• ...is an important factor/concept/idea/ to consider because...
• … will be argued/outlined in this paper.
Once you have finished writing your first draft it is recommended that you spend time revising your work. Proofreading and editing are two different stages of the revision process.
As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.
Editing checklist
There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.
Proofreading checklist
This chapter has examined the experience of writing assignments. It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.
Academic Skills Centre. (2013). Writing an introduction and conclusion . University of Canberra, accessed 13 August, 2013, http://www.canberra.edu.au/studyskills/writing/conclusions
Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.
Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39 (3), 162-163.
Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1).
Writing Assignments Copyright © 2021 by Kate Derrington; Cristy Bartlett; and Sarah Irvine is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.
When in college, you have to accomplish all of your assignments as part of your education. One of the most common assignments is written essays that will contribute to your grade at the end of your course.
But you might feel apprehensive when you receive such an assignment, especially if it's your first time. You might not feel like you have the necessary skills to write a good essay. But there are certain tips you can use to write a good assignment and lay your apprehensions to rest.
When you take on a course, you will receive a reading list. Familiarize yourself with it right away because your professors will choose texts from this list that will specifically help you with your tasks and assignments. Reading what's on your list will provide you with valuable insight into the topics you have to write about. It will make life easier for you when you need to write an assignment.
After researching, you should make a schedule for writing your assignments. Stick to your schedule. Also, double-check your deadline so you won't have to feel overwhelmed when you realize that your deadline is right around the corner. Break down your time and tasks into more manageable chunks so that you will always be on top of your work. Make a schedule that consists of mini-deadlines. Knowing that you have completed a task will keep you motivated.
Before starting your assignment, make sure that you understand it because writing an essay that contains irrelevant information or isn't coherent will prove disastrous. You should always know what you're doing and what you need to convey. If needed, rereading the instructions will help you understand what's expected of you. Moreover, you also need to determine how long the essay should be and how you will proceed with it.
Note-taking is another important aspect of writing. Before you start, you must collect various materials and resources relevant to your topic. You should also create an outline that will guide you. Go through various research materials, then take down notes on the most crucial information that you can include in your work. The writing process will become more manageable when you have all of the information you need.
As a student in college, you have the option to ask for help when you need to complete an assignment and you have no time to do it. Since written tasks are an unavoidable aspect of college education, the best thing you can do is to seek assistance when you need it. The writers at AssignmentBro helped with my assignment writing in college. Thanks to their professional writers, I still had plenty of time to study and tackle my other responsibilities.
Aside from the deadlines and instructions that your professor will provide, they might also recommend some resources to you. Sadly, this is something that many students tend to overlook. For instance, for you to understand how your professor will grade your assignment, you will need to examine their rubric. This is a chart that provides information on what you must do. You will also learn about the objectives of the assignments or the learning outcomes.
Other resources you might receive include reading lists, lecture recordings, discussion boards, and sample assignments. Usually, you will find all of these resources in an online platform known as a Learning Management System (LMS). Research has shown that students who use LMS tend to get higher grades. If you still have any questions, you can ask your professor either online or offline.
The next thing you need to do is to define the objectives of your written work and its structure. This is where you will determine the pattern of a well-written assignment. You want to make your work look impressive in the eyes of your reader. One way to accomplish this is to include more theoretical content and details in your essay.
It's not enough for the essay writing project assigned to you to provide enough information. It's also important to remain coherent. You must link each paragraph to each other.
This will keep your reader connected with the content . To achieve this, you need to go back to your plan for your assignment, then search for significant concepts that will help you connect the paragraphs smoothly. Here's an easy tip to do this - include phrases or words that will attract the eyes of your readers while supporting the context of your written assignment.
University life is full of challenges. One of which is the writing of assignments that will require higher communication, critical thinking, and information gathering skills that you may have practiced in high school. Instead of feeling daunted because of your assignments, use the tips you learned to make things easier for you.
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This page contains four specific areas:
Checking the assignment, sequencing writing assignments, selecting an effective writing assignment format.
Research has shown that the more detailed a writing assignment is, the better the student papers are in response to that assignment. Instructors can often help students write more effective papers by giving students written instructions about that assignment. Explicit descriptions of assignments on the syllabus or on an “assignment sheet” tend to produce the best results. These instructions might make explicit the process or steps necessary to complete the assignment. Assignment sheets should detail:
Providing questions or needed data in the assignment helps students get started. For instance, some questions can suggest a mode of organization to the students. Other questions might suggest a procedure to follow. The questions posed should require that students assert a thesis.
