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4 Key Points for Effective Assignment WritingMethodology By Christina Desouza Writing an effective assignment is more of an art than a science. It demands critical thinking, thorough research, organized planning, and polished execution. As a professional academic writer with over four years of experience, I've honed these skills and discovered proven strategies for creating standout assignments. In this article, I will delve into the four key steps of assignment writing, offering detailed advice and actionable tips to help students master this craft. 1. Start With ResearchIn-depth research is the cornerstone of any high-quality assignment. It allows you to gain a profound understanding of your topic and equip yourself with relevant data, compelling arguments, and unique insights. Here's how to do it right: ● Diversify Your SourcesDon't limit yourself to the first page of Google results. Make use of academic databases like JSTOR , Google Scholar , PubMed , or your school's online library. These resources house a plethora of scholarly articles, research papers, and academic books that can provide you with valuable information. ● Verify InformationRemember, not all information is created equal. Cross-check facts and data from multiple reliable sources to ensure accuracy. Look for consensus among experts on contentious issues. ● Stay OrganizedKeep track of your resources as you go. Tools like Zotero or Mendeley can help you organize your references and generate citations in various formats. This will save you from scrambling to find sources when you're wrapping up your assignment. 1. Prepare Assignment StructureCreating a well-planned structure for your assignment is akin to drawing a roadmap. It helps you stay on track and ensures that your ideas flow logically. Here's what to consider: ● Develop an OutlineThe basic structure of an assignment includes an introduction, body, and conclusion. The introduction should present the topic and establish the purpose of your assignment. The body should delve into the topic in detail, backed by your research. The conclusion should summarize your findings or arguments without introducing new ideas. ● Use SubheadingsSubheadings make your assignment easier to read and follow. They allow you to break down complex ideas into manageable sections. As a rule of thumb, each paragraph should cover one idea or argument. ● Allocate Word CountAssignments often come with word limits. Allocate word count for each section of your assignment based on its importance to avoid overwriting or underwriting any part. 1. Start Assignment WritingWriting your assignment is where your research and planning come to fruition. You now have a robust foundation to build upon, and it's time to craft a compelling narrative. Here's how to accomplish this: ● Write a Gripping IntroductionYour introduction is the gateway to your assignment. Make it captivating. Start with a hook—a surprising fact, an interesting quote, or a thought-provoking question—to grab your readers' attention. Provide an overview of what your assignment is about and the purpose it serves. A well-crafted introduction sets the tone for the rest of the assignment and motivates your readers to delve deeper into your work. ● Develop a Comprehensive BodyThe body of your assignment is where you delve into the details. Develop your arguments, present your data, and discuss your findings. Use clear and concise language. Avoid jargon unless necessary. Each paragraph should cover one idea or argument to maintain readability. ● Craft a Convincing ConclusionYour conclusion is your final chance to leave an impression on your reader. Summarize your key findings or arguments without introducing new ideas. Reinforce the purpose of your assignment and provide a clear answer to the question or problem you addressed in the introduction. A strong conclusion leaves your readers with a sense of closure and a full understanding of your topic. ● Write ClearlyUse straightforward sentences and avoid jargon. Your goal is to communicate, not to confuse. Tools like Hemingway Editor can help ensure your writing is clear and concise. ● Use Paraphrasingtool.aiParaphrasingtool.ai is an AI-powered tool that can enhance your assignment writing. It reformulates your sentences while preserving their meaning. It not only helps you avoid plagiarism but also enhances the readability of your work. ● Cite Your SourcesCitations are a critical part of assignment writing. They acknowledge the work of others you've built upon and demonstrate the depth of your research. Always include in-text citations and a bibliography at the end. This not only maintains academic integrity but also gives your readers resources to delve deeper into the topic if they wish. 1. Review and Proofread The AssignmentReviewing and proofreading are the final but critical steps in assignment writing. They ensure your assignment is free from errors and that your ideas are coherently presented. Here's how to do it effectively: ● Take a BreakAfter you finish writing, take a break before you start proofreading. Fresh eyes are more likely to spot mistakes and inconsistencies. ● Read AloudReading your work aloud can help you identify awkward phrasing, run-on sentences, and typos. You're more likely to catch errors when you hear them, as it requires a different type of processing than reading silently. ● Use Proofreading ToolsDigital tools like Grammarly can be your second pair of eyes, helping you spot grammatical errors, typos, and even issues with sentence structure. However, don't rely solely on these tools—make sure to manually review your work as well. Effective assignment writing is a skill that takes practice to master. It requires meticulous research, organized planning, clear writing, and careful proofreading. The steps and tips outlined in this article are by no means exhaustive, but they provide a solid framework to start from. Remember, there is always room for improvement. Don't be disheartened by initial challenges. Each assignment is an opportunity to learn, grow, and sharpen your writing skills. So, be persistent, stay curious, and keep refining your craft. With time and practice, you will find yourself writing assignments that are not just excellent, but truly outstanding. GA4 Tracking CodeGen ed writes, writing across the disciplines at harvard college. Gen Ed courses transcend disciplinary boundaries in a variety of ways, so the types of writing assignments that they include also often venture outside the traditional discipline-specific essays. You may encounter a wide variety of assignment types in Gen Ed, but most can be categorized into four general types: - Traditional academic assignments include the short essays or research papers most commonly associated with college-level assignments. Generally speaking, these kinds of assignments are "expository" in nature, i.e., they ask you to engage with ideas through evidence-base argument, written in formal prose. The majority of essays in Expos courses fall into this category of writing assignment types.
- Less traditional academic assignments include elements of engagement in academia not normally encountered by undergraduates.
- Traditional non-academic assignments include types of written communication that students are likely to encounter in real world situations.
