh with the
instructor's advice. It is far better to have several ideas
of your own and then to ask for the instructor's suggestions
for improvement than to walk in totally in the dark because
you have not even thought about the assignment.
- Understand what the instructor wants. When they give assignments,
instructors are not always perfectly clear. You can overcome
this problem by talking to the instructor individually about
your understanding of the assignment. Ask for the specific
details of what the instructor wants in the content, style,
and format for the assignment. Ask questions about the scope
of the assignment, which topics might work better than others,
how to broaden or narrow the topic appropriately, where
you can possibly find information, and anything that you
should take care to avoid.. It is also useful to ask how
the assignment will be evaluated.
- Determine the larger purpose of an assignment. Most college
assignments fit into some big picture that an instructor
has for the course. Work to understand how assignments logically
build upon each other and how they fit into the overall
scope of the entire course. By understanding this larger
purpose for an assignment, you will more likely see what
the instructor is trying to accomplish by having you do
it.
- Understand the criteria by which assignments will be graded.
Instructors usually have a clear picture of what they want
in an assignment. You have to get them to tell you the "right
way" and the "wrong way" of getting it done.
Ask for the specific standards by which the instructor will
evaluate the assignment. Ask for common problems with the
assignment the instructor has seen in the past and pitfalls
to avoid.
- Determine the difference between good and bad content,
style, and format. Discuss with your instructor these three
elements of the assignment.
- content: what ideas to include or exclude, the broadness
or narrowness of scope for the assignment, which sources
to use in doing research, the kinds of information the
instructor wants in the assignment.
- style: the kind of language that will be most appropriate
in writing your assignment, the level of formality or
informality the instructor wants.
- format: how the instructor wants the assignment to
look physically - typing, spacing, lay out of the pages,
use of a title page, bindings, footnotes, bibliography,
and other elements such as pictures, appendices, or
graphs.
- Start early and plan to finish early. The best way to
perform well on assignments is to show the instructor you
are working hard. By talking to the instructor early about
an assignment, you demonstrate that you are planning ahead
and thinking about excellence.
"Is This Going to Be on the Test?", by Randall
E. Majors, Gorsuch Scarisbrick, Publishers.
WHOM DO I CONTACT FOR FURTHER INFORMATION?
If you have questions about any of the classes or services
offered by the Learning Enhancement Center, please call (630)
466-7900, ext. 2576, or e-mail
the Learning Enhancement Center.
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