The following areas should help you create effective writing assignments.
1. If possible, explain the relative weight in grading assigned to the quality of writing and the assignment’s content:
Here’s a checklist for writing assignments:
There are several benefits of sequencing writing assignments:
The concept of sequencing writing assignments also allows for a wide range of options in creating the assignment. It is often beneficial to have students submit the components suggested below to your course’s STELLAR web site.
Use the writing process itself. In its simplest form, “sequencing an assignment” can mean establishing some sort of “official” check of the prewriting and drafting steps in the writing process. This step guarantees that students will not write the whole paper in one sitting and also gives students more time to let their ideas develop. This check might be something as informal as having students work on their prewriting or draft for a few minutes at the end of class. Or it might be something more formal such as collecting the prewriting and giving a few suggestions and comments.
Have students submit drafts. You might ask students to submit a first draft in order to receive your quick responses to its content, or have them submit written questions about the content and scope of their projects after they have completed their first draft.
Establish small groups. Set up small writing groups of three-five students from the class. Allow them to meet for a few minutes in class or have them arrange a meeting outside of class to comment constructively on each other’s drafts. The students do not need to be writing on the same topic.
Require consultations. Have students consult with someone in the Writing and Communication Center about their prewriting and/or drafts. The Center has yellow forms that we can give to students to inform you that such a visit was made.
Explore a subject in increasingly complex ways. A series of reading and writing assignments may be linked by the same subject matter or topic. Students encounter new perspectives and competing ideas with each new reading, and thus must evaluate and balance various views and adopt a position that considers the various points of view.
Change modes of discourse. In this approach, students’ assignments move from less complex to more complex modes of discourse (e.g., from expressive to analytic to argumentative; or from lab report to position paper to research article).
Change audiences. In this approach, students create drafts for different audiences, moving from personal to public (e.g., from self-reflection to an audience of peers to an audience of specialists). Each change would require different tasks and more extensive knowledge.
Change perspective through time. In this approach, students might write a statement of their understanding of a subject or issue at the beginning of a course and then return at the end of the semester to write an analysis of that original stance in the light of the experiences and knowledge gained in the course.
Use a natural sequence. A different approach to sequencing is to create a series of assignments culminating in a final writing project. In scientific and technical writing, for example, students could write a proposal requesting approval of a particular topic. The next assignment might be a progress report (or a series of progress reports), and the final assignment could be the report or document itself. For humanities and social science courses, students might write a proposal requesting approval of a particular topic, then hand in an annotated bibliography, and then a draft, and then the final version of the paper.
Have students submit sections. A variation of the previous approach is to have students submit various sections of their final document throughout the semester (e.g., their bibliography, review of the literature, methods section).
In addition to the standard essay and report formats, several other formats exist that might give students a different slant on the course material or allow them to use slightly different writing skills. Here are some suggestions:
Journals. Journals have become a popular format in recent years for courses that require some writing. In-class journal entries can spark discussions and reveal gaps in students’ understanding of the material. Having students write an in-class entry summarizing the material covered that day can aid the learning process and also reveal concepts that require more elaboration. Out-of-class entries involve short summaries or analyses of texts, or are a testing ground for ideas for student papers and reports. Although journals may seem to add a huge burden for instructors to correct, in fact many instructors either spot-check journals (looking at a few particular key entries) or grade them based on the number of entries completed. Journals are usually not graded for their prose style. STELLAR forums work well for out-of-class entries.
Letters. Students can define and defend a position on an issue in a letter written to someone in authority. They can also explain a concept or a process to someone in need of that particular information. They can write a letter to a friend explaining their concerns about an upcoming paper assignment or explaining their ideas for an upcoming paper assignment. If you wish to add a creative element to the writing assignment, you might have students adopt the persona of an important person discussed in your course (e.g., an historical figure) and write a letter explaining his/her actions, process, or theory to an interested person (e.g., “pretend that you are John Wilkes Booth and write a letter to the Congress justifying your assassination of Abraham Lincoln,” or “pretend you are Henry VIII writing to Thomas More explaining your break from the Catholic Church”).