- Less traditional non-academic assignments are those that push the boundaries of typical ‘writing’ assignments and are likely to include some kind of creative or artistic component.
Examples and ResourcesTraditional academic. For most of us, these are the most familiar types of college-level writing assignments. While they are perhaps less common in Gen Ed than in departmental courses, there are still numerous examples we could examine. Two illustrations of common types include: Example 1: Short Essay Professor Michael Sandel asks the students in his Gen Ed course on Tech Ethics to write several short essays over the course of the semester in which they make an argument in response to the course readings. Because many students will never have written a philosophy-style paper, Professor Sandel offers students a number of resources—from a guide on writing in philosophy, to sample graded essays, to a list of logical fallacies—to keep in mind. Example 2: Research Paper In Who Lives, Who Dies, Who Cares?, a Gen Ed course co-taught by multiple global health faculty members, students write a 12–15 page research paper on a biosocial analysis of a global health topic of their choosing for the final assignment. The assignment is broken up into two parts: (1) a proposal with annotated bibliography and (2) the final paper itself. The prompt clearly outlines the key qualities and features of a successful paper, which is especially useful for students who have not yet written a research paper in the sciences. Less Traditional AcademicIn Gen Ed, sometimes assignments ask students to engage in academic work that, while familiar to faculty, is beyond the scope of the typical undergraduate experience. Here are a couple of examples from Gen Ed courses: Example 1: Design a conference For the final project in her Gen Ed course, Global Feminisms, Professor Durba Mitra asks her students to imagine a dream conference in the style of the feminist conferences they studied in class. Students are asked to imagine conference panels and events, potential speakers or exhibitions, and advertising materials. While conferences are a normal occurrence for graduate students and professors, undergraduates are much less likely to be familiar with this part of academic life, and this kind of assignment might require more specific background and instructions as part of the prompt. Example 2: Curate a museum exhibit In his Gen Ed class, Pyramid Schemes, Professor Peter Der Manuelian's final project offers students the option of designing a virtual museum exhibit . While exhibit curation can be a part of the academic life of an anthropologist or archaeologist, it's not often found in introductory undergraduate courses. In addition to selecting objects and creating a virtual exhibit layout, students also wrote an annotated bibliography as well as an exhibit introduction for potential visitors. Traditional Non-academicOne of the goals of Gen Ed is to encourage students to engage with the world around them. Sometimes writing assignments in Gen Ed directly mirror types of writing that students are likely to encounter in real-world, non-academic settings after they graduate. The following are several examples of such assignments: Example 1: Policy memo In Power and Identity in the Middle East, Professor Melani Cammett assigns students a group policy memo evaluating "a major initiative aimed at promoting democracy in the Middle East and North Africa (MENA)." The assignment prompt is actually structured as a memo, providing context for students who likely lack experience with the format. It also outlines the key characteristics of a good memo, and it provides extensive advice on the process—especially important when students are working in groups. Example 2: Letter In Loss, Professor Kathleen Coleman asks students to write a letter of condolence . The letter has an unusual audience: a mother elephant who lost her calf. Since students may not have encountered this type of writing before, Professor Coleman also provides students with advice on process, pointing to some course readings that might be a good place to start. She also suggests a list of outside resources to help students get into the mindframe of addressing an elephant. Example 3: Podcast Podcasts are becoming increasingly popular in Gen Ed classes, as they are in the real world. Though they're ultimately audio file outputs, they usually require writing and preparing a script ahead of time. For example, in Music from Earth, Professor Alex Rehding asks students to create a podcast in which they make an argument about a song studied in class. He usefully breaks up the assignments into two parts: (1) researching the song and preparing a script and (2) recording and making sonic choices about the presentation, offering students the opportunity to get feedback on the first part before moving onto the second. Less Traditional Non-academicThese are the types of assignments that perhaps are less obviously "writing" assignments. They usually involve an artistic or otherwise creative component, but they also often include some kind of written introduction or artist statement related to the work. The following are several examples from recently offered Gen Ed courses: Example 1: Movie Professor Peter Der Manuelian offers students in his class, Pyramid Schemes, several options for the final project, one of which entails creating a 5–8 minute iMovie making an argument about one of the themes of the course. Because relatively few students have prior experience making films, the teaching staff provide students with a written guide to making an iMovie as well as ample opportunities for tech support. In addition to preparing a script as part of the production, students also submit both an annotated bibliography and an artist’s statement. Example 2: Calligram In his course, Understanding Islam and Contemporary Muslim Societies, Professor Ali Asani asks students to browse through a provided list of resources about calligrams, which are an important traditional Islamic art form. Then they are required to "choose a concept or symbol associated with God in the Islamic tradition and attempt to represent it through a calligraphic design using the word Allah," in any medium they wish. Students also write a short explanation to accompany the design itself. Example 3: Soundscape In Music from Earth, Professor Alex Rehding has students create a soundscape . The soundscape is an audio file which involves layering sounds from different sources to create a single piece responding to an assigned question (e.g. "What sounds are characteristic of your current geographical region?"). Early on, as part of the development of the soundscape, students submit an artist's statement that explains the plan for the soundscape, the significance of the sounds, and the intention of the work. - DIY Guides for Analytical Writing Assignments
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Assignment Decoder Module 4: Writing in CollegeWriting assignments, learning objectives. - Describe common types and expectations of writing tasks given in a college class
Figure 1 . All college classes require some form of writing. Investing some time in refining your writing skills so that you are a more confident, skilled, and efficient writer will pay dividends in the long run. What to Do With Writing AssignmentsWriting assignments can be as varied as the instructors who assign them. Some assignments are explicit about what exactly you’ll need to do, in what order, and how it will be graded. Others are more open-ended, leaving you to determine the best path toward completing the project. Most fall somewhere in the middle, containing details about some aspects but leaving other assumptions unstated. It’s important to remember that your first resource for getting clarification about an assignment is your instructor—they will be very willing to talk out ideas with you, to be sure you’re prepared at each step to do well with the writing. Writing in college is usually a response to class materials—an assigned reading, a discussion in class, an experiment in a lab. Generally speaking, these writing tasks can be divided into three broad categories: summary assignments, defined-topic assignments, and undefined-topic assignments. Link to LearningEmpire State College offers an Assignment Calculator to help you plan ahead for your writing assignment. Just plug in the date you plan to get started and the date it is due, and the calculator will help break it down into manageable chunks. Summary AssignmentsBeing asked to summarize a source is a common task in many types of writing. It can also seem like a straightforward task: simply restate, in shorter form, what the source says. A lot of advanced skills are hidden in this seemingly simple assignment, however. An effective summary does the following: - reflects your accurate understanding of a source’s thesis or purpose
- differentiates between major and minor ideas in a source
- demonstrates your ability to identify key phrases to quote
- shows your ability to effectively paraphrase most of the source’s ideas
- captures the tone, style, and distinguishing features of a source
- does not reflect your personal opinion about the source
That last point is often the most challenging: we are opinionated creatures, by nature, and it can be very difficult to keep our opinions from creeping into a summary. A summary is meant to be completely neutral. In college-level writing, assignments that are only summary are rare. That said, many types of writing tasks contain at least some element of summary, from a biology report that explains what happened during a chemical process, to an analysis essay that requires you to explain what several prominent positions about gun control are, as a component of comparing them against one another. Writing Effective SummariesStart with a clear identification of the work. This automatically lets your readers know your intentions and that you’re covering the work of another author. - In the featured article “Five Kinds of Learning,” the author, Holland Oates, justifies his opinion on the hot topic of learning styles — and adds a few himself.
Summarize the Piece as a WholeOmit nothing important and strive for overall coherence through appropriate transitions. Write using “summarizing language.” Your reader needs to be reminded that this is not your own work. Use phrases like the article claims, the author suggests, etc. - Present the material in a neutral fashion. Your opinions, ideas, and interpretations should be left in your brain — don’t put them into your summary. Be conscious of choosing your words. Only include what was in the original work.
- Be concise. This is a summary — it should be much shorter than the original piece. If you’re working on an article, give yourself a target length of 1/4 the original article.
Conclude with a Final StatementThis is not a statement of your own point of view, however; it should reflect the significance of the book or article from the author’s standpoint. - Without rewriting the article, summarize what the author wanted to get across. Be careful not to evaluate in the conclusion or insert any of your own assumptions or opinions.
Understanding the Assignment and Getting StartedFigure 2 . Many writing assignments will have a specific prompt that sends you first to your textbook, and then to outside resources to gather information. Often, the handout or other written text explaining the assignment—what professors call the assignment prompt —will explain the purpose of the assignment and the required parameters (length, number and type of sources, referencing style, etc.). Also, don’t forget to check the rubric, if there is one, to understand how your writing will be assessed. After analyzing the prompt and the rubric, you should have a better sense of what kind of writing you are expected to produce. Sometimes, though—especially when you are new to a field—you will encounter the baffling situation in which you comprehend every single sentence in the prompt but still have absolutely no idea how to approach the assignment! In a situation like that, consider the following tips: - Focus on the verbs . Look for verbs like compare, explain, justify, reflect , or the all-purpose analyze . You’re not just producing a paper as an artifact; you’re conveying, in written communication, some intellectual work you have done. So the question is, what kind of thinking are you supposed to do to deepen your learning?
- Put the assignment in context . Many professors think in terms of assignment sequences. For example, a social science professor may ask you to write about a controversial issue three times: first, arguing for one side of the debate; second, arguing for another; and finally, from a more comprehensive and nuanced perspective, incorporating text produced in the first two assignments. A sequence like that is designed to help you think through a complex issue. If the assignment isn’t part of a sequence, think about where it falls in the span of the course (early, midterm, or toward the end), and how it relates to readings and other assignments. For example, if you see that a paper comes at the end of a three-week unit on the role of the Internet in organizational behavior, then your professor likely wants you to synthesize that material.
- Try a free-write . A free-write is when you just write, without stopping, for a set period of time. That doesn’t sound very “free”; it actually sounds kind of coerced, right? The “free” part is what you write—it can be whatever comes to mind. Professional writers use free-writing to get started on a challenging (or distasteful) writing task or to overcome writer’s block or a powerful urge to procrastinate. The idea is that if you just make yourself write, you can’t help but produce some kind of useful nugget. Thus, even if the first eight sentences of your free write are all variations on “I don’t understand this” or “I’d really rather be doing something else,” eventually you’ll write something like “I guess the main point of this is…,” and—booyah!—you’re off and running.
- Ask for clarification . Even the most carefully crafted assignments may need some verbal clarification, especially if you’re new to a course or field. Professors generally love questions, so don’t be afraid to ask. Try to convey to your instructor that you want to learn and you’re ready to work, and not just looking for advice on how to get an A.