Editorials . Students can define and defend a position on a controversial issue in the format of an editorial for the campus or local newspaper or for a national journal.
Cases . Students might create a case study particular to the course’s subject matter.
Position Papers . Students can define and defend a position, perhaps as a preliminary step in the creation of a formal research paper or essay.
Imitation of a Text . Students can create a new document “in the style of” a particular writer (e.g., “Create a government document the way Woody Allen might write it” or “Write your own ‘Modest Proposal’ about a modern issue”).
Instruction Manuals . Students write a step-by-step explanation of a process.
Dialogues . Students create a dialogue between two major figures studied in which they not only reveal those people’s theories or thoughts but also explore areas of possible disagreement (e.g., “Write a dialogue between Claude Monet and Jackson Pollock about the nature and uses of art”).
Collaborative projects . Students work together to create such works as reports, questions, and critiques.
At their base, all assignment prompts function a bit like a magnifying glass—they allow a student to isolate, focus on, inspect, and interact with some portion of your course material through a fixed lens of your choosing.
All assignments, from ungraded formative response papers all the way up to a capstone assignment, should include the following components to ensure that students and teachers understand not only the learning objective of the assignment, but also the discrete steps which they will need to follow in order to complete it successfully:
For illustrations of these five components in action, visit our gallery of annotated assignment prompts .
For advice about creative assignments (e.g. podcasts, film projects, visual and performing art projects, etc.), visit our Guidance on Non-Traditional Forms of Assessment .
For specific advice on different genres of assignment, click below:
Problem sets, source analyses, final exams, concept maps, research papers, oral presentations, poster presentations.
Acknowledgement Letter
Get All Types Of Acknowledgement Samples.
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Are you looking for some of the best samples of acknowledgments for any assignment ? Or, are you confused about how to write an Acknowledgement for Assignment? If so, then this blog post is for you.
An acknowledgment is a crucial part of any assignment, as it is a brief section at the beginning or end of your paper where you express your gratitude to the people who helped you complete it.
Whether you are writing a math project, a biology project, an accounts project, a history project, or any project or research paper , it is important to include an acknowledgment. This is a way to show that you value the contributions of others and that you are aware of the effort that goes into creating a successful assignment.
We have provided more than 10+ assignment acknowledgment samples below. I hope you can find the perfect one for your assignment.
You can make your own acknowledgments for any assignment by using the samples below as a guide. Be sure to change the acknowledgment to fit your specific assignment and the people who helped you finish it.
Table of Contents
I wish to express my deepest gratitude to Mr./Ms ______ (Professor name), for providing me the chance to work on this assignment and for having faith in me. Thanks to their invaluable feedback and their unwavering encouragement, I was able to stay motivated and produce my best work.
I would also like to thank Mr./Mrs. _______ (Name) for their supervision and direction, which helped me to obtain many of the resources I needed to finish my project.
I would like to take this opportunity to express my gratitude to all of my friends & family members. The project would not have been successful without their help and ideas.
I would like to express my sincere gratitude to all those who have contributed to the completion of this project. Also, I would like to thank my professor, ______ (Your professor name), for his valuable feedback and suggestions on this assignment.
I am also thankful for the encouragement from my friends and family who believed in me. This project would not have been possible without the collective effort and positive energy of everyone involved.
I would like to express my heartfelt gratitude to all those who have contributed to the completion of this assignment.
First and foremost, I extend my deepest appreciation to my professor, _______ (Your Professor’s Full Name), for their invaluable guidance and unwavering support throughout the duration of this project.
I am also grateful for the support and resources provided by ______ (Institution’s Name). The conducive academic environment has played a crucial role in the successful completion of this assignment.
Finally, I am grateful to my family members, classmates and friends for proofreading my work and catching several errors.
I want to say a big thank you to my professor, _______ (Professor’s name), for helping me with this assignment. They gave me great advice, and their encouragement kept me going and helped me do my best.
Thanks also to my classmates. We always helped each other, and I appreciate their friendship and support.
And, of course, a special thanks to my family and friends. They loved and supported me through tough times and celebrated with me during the good times. I couldn’t have done this without them.
We are grateful to have had the opportunity to work on this assignment with such a supportive and talented team. We would like to extend our sincere thanks to our teammates, ______ (teammate’s name), _______ (teammate’s name), and _______ (teammate’s name). Their contributions were invaluable, and we are grateful for their hard work and dedication.