Defined-Topic AssignmentsMany writing tasks will ask you to address a particular topic or a narrow set of topic options. Defined-topic writing assignments are used primarily to identify your familiarity with the subject matter. (Discuss the use of dialect in Their Eyes Were Watching God , for example.) Remember, even when you’re asked to “show how” or “illustrate,” you’re still being asked to make an argument. You must shape and focus your discussion or analysis so that it supports a claim that you discovered and formulated and that all of your discussion and explanation develops and supports. Undefined-Topic AssignmentsAnother writing assignment you’ll potentially encounter is one in which the topic may be only broadly identified (“water conservation” in an ecology course, for instance, or “the Dust Bowl” in a U.S. History course), or even completely open (“compose an argumentative research essay on a subject of your choice”). Figure 3 . For open-ended assignments, it’s best to pick something that interests you personally. Where defined-topic essays demonstrate your knowledge of the content , undefined-topic assignments are used to demonstrate your skills— your ability to perform academic research, to synthesize ideas, and to apply the various stages of the writing process. The first hurdle with this type of task is to find a focus that interests you. Don’t just pick something you feel will be “easy to write about” or that you think you already know a lot about —those almost always turn out to be false assumptions. Instead, you’ll get the most value out of, and find it easier to work on, a topic that intrigues you personally or a topic about which you have a genuine curiosity. The same getting-started ideas described for defined-topic assignments will help with these kinds of projects, too. You can also try talking with your instructor or a writing tutor (at your college’s writing center) to help brainstorm ideas and make sure you’re on track. Getting Started in the Writing ProcessWriting is not a linear process, so writing your essay, researching, rewriting, and adjusting are all part of the process. Below are some tips to keep in mind as you approach and manage your assignment. Figure 4 . Writing is a recursive process that begins with examining the topic and prewriting. Write down topic ideas. If you have been assigned a particular topic or focus, it still might be possible to narrow it down or personalize it to your own interests. If you have been given an open-ended essay assignment, the topic should be something that allows you to enjoy working with the writing process. Select a topic that you’ll want to think about, read about, and write about for several weeks, without getting bored. Figure 5 . Just getting started is sometimes the most difficult part of writing. Freewriting and planning to write multiple drafts can help you dive in. If you’re writing about a subject you’re not an expert on and want to make sure you are presenting the topic or information realistically, look up the information or seek out an expert to ask questions. - Note: Be cautious about information you retrieve online, especially if you are writing a research paper or an article that relies on factual information. A quick Google search may turn up unreliable, misleading sources. Be sure you consider the credibility of the sources you consult (we’ll talk more about that later in the course). And keep in mind that published books and works found in scholarly journals have to undergo a thorough vetting process before they reach publication and are therefore safer to use as sources.
- Check out a library. Yes, believe it or not, there is still information to be found in a library that hasn’t made its way to the Web. For an even greater breadth of resources, try a college or university library. Even better, research librarians can often be consulted in person, by phone, or even by email. And they love helping students. Don’t be afraid to reach out with questions!
Write a Rough DraftIt doesn’t matter how many spelling errors or weak adjectives you have in it. Your draft can be very rough! Jot down those random uncategorized thoughts. Write down anything you think of that you want included in your writing and worry about organizing and polishing everything later. If You’re Having Trouble, Try F reewritingSet a timer and write continuously until that time is up. Don’t worry about what you write, just keeping moving your pencil on the page or typing something (anything!) into the computer. - Outcome: Writing in College. Provided by : Lumen Learning. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
- Writing in College: From Competence to Excellence. Authored by : Amy Guptill. Provided by : SUNY Open Textbooks. Located at : http://textbooks.opensuny.org/writing-in-college-from-competence-to-excellence/ . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
- Image of man writing. Authored by : Matt Zhang. Located at : https://flic.kr/p/pAg6t9 . License : CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives
- Writing Strategies. Provided by : Lumen Learning. Located at : https://courses.lumenlearning.com/lumencollegesuccess/chapter/writing-strategies/ . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
- Image of woman reading. Authored by : Aaron Osborne. Located at : https://flic.kr/p/dPLmVV . License : CC BY: Attribution
- Image of sketches of magnifying glass. Authored by : Matt Cornock. Located at : https://flic.kr/p/eBSLmg . License : CC BY-NC: Attribution-NonCommercial
- How to Write a Summary. Authored by : WikiHow. Located at : http://www.wikihow.com/Write-a-Summary . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
- How to Write. Provided by : WikiHow. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
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- How Do I Make Sure I Understand an Assignment?
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See the bottom of the main Writing Guides page for licensing information. While some writing assignments are straightforward, others may need careful deciphering to make sure you are following the guidelines. Looking carefully at the instructions provided for any writing assignment to be certain that you understand the guidelines not only prevents missteps but can also help you develop strategies for conquering the task ahead. General ConsiderationsSome terms found in assignments relate to genres used in different disciplines. Close Reading, Literature Review, Report, Study, Memorandum, and Proposal are some examples of terms that relate to specific formats. There are important distinctions between these genres. For example, a Close Reading of a piece of literature requires more analysis than a Literature Review , which asks for key points of summary that relate to an argument. If you are unfamiliar with these terms and they show up in an assignment, be sure to clarify the guidelines with your instructor. In PracticeAsk questions. One of the most important things to know about understanding assignments is that if an assignment or any part of an assignment confuses you, you can always ask your instructor for clarification. Asking questions might help your instructor to realize what other students might be struggling with as well. Before stopping by office hours or after class with questions, you might first consider the suggestions below so that you can identify exactly what parts of the assignment remain unclear. Become Familiar with Common Assignment GoalsAssignments will often contain a variety of terms that can help you to identify the task or tasks you need to perform. The terms generally fall into one of the following categories: - Summarize – A summary provides a condensed explanation of key features from a text or activity. Many assignments might require some summary even if summarizing isn’t the main goal of the assignment. A summary may be required if the assignment includes words such as describe, explain, depict, and illustrate .
- Analyze – If an assignment asks you to analyze something, it is asking for your own logical interpretation of the meaning behind the constituent parts of the subject. An analysis is different than a summary as it provides a new understanding about the subject in question, not just an overview. Other words that may be asking for analysis are elaborate, examine, discuss, explore, investigate, and determine .