We would also like to thank our professor, _______ (Professor’s name), for their guidance and support throughout the assignment. Their feedback was helpful and constructive, and their encouragement helped us to stay motivated and on track.
Finally, we would like to thank our families and friends for their support and encouragement. They helped us to get through the tough times and celebrate our successes. We could not have done this without them.
I want to express my deepest thanks to Professor Rina Gupta . She helped me a lot with this assignment about the environment. She knows so much about this stuff, and she taught me how to do my research and understand data better. Her advice really made my work way better, and I learned so much from her. I feel lucky to have had her guidance.
Next, I would like to express my sincere gratitude to all the professionals who helped me to gather information. Also, I would especially like to thank the senior students for their great support and ideas for this assignment.
Lastly, I would like to thank my parents and friends who always provided feedback about the project at all levels.
I would like to express my sincere gratitude to my professor, ______ (Professor’s name), for their guidance and support throughout this assignment. Their feedback was invaluable, and their encouragement helped me to stay motivated and on track.
I would also like to thank ______ (Teaching assistant’s name), who was always available to answer my questions and provide assistance. I am grateful for their patience and kindness. I am grateful for the resources provided by my school and library, which made it possible to complete this assignment.
Finally, I would like to thank my friends and family for their support and encouragement. They helped me to get through the tough times and celebrate my successes. I could not have done this without them.
In conclusion, acknowledgment is a brief section at the beginning or end of your assignment where you express your gratitude to the people who helped you complete it. It is also a good opportunity to reflect on your own learning and growth. When writing an acknowledgment, be specific about the ways that each person helped you. Be sincere and genuine in your expression of gratitude. Avoid using clichés or overused phrases. Proofread your acknowledgment carefully to catch any errors in grammar or spelling.
I hope this blog post & those acknowledgment samples have given you some ideas for writing your own assignment acknowledgments. Remember to be specific, sincere, and grateful. And don’t forget to proofread!
Here Are Some Other Acknowledgment Samples For Different Assignment/projects –
What is an acknowledgment for an assignment?
An acknowledgment for an individual assignment is a brief statement that expresses gratitude to the people who helped you complete your assignment. This could include your professor, classmates, teaching assistants, librarians, mentors, family, and friends . For example, you could thank your professor for their feedback and guidance, your classmates for their collaboration and support, or your family and friends for their emotional support.
How do I write Acknowledgement for my assignment?
To write an acknowledgment for your assignment, thank your professor, classmates, and anyone who helped. Mention the support from the library staff, appreciate your family and friends, and acknowledge the authors who inspired you. Write a brief sentence or two acknowledging each person’s contribution. Keep it concise and sincere.
How long should an Acknowledgement for an assignment be?
The length of an acknowledgement for an assignment depends on the type of assignment and how many people helped you complete it. For a simple assignment, such as a short essay or presentation, a few sentences may be sufficient. For a more complex assignment, such as a research paper or thesis, you may want to write a longer acknowledgement, thanking everyone who played a significant role in helping you complete your work. Usually, the acknowledgment can be anywhere between 150-300 words .
Where should I put my acknowledgment in my assignment?
You can place your acknowledgment at the beginning or end of your assignment . However, most people place it at the beginning, after the introduction. If you are writing a thesis or dissertation, you may want to place your acknowledgment in a separate section after the introduction. If placed at the end, it follows the conclusion or recommendations section.
Do I need to write an acknowledgment if I’m working on a group assignment?
Yes , even in a group assignment, acknowledgments are relevant. This is a way to show your appreciation for the contributions of your team members, as well as any other people who helped you with the assignment.
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Being able to write case-notes is crucial to your success studying law. As well as being a common form of assignment, they make very handy revision aids. Common law cases are often long-winded and dense, and sometimes it can be difficult to see the wood for the trees – let along remember the key parts! This post will provide you the ultimate guide to writing first-class case summaries using the FIRODA Case-Note Method.
The FIRODA Method is an excellent way of structuring your case notes so that you summarise and remember all the key elements. Start by noting down the name of the case and the court which decided it. We’ll use Fagan v Metropolitan Police Commissioner as an example.
Give a brief overview of the key facts of the case. The key facts are those which are relevant to the outcome of the case – the facts which the judge actually took into account when reaching their legal conclusions. If a fact is not relevant to the outcome, you probably do not need to include it. In some cases there might be a relevant dispute over what the facts were: note this down too.
Any given case will involve deciding one or more points of law, or applying one or more legal principles to a particular set of facts. Work out what the court was actually being asked to do in the case, and summarise it.
For each issue you have identified, read the majority judgments of the court to determine the ratio decidendi . The ratio decidendi is the application of the legal rule which leads the court to reach the case’s outcome. It is distinguished from obiter dicta , which is everything else in the judgment.
Not sure whether a statement is the ratio decidendi or obiter dicta ? There is no clear cut method for deciding, unfortunately, but here is a useful guide. Ask yourself: if the judge had not made this finding of fact, or used this particular legal principle, would they have reached the particular conclusion they did? If it would make no difference to the outcome, then you are probably looking at obiter dicta. Otherwise, it is probably ratio decidendi .
For example, it is common for judges to decide a case based on a particular legal principle or finding of fact, but then say ‘if I am wrong’ or ‘I would reach the same conclusion if…’ and then consider how the case would be decided if the facts or legal principles were different. The first part of such a judgment is usually the ratio decidendi , and everything afterwards is usually obiter .
In some cases, there may not be a unified ratio decidendi . For example, in Re Baden (No 2) [1972] EWCA Civ 10, the three judges all agreed on what the outcome of the case should be. However, they all reached their conclusions using completely different reasoning. If you are writing a note on a case where the majority judges disagree, explain the ratio decidendi of each judge’s decision. Compare and contrast them.
While most of the obiter dicta in a case can safely be forgotten by the average law student, sometimes judges say interesting things obiter that can influence how future cases are decided. For example, the judge might:
If you think the judge has said anything in the obiter dicta which gives you insight into the law beyond the case, note it down in this section.
In some cases, a judge dissents from the majority of the court and disagrees with the outcome. Often these dissents are ignored by the legal community, but sometimes they become a powerful argument that the case was wrongly decided. If you are reading a case with a dissenting judge, note down the points on which they disagree with the majority, and why. Consider whose argument you think is stronger.
Finally, assess and evaluate the decision. It may help you to read academic commentary on the case in law journals or case-books. You should be looking to answer questions such as:
With that, you will have a solid case-note. This will not only help you get top marks in your assignments, but will also make it much easier to remember principles of law for your exams. Got any personal tips for writing case notes? Leave us a message in the comments!
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Published on November 23, 2020 by Shona McCombes . Revised on May 31, 2023.
Summarizing , or writing a summary, means giving a concise overview of a text’s main points in your own words. A summary is always much shorter than the original text.
There are five key steps that can help you to write a summary:
Writing a summary does not involve critiquing or evaluating the source . You should simply provide an accurate account of the most important information and ideas (without copying any text from the original).
When to write a summary, step 1: read the text, step 2: break the text down into sections, step 3: identify the key points in each section, step 4: write the summary, step 5: check the summary against the article, other interesting articles, frequently asked questions about summarizing.
There are many situations in which you might have to summarize an article or other source:
When you’re writing an academic text like an essay , research paper , or dissertation , you’ll integrate sources in a variety of ways. You might use a brief quote to support your point, or paraphrase a few sentences or paragraphs.
But it’s often appropriate to summarize a whole article or chapter if it is especially relevant to your own research, or to provide an overview of a source before you analyze or critique it.
In any case, the goal of summarizing is to give your reader a clear understanding of the original source. Follow the five steps outlined below to write a good summary.
The AI-powered Citation Checker helps you avoid common mistakes such as:
You should read the article more than once to make sure you’ve thoroughly understood it. It’s often effective to read in three stages:
There are some tricks you can use to identify the key points as you read:
To make the text more manageable and understand its sub-points, break it down into smaller sections.
If the text is a scientific paper that follows a standard empirical structure, it is probably already organized into clearly marked sections, usually including an introduction , methods , results , and discussion .
Other types of articles may not be explicitly divided into sections. But most articles and essays will be structured around a series of sub-points or themes.
Now it’s time go through each section and pick out its most important points. What does your reader need to know to understand the overall argument or conclusion of the article?