- Argue – If an assignment asks you to make an argument, you need to take a stand on a topic and develop your claim to show why your position makes sense. There are many terms related to argument. For example, evaluate, critique, assess, and review may ask for an argument about the worth of a subject. Propose, recommend, and advise may ask for a solution to a problem. Define asks for an argument about what a word or concept means Compare/contrast, synthesize, and apply (as in apply one text to another ) may ask for an argument about key points of similarity and difference in your subjects, and an analysis about why those points matter.
Break Down the Tasks and Locate the Central GoalJust like any other text, an assignment can be broken down and analyzed. By keeping in mind that any good essay will have one main goal and one central argument or thesis that incorporates the various subparts, you can begin to determine what shape your essay should take. (In some cases an instructor might not expect an argument or thesis; however, this is rare. If you suspect a thesis is not needed but don’t know for sure, check with your instructor.) - What Should This Essay Really Contain? Highlight each separate task included in the instructions. Consider the terms above as you identify the tasks you need to perform. If the assignment is relatively simple, write out the tasks that will need to be performed. If there are terms that you aren’t familiar with, consider what kind of task they imply.
- What Should the Thesis/Argument Be About? Once you have identified the tasks and goals, determine which is the main goal. Every essay should have a well-stated, debatable, and complex thesis statement that guides the essay, but it might be up to you to figure out what the focus of the argument should be. Think about the most important issues discussed in class as they can be clues to what an instructor wants. What would your instructor want you to take a stand on?
- How Should This Essay Be Structured? Once you have determined the central goal, outline the essay according to how you think it should be completed, showing how each sub-goal will relate to the main goal or goals. Consider how the other tasks or sub-goals connect to the main argument. If you find you can’t outline with confidence or still aren’t sure how the assignment should be completed, make a note of which elements remain unclear and plan to meet with your instructor.
Analyzing a Sample AssignmentImagine you have been given this essay prompt: Compare Denmark’s current environmental policies with those of the past. What difficulties have the policies faced over time and how have they been adapted to current environmental concerns? Incorporate the ideas presented in the article by Smith and discuss whether or not the new environmental standards helped or hurt the farmers in Denmark based on the timeline that we discussed in class? What needs to be changed? Step One: What Should This Essay Really Contain? The essay asks for several tasks of various kinds. 1.) A comparison between past and present environmental policies in Denmark. 2.) A description or summary of the problems these policies have faced and how they have changed. 3.) An analysis of what Smith says about the success and failure of the policies. 4.) An evaluation of what the policies have meant for farmers. 5.) A proposal for changes that would need to be made. Step Two: What Should The Thesis/Argument Be About? Though the essay asks for a comparison first, that task seems like more of a summary than an argument. The analysis of what Smith says also sounds like the potential central focus, but the analysis seems to be needed mostly to help strengthen the evaluation to come. Since the class is a policy class that focuses on understanding why policies in many governments succeed or fail, it is probably important to evaluate the policies. So task 4 is probably the central argument, combined with task 5. Step Three: How Should This Essay Be Structured? With tasks 4 and 5 as the central focus, the introduction should include an evaluation in the thesis along with a sense of the proposal. After the thesis, it makes sense to first summarize the past and present policies, which will then lead to a summary of what has changed. Smith could be brought in during both summaries to provide commentary on what has occurred. Once these elements have been established, analyzing the successes and failures of the policies should enter. A proposal could come last and would be based on avoiding future policy failures. Complete the tasks described above for the following essay assignment. Remember, there might be more than one right way to complete the task. Sample Art History Assignment: Focusing on Courbet’s painting, Woman with a Parrot , and Cabanal’s painting, Birth of Venus , can you describe the similarities and differences in the way these two artists have depicted the female nude? (Think about the subjects of each of the works when you answer this question.) When it was shown at the Salon, Courbet's painting ignited quite a scandal; Cabanal's, on the other hand, was a favorite with the critics. Which painting had more impact and why? [Assignment taken from http://mysite.pratt.edu/~wtc/sample1.html ] - What Tasks Does This Essay Contain?
- What Should The Thesis/Argument Be About?
- How Should This Essay Be Structured?
Possible Solution: 1. Describe, Compare/Contrast, Evaluate (which had more impact) and Argue why. 2. I would argue why the painting I chose had a greater impact. 3. I would begin by describing the scandal in my intro, then include a thesis of evaluation, then describe both paintings in depth (including details of subject matter), then analyze the worth of each, then argue the greater worth of one painting, then analyze why I made that choice. Hjorthoj, Keith. Transitions to College Writing . 3rd Ed. Boston: Bedford St. Martin’s, 2001. Last updated August 2013 - Information For
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How Do I Create Meaningful and Effective Assignments?Prepared by allison boye, ph.d. teaching, learning, and professional development center. Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning. And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment. This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved. First Things First… Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor: - Your goals for the assignment . Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment? Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general. For instance, if you want your students to demonstrate critical thinking, perhaps asking them to simply summarize an article is not the best match for that goal; a more appropriate option might be to ask for an analysis of a controversial issue in the discipline. Ultimately, the connection between the assignment and its purpose should be clear to both you and your students to ensure that it is fulfilling the desired goals and doesn't seem like “busy work.” For some ideas about what kinds of assignments match certain learning goals, take a look at this page from DePaul University's Teaching Commons.
- Have they experienced “socialization” in the culture of your discipline (Flaxman, 2005)? Are they familiar with any conventions you might want them to know? In other words, do they know the “language” of your discipline, generally accepted style guidelines, or research protocols?
- Do they know how to conduct research? Do they know the proper style format, documentation style, acceptable resources, etc.? Do they know how to use the library (Fitzpatrick, 1989) or evaluate resources?