Keep in mind that a summary does not involve paraphrasing every single paragraph of the article. Your goal is to extract the essential points, leaving out anything that can be considered background information or supplementary detail.
In a scientific article, there are some easy questions you can ask to identify the key points in each part.
Introduction | or problem was addressed? |
---|---|
Methods | |
Results | supported? |
Discussion/conclusion |
If the article takes a different form, you might have to think more carefully about what points are most important for the reader to understand its argument.
In that case, pay particular attention to the thesis statement —the central claim that the author wants us to accept, which usually appears in the introduction—and the topic sentences that signal the main idea of each paragraph.
Now that you know the key points that the article aims to communicate, you need to put them in your own words.
To avoid plagiarism and show you’ve understood the article, it’s essential to properly paraphrase the author’s ideas. Do not copy and paste parts of the article, not even just a sentence or two.
The best way to do this is to put the article aside and write out your own understanding of the author’s key points.
Let’s take a look at an example. Below, we summarize this article , which scientifically investigates the old saying “an apple a day keeps the doctor away.”
Davis et al. (2015) set out to empirically test the popular saying “an apple a day keeps the doctor away.” Apples are often used to represent a healthy lifestyle, and research has shown their nutritional properties could be beneficial for various aspects of health. The authors’ unique approach is to take the saying literally and ask: do people who eat apples use healthcare services less frequently? If there is indeed such a relationship, they suggest, promoting apple consumption could help reduce healthcare costs.
The study used publicly available cross-sectional data from the National Health and Nutrition Examination Survey. Participants were categorized as either apple eaters or non-apple eaters based on their self-reported apple consumption in an average 24-hour period. They were also categorized as either avoiding or not avoiding the use of healthcare services in the past year. The data was statistically analyzed to test whether there was an association between apple consumption and several dependent variables: physician visits, hospital stays, use of mental health services, and use of prescription medication.
Although apple eaters were slightly more likely to have avoided physician visits, this relationship was not statistically significant after adjusting for various relevant factors. No association was found between apple consumption and hospital stays or mental health service use. However, apple eaters were found to be slightly more likely to have avoided using prescription medication. Based on these results, the authors conclude that an apple a day does not keep the doctor away, but it may keep the pharmacist away. They suggest that this finding could have implications for reducing healthcare costs, considering the high annual costs of prescription medication and the inexpensiveness of apples.
However, the authors also note several limitations of the study: most importantly, that apple eaters are likely to differ from non-apple eaters in ways that may have confounded the results (for example, apple eaters may be more likely to be health-conscious). To establish any causal relationship between apple consumption and avoidance of medication, they recommend experimental research.
An article summary like the above would be appropriate for a stand-alone summary assignment. However, you’ll often want to give an even more concise summary of an article.
For example, in a literature review or meta analysis you may want to briefly summarize this study as part of a wider discussion of various sources. In this case, we can boil our summary down even further to include only the most relevant information.
Using national survey data, Davis et al. (2015) tested the assertion that “an apple a day keeps the doctor away” and did not find statistically significant evidence to support this hypothesis. While people who consumed apples were slightly less likely to use prescription medications, the study was unable to demonstrate a causal relationship between these variables.
When including a summary as part of a larger text, it’s essential to properly cite the source you’re summarizing. The exact format depends on your citation style , but it usually includes an in-text citation and a full reference at the end of your paper.
You can easily create your citations and references in APA or MLA using our free citation generators.
APA Citation Generator MLA Citation Generator
Finally, read through the article once more to ensure that:
If you’re summarizing many articles as part of your own work, it may be a good idea to use a plagiarism checker to double-check that your text is completely original and properly cited. Just be sure to use one that’s safe and reliable.
If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.
Plagiarism
A summary is a short overview of the main points of an article or other source, written entirely in your own words. Want to make your life super easy? Try our free text summarizer today!
A summary is always much shorter than the original text. The length of a summary can range from just a few sentences to several paragraphs; it depends on the length of the article you’re summarizing, and on the purpose of the summary.
You might have to write a summary of a source:
To avoid plagiarism when summarizing an article or other source, follow these two rules:
An abstract concisely explains all the key points of an academic text such as a thesis , dissertation or journal article. It should summarize the whole text, not just introduce it.
An abstract is a type of summary , but summaries are also written elsewhere in academic writing . For example, you might summarize a source in a paper , in a literature review , or as a standalone assignment.
All can be done within seconds with our free text summarizer .
If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.
McCombes, S. (2023, May 31). How to Write a Summary | Guide & Examples. Scribbr. Retrieved June 24, 2024, from https://www.scribbr.com/working-with-sources/how-to-summarize/
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Teachers often expect older students to know how to take notes, but most need explicit instruction to develop this skill.
Something that has become abundantly clear to me as I’ve progressed in my career is that many skills that are essential to student success are never explicitly taught, such as note-taking and studying . In talking to the high school juniors, seniors, and college students I teach, a large number of them have said that they wished their prior schooling had taught them these two skills in particular. Given this, I believe it’s essential that we as educators make a more conscious effort to build such skills in our students.
When done well, notes should aid in both studying and the initial learning of material. The act of taking notes should result in students deepening their understanding of the material, but often students do not take notes in a manner that accomplishes this.
One problem is that a lot of students believe that note-taking means they should write down everything word for word. Some students are even explicitly taught that this is what they should do, and there’s a reason that it sounds like such good advice to students and teachers alike; this method would result in students having exactly what was taught whenever it comes time to review.
However, there are two main reasons why this is a problem. First, it is a very passive form of taking notes and uses System 1 thinking , which relies on long-term memory and tends to require less effort, meaning it’s easy to write all of the information down without initially remembering most of it. In addition, it’s very easy for students to write down things they don’t actually understand when using this technique. You could very easily copy verbatim a paragraph written in a language you don’t speak, but you would have no idea what it meant.
The best thing for students to do is summarize the material and write it in their own words. As students think about the information that was presented to them in order to summarize it, they mentally work with the content more and incorporate more of System 2 thinking, which improves recall rates as it requires working memory and generally takes more effort. This ensures that students properly understand the material as they are taking notes.
Will there be times where students don’t properly understand it or know what to write? Of course! For those situations, students need to be taught and encouraged to ask questions so that the teacher can explain it in a different way or with more details.
For teachers who like the use of guided notes, which I personally have used a lot in my high school classes, it’s important to design the notes in a way that encourages and allows for this method of note-taking. Filling in the blanks results in very shallow processing of the material, much like asking students to write everything word for word.
There will no doubt be some resistance from students at first, but teaching them and preparing them for this method of note-taking will only help them in the long run, particularly if students are encouraged to ask questions whenever needed.
1. Shorthand. Sometimes, students worry about having too much to write and not being able to write everything they want to while also paying attention. Using abbreviations can help with this—for example, using an arrow instead of discussing that something activates or leads to something else. Compare the following two options for writing down the same concept—one is clearly a lot quicker to write than the other.
By writing in this manner and saving time, students will be able to more actively listen to and pay attention to their teacher. A tip that could also be helpful for them is to write down a key for new abbreviations when they’re first used, to avoid problems such as forgetting that “MM” is referring to the mitochondrial matrix.
2. Annotation and summarization. After taking the initial notes, it also can be helpful to review them and develop one’s own entire summary of the topic. Annotating the notes with more details, writing in new examples, and emphasizing key points allow you to review the material, think about it in an active way, and improve your notes while also increasing your memory of the material.
These strategies are what common note-taking systems, such as Cornell and AVID notes , are developed around, as they increase System 2 thinking. I personally like to encourage my students to use a different color when they annotate, and I suggest that they draw attention to main ideas, draw connections between concepts, and include small notes or mnemonics (such as that ex ons are what is ex pressed) to help them remember when they later review their notes.
Finally, it’s very important that where possible, students write out their notes as opposed to typing them. A lot of research has been done on handwritten versus typed notes , and it’s shown that typing notes results in faster note-taking but worse retention and grades in the course. Not only is this because of increased distractions from typing notes, but handwriting results in deeper processing of material and greater recall of concepts.
It’s helpful to start class with some instruction on how notes should be taken; we tend to assume that students know how, but they rarely ever actually receive such instruction. It may take some time for students to get used to changing how they take notes, and many may be upset at first about “not knowing what to write,” but it can be remarkably helpful.
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Planning your assignment carefully and presenting arguments step-by-step is necessary to succeed with your homework. When going through your references, note the questions that appear and answer them, building your text. Create a cover page, proofread the whole text, and take care of formatting.