- What kinds of writing or work have they previously engaged in? For instance, have they completed long, formal writing assignments or research projects before? Have they ever engaged in analysis, reflection, or argumentation? Have they completed group assignments before? Do they know how to write a literature review or scientific report?
In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78): 1. What are the main units/modules in my course? 2. What are my main learning objectives for each module and for the course? 3. What thinking skills am I trying to develop within each unit and throughout the course? 4. What are the most difficult aspects of my course for students? 5. If I could change my students' study habits, what would I most like to change? 6. What difference do I want my course to make in my students' lives? What your students need to know Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment. However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible. - First, you will need to articulate the purpose of the assignment . Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose. Your students will appreciate an understanding of how the assignment fits into the larger goals of the course and what they will learn from the process (Hass & Osborn, 2007). Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully.
- If you are asking your students to complete a writing assignment, you should define for them the “rhetorical or cognitive mode/s” you want them to employ in their writing (Flaxman, 2005). In other words, use precise verbs that communicate whether you are asking them to analyze, argue, describe, inform, etc. (Verbs like “explore” or “comment on” can be too vague and cause confusion.) Provide them with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support. For those who want assignments to lead to top-down, thesis-driven writing, John Bean (1996) suggests presenting a proposition that students must defend or refute, or a problem that demands a thesis answer.
- It is also a good idea to define the audience you want your students to address with their assignment, if possible – especially with writing assignments. Otherwise, students will address only the instructor, often assuming little requires explanation or development (Hedengren, 2004; MIT, 1999). Further, asking students to address the instructor, who typically knows more about the topic than the student, places the student in an unnatural rhetorical position. Instead, you might consider asking your students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper. In fact, a study by Bean (1996) indicated the students often appreciate and enjoy assignments that vary elements such as audience or rhetorical context, so don't be afraid to get creative!
- Obviously, you will also need to articulate clearly the logistics or “business aspects” of the assignment . In other words, be explicit with your students about required elements such as the format, length, documentation style, writing style (formal or informal?), and deadlines. One caveat, however: do not allow the logistics of the paper take precedence over the content in your assignment description; if you spend all of your time describing these things, students might suspect that is all you care about in their execution of the assignment.
- Finally, you should clarify your evaluation criteria for the assignment. What elements of content are most important? Will you grade holistically or weight features separately? How much weight will be given to individual elements, etc? Another precaution to take when defining requirements for your students is to take care that your instructions and rubric also do not overshadow the content; prescribing too rigidly each element of an assignment can limit students' freedom to explore and discover. According to Beth Finch Hedengren, “A good assignment provides the purpose and guidelines… without dictating exactly what to say” (2004, p. 27). If you decide to utilize a grading rubric, be sure to provide that to the students along with the assignment description, prior to their completion of the assignment.
A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration: • Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories. • Set the grading categories yourself, but ask the students to help write the descriptions. • Draft the complete grading scale yourself, then give it to your students for review and suggestions. A Few Do's and Don'ts… Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design. First, here are a few things you should do : - Do provide detail in your assignment description . Research has shown that students frequently prefer some guiding constraints when completing assignments (Bean, 1996), and that more detail (within reason) can lead to more successful student responses. One idea is to provide students with physical assignment handouts , in addition to or instead of a simple description in a syllabus. This can meet the needs of concrete learners and give them something tangible to refer to. Likewise, it is often beneficial to make explicit for students the process or steps necessary to complete an assignment, given that students – especially younger ones – might need guidance in planning and time management (MIT, 1999).
- Do use open-ended questions. The most effective and challenging assignments focus on questions that lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the brainstorming heuristics (Gardner, 2005).
- Do direct students to appropriate available resources . Giving students pointers about other venues for assistance can help them get started on the right track independently. These kinds of suggestions might include information about campus resources such as the University Writing Center or discipline-specific librarians, suggesting specific journals or books, or even sections of their textbook, or providing them with lists of research ideas or links to acceptable websites.
- Do consider providing models – both successful and unsuccessful models (Miller, 2007). These models could be provided by past students, or models you have created yourself. You could even ask students to evaluate the models themselves using the determined evaluation criteria, helping them to visualize the final product, think critically about how to complete the assignment, and ideally, recognize success in their own work.
- Do consider including a way for students to make the assignment their own. In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment. Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom. You might think of ways to encourage students to tap into their own experiences or curiosities, to solve or explore a real problem, or connect to the larger community. Offering variety in assignment selection can also help students feel more individualized, creative, and in control.
- If your assignment is substantial or long, do consider sequencing it. Far too often, assignments are given as one-shot final products that receive grades at the end of the semester, eternally abandoned by the student. By sequencing a large assignment, or essentially breaking it down into a systematic approach consisting of interconnected smaller elements (such as a project proposal, an annotated bibliography, or a rough draft, or a series of mini-assignments related to the longer assignment), you can encourage thoughtfulness, complexity, and thoroughness in your students, as well as emphasize process over final product.
Next are a few elements to avoid in your assignments: - Do not ask too many questions in your assignment. In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus. Offering an overly specific “checklist” prompt often leads to externally organized papers, in which inexperienced students “slavishly follow the checklist instead of integrating their ideas into more organically-discovered structure” (Flaxman, 2005).
- Do not expect or suggest that there is an “ideal” response to the assignment. A common error for instructors is to dictate content of an assignment too rigidly, or to imply that there is a single correct response or a specific conclusion to reach, either explicitly or implicitly (Flaxman, 2005). Undoubtedly, students do not appreciate feeling as if they must read an instructor's mind to complete an assignment successfully, or that their own ideas have nowhere to go, and can lose motivation as a result. Similarly, avoid assignments that simply ask for regurgitation (Miller, 2007). Again, the best assignments invite students to engage in critical thinking, not just reproduce lectures or readings.
- Do not provide vague or confusing commands . Do students know what you mean when they are asked to “examine” or “discuss” a topic? Return to what you determined about your students' experiences and levels to help you decide what directions will make the most sense to them and what will require more explanation or guidance, and avoid verbiage that might confound them.
- Do not impose impossible time restraints or require the use of insufficient resources for completion of the assignment. For instance, if you are asking all of your students to use the same resource, ensure that there are enough copies available for all students to access – or at least put one copy on reserve in the library. Likewise, make sure that you are providing your students with ample time to locate resources and effectively complete the assignment (Fitzpatrick, 1989).
The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few: Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below. Online Resources “Creating Effective Assignments” http://www.unh.edu/teaching-excellence/resources/Assignments.htm This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning, provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations. Gardner, T. (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten. http://www.tengrrl.com/tens/034.shtml This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English . The website will also link you to several other lists of “ten tips” related to literacy pedagogy. “How to Create Effective Assignments for College Students.” http:// tilt.colostate.edu/retreat/2011/zimmerman.pdf This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments. “Learner-Centered Assessment” http://cte.uwaterloo.ca/teaching_resources/tips/learner_centered_assessment.html From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind. “Matching Learning Goals to Assignment Types.” http://teachingcommons.depaul.edu/How_to/design_assignments/assignments_learning_goals.html This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals. Additional References Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass. Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum , 3.2, pp. 15 – 24. Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange . Retrieved Jan. 9, 2008 from http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4. Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines . Boston: Bedford/St. Martin's. Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments. Teaching Sociology , 31, pp. 195 – 202. Leahy, R. (2002). Conducting writing assignments. College Teaching , 50.2, pp. 50 – 54. Miller, H. (2007). Designing effective writing assignments. Teaching with writing . University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from http://writing.umn.edu/tww/assignments/designing.html MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html . Contact TTUWhen you receive a paper assignment, your first step should be to read the assignment prompt carefully to make sure you understand what you are being asked to do. Sometimes your assignment will be open-ended (“write a paper about anything in the course that interests you”). But more often, the instructor will be asking you to do something specific that allows you to make sense of what you’ve been learning in the course. You may be asked to put new ideas in context, to analyze course texts, or to do research on something related to the course. Even if the instructor has introduced the assignment in class, make sure to read the prompt on your own. You’d be surprised how often someone comes to the Writing Center to ask for help on a paper before reading the prompt. Once they do read the prompt, they often find that it answers many of their questions. When you read the assignment prompt, you should do the following: - Look for action verbs. 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. So even when the assignment instructions tell you to “discuss” or “consider,” your instructor generally expects you to offer an arguable claim in the paper. For example, if you are asked to “discuss” several proposals for reaching carbon neutral by 2050, your instructor would likely not be asking you to list the proposals and summarize them; instead, the goal would be to analyze them in relation to each other and offer some sort of claim—either about the differences between the proposals, the potential outcomes of following one rather than another, or something that has been overlooked in all of the proposals. While you would need to summarize those proposals in order to make a claim about them, it wouldn’t be enough just to summarize them. Similarly, if you’re asked to compare sources or consider sources in relation to each other, it is not enough to offer a list of similarities and differences. Again, this type of assignment is generally asking you to make some claim about the sources in relation to each other. - Consider the broader goals of the assignment. What kind of thinking is your instructor asking you to do? Are you supposed to be deciding whether you agree with one theorist more than another? Are you supposed to be trying out a particular method of analysis on your own body of evidence? Are you supposed to be learning a new skill (close reading? data analysis? recognizing the type of questions that can be asked in a particular discipline?)? If you understand the broader goals of the assignment, you will have an easier time figuring out if you are on the right track.
- Look for instructions about the scope of the assignment. Are you supposed to consult sources other than those you have read in class? Are you supposed to keep your focus narrow (on a passage, a document, a claim made by another author) or choose your own focus (raise a question that is sparked by course texts, pair texts in a new way)? If your instructor has told you not to consider sources outside of those specified in the assignment, then you should follow that instruction. In those assignments, the instructor wants to know what you think about the assigned sources and about the question, and they do not want you to bring in other sources.
- If you’re writing a research paper, do not assume that your reader has read all the sources that you are writing about. You’ll need to offer context about what those sources say so that your reader can understand why you have brought them into the conversation.
- If you’re writing only about assigned sources, you will still need to provide enough context to orient the reader to the main ideas of the source. While you may not need to summarize the entire text, you will need to give readers enough information to follow your argument and understand what you are doing with the text. If you’re not sure whether you should assume that readers are familiar with the ideas in the text, you should ask your instructor.
- Ask questions! If you’re not sure what you’re supposed to do, email your instructor or go to office hours and ask.
- picture_as_pdf Tips for Reading an Assignment Prompt
Looking for something? Six Characteristics of a Model AssignmentHow many times have you had a student submit an assignment with few sources, poorly written and several days late? Probably happens more times than not. There are six characteristics of a model assignment which will not only alleviate instructor frustration, but also strengthen student writing and time management skills. - Create assignments which directly relate to accomplishing the course objective. A model assignment maintains a clear goal toward accomplishing a course objective. For adult online learners, course goals relate less to theory or original research and more to practical approaches for day-to-day application or career advancement.
- More details equals higher quality of student final product. Since adult online learners come from diverse backgrounds, do not assume students will understand the purpose of the assignment. Be prepared to tell students what you expect (e.g. word count, citation format, number of sources, etc.) and how it should be done (e.g. upload to Moodle versus email attachment).