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Dividing the work in different paragraphs is very important for this purpose. - Usage of 'you' and 'I' - According to the academic writing standards, the assignments should be written in an impersonal language, which means that the usage of 'you' and 'I' should be avoided. The only acceptable way of building your arguments ...
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hardest thinking, and feel the greatest sense of mastery and. growth, in their writing. Cour. es. and assignments should be planned with this in mi. d. Three principles are paramount:1. Name what you want and imagine students doing itHowever free students are to range and explore in a paper, the general kind of paper you're inviting has com.
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.
Make sure you read through any assignment requirements carefully and ask your lecturer or tutor if you're unsure how to meet them. Analysing the topic. Researching and note-taking. Planning your assignment. Writing your assignment. Editing your assignment. 1. Analysing the topic. Before you start researching or writing, take some time to ...
Branching off the main topic, write a heading for each of the subtopics. Write any important notes underneath each subtopic. Continue the pattern. Tweet this. The Outlining Method. The Outlining note taking method uses headings and bullet points to organize topics. This method is most useful when learning about topics that include a lot of detail.
Writing Assignments Kate Derrington; Cristy Bartlett; and Sarah Irvine ... Note: The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3. licence. Writing paragraphs. Paragraph writing is a key skill that enables you to incorporate your academic research into your written work. Each paragraph should ...
nment. Some people find it easiest to write the introduction first, whereas others leave it until. the end. Neither approach is right or wrong, so write the assignment in whichever order feels best. for you. The introduction might be up to around 10% of the word count (e.g. up to 200 words for a 2000 word ass.
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They can write a letter to a friend explaining their concerns about an upcoming paper assignment or explaining their ideas for an upcoming paper assignment. If you wish to add a creative element to the writing assignment, you might have students adopt the persona of an important person discussed in your course (e.g., an historical figure) and ...
**Note: this video is a small part of "Classroom Kickstart", a 5 part online course that will help you master Google Classroom! Visit http://chrm.tech/kickst...
How to Write an Effective Assignment. At their base, all assignment prompts function a bit like a magnifying glass—they allow a student to isolate, focus on, inspect, and interact with some portion of your course material through a fixed lens of your choosing. The diagram above represents an assignment prompt which is functioning well.
Acknowledgement Sample For Assignment. I wish to express my deepest gratitude to Mr./Ms ______ (Professor name), for providing me the chance to work on this assignment and for having faith in me. Thanks to their invaluable feedback and their unwavering encouragement, I was able to stay motivated and produce my best work.
How to Write a First-Class Case Note Being able to write case-notes is crucial to your success studying law. As well as being a common form of assignment, they make very handy revision aids. Common law cases are often long-winded and dense, and sometimes it can be difficult to see the wood for the trees…
Table of contents. When to write a summary. Step 1: Read the text. Step 2: Break the text down into sections. Step 3: Identify the key points in each section. Step 4: Write the summary. Step 5: Check the summary against the article. Other interesting articles. Frequently asked questions about summarizing.
Strive for Clarity in Your Assignment Sheet. Use "active voice" commands as you write your assignment sheet. It might feel more polite to write, "You might try comparing A to B," but students need to see "Compare A to B.". Use language that your students will understand. Students may not know exactly what you want when they see ...
17. Change assignments every semester 18. Create good writing prompts, and show how to find and manage sources . You don't have to grade . EVERY ASSIGNMENT. 19. Journal, diary, "personal writing" , address a controversy, sum up a lecture, contemporary issues, reading logs, write dialogues, thought letters, emails, imagined interview with
Date your notes. Write the date on each page of your notes to help you track when you took the notes and which topics you covered on specific dates. Write clearly and legibly. Take the time to write your notes in a clear, legible manner so that you can read them later. Use bullet points, headings, and subheadings to organize your notes.
One problem is that a lot of students believe that note-taking means they should write down everything word for word. Some students are even explicitly taught that this is what they should do, and there's a reason that it sounds like such good advice to students and teachers alike; this method would result in students having exactly what was taught whenever it comes time to review.
Resources for Educators & Students K-12 Education The AHA strives to ensure that every K-12 student has access to high quality history instruction. We create resources for the classroom, advise on state and federal policy, and advocate for the vital importance of history in public education. Learn More Undergraduate Education…
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