- Give incremental due dates. Large comprehensive assignments due at the course finality leads to unfocused, or even plagiarized, writing. Break down a large assignment into several smaller assignments due sporadically throughout the term. In turn, students receive valuable feedback incrementally as they progress throughout the course.
- Allow students to brainstorm for topics. Allow students to brainstorm topics or share with other students using the Moodle Discussion Board form. Or consider offering students a choice among 3-4 essay questions, case scenarios, or case studies. By allowing student choice, students will find a greater connection in their writing which in turn will lead to better final submissions.
- Give examples. In addition to clear directions, students also appreciate a visual piece of the final product. If you decide to use another student’s work, be sure to ask permission to use from the student. Post model assignments on your Moodle course shell.
- Share student evaluation tools. Share rubrics, or other evaluation tool, early in the assignment rather than at the end so students may clarify expectations firsthand. Post rubrics or evaluation tools on your Moodle course shell so students may refer to it when necessary.
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MLB Trade Rumors A’s Designate Janson Junk For AssignmentBy Steve Adams | September 5, 2024 at 11:47am CDT The A’s have designated right-hander Janson Junk for assignment and recalled left-hander Brady Basso from Triple-A Las Vegas, the team announced Thursday. Junk was claimed off waivers just six days ago. He made his first and only appearance for Oakland last night in a nightmare outing wherein he faced eight batters and allowed them all to reach base (six hits, two walks). Junk was charged with seven earned runs and did not record an out. Disastrous as that outing was, Junk has been quite effective in Triple-A this season and had a nice year at that level with the Brewers in 2023. He’s pitched 50 innings with a 3.60 earned run average for the Triple-A affiliates of the Brewers and Astros this season, and last year the now-28-year-old righty logged 140 innings with a 4.18 ERA, 15.8% strikeout rate and 7.4% walk rate for Milwaukee’s top affiliate in Nashville. Junk’s calamitous outing with the A’s sent his career ERA in 40 major league innings careening from 5.18 to 6.75. He’s been far better in Triple-A, with 266 innings of 4.26 ERA ball and consistently strong walk rates. Basso, 26, made his big league debut earlier this season and tossed 3 1/3 innings. The former 16th-round pick breezed through six Double-A starts this year (2.84 ERA, 30.5 K%, 2.9 BB%) and has now appeared in 16 Triple-A games (12 starts). In 67 2/3 innings in Vegas, he’s logged a 5.19 ERA while fanning 26.4% of his opponents against a 7.5% walk rate. 29 Comments12 hours ago Believe the “move” from Oakland when it actually happens- not a minute before. Theres a good reason why there hasn’t been a word about the “move” or the new “stadium” in months: they’re staying in Oak-town and the Coliseum, and that’s that. If they just get rid of Mt Davis, it will be restored to a top 3 MLB stadium. 1 small renovation away from being restored to greatness. Also explains why the real estate around immediately around the stadium is skyrocketing in value and all sorts of movie actors, CEO’s, etc are moving in to live full time or at least buying vacation homes/extra properties there. I hope you’re right 11 hours ago Umm, not one single thing you said is either accurate or will possibly happen. They sold their half of the coliseum, so if they had to rent again they would be paying an insane rate, which is definitely not worth it because that stadium is COOKED. One, they would never spend money to remove Mt Davis, that in itself would be millions of dollars. Two, ‘1 small’ renovation is complete nonsense. Even a large renovation would only bring it back to being a top 20 stadium…in 1989. 10 hours ago Best view in MLB without Mt Davis and the A’s have been defaming the Coliseum for year in an effort to try to strong arm it and blackmail it. It should sue for defamation. 8 hours ago It was a beautiful view, and it’s a darn shame Mt. Davis was ever built. 7 hours ago Nice view yes, best view not even close. Sue Alameda County for building Mt Davis but it is no longer the A’s problem whatsoever. Don’t forget the plumbing issues, i.e. sewer backup. Manufactured issue, never actually happened. Hey Suncloud, you forgot your usual part about how unbelievable it is that nobody that played on the A’s 1989 WS champ team is still on the team. What??? I thought mark McGwire and Jose canseco are still playing! Harold Reynolds isn’t playing any more and working for MLB Network? Whaaaaaaat??? One man’s junk is another man’s junk 3 hours ago If the Vegas stadium deal falls apart, they could demolish and rebuild the Coliseum. But that stadium has more problems than Mt. Davis Athletics thought he was garbage and threw him away. Junk comment Junk in, Junk out. Face it, he was a Junk baller. Wow, what was Mark Kotsay thinking leaving a guy out there for 8 batters when he can’t even record an out? 33 pitches by Junk + pitch clock. The only thing I can think of is that Kotsay didn’t have a backup bullpen arm ready to go. I haven’t paid attention to a bullpen in ages, but I can remember when I was younger there were often two guys in the bullpen warming up You know it’s bad when you can’t get an out against Seattle. Junk has been tossed onto the trash heap of life Gotta get rid of your junk before you move. 1 game, 7 runs, 6 hits, 0 outs recorded. If nothing else he definitely lived up to his name… MLBTR must be hoping that this guy keeps getting passed around like a bottle of JD at a Tennessee tailgate. Easy jokes mean $ clicks. Brewers will bring him back this winter, if not sooner. Somebody’s junk is someone else’s treasure Did they call Junk-Luggers? 5 hours ago Junk his ERA is infinity and beyond! 2 hours ago In other news, Trey Trash and Gary Garbage both promoted by the Watson Wastes AAA club. Leave a Reply Cancel replyPlease login to leave a reply. Log in Register - Feeds by Team
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MLB Trade Rumors is not affiliated with Major League Baseball, MLB or MLB.com Username or Email Address Remember Me Rehabs Highlight The Week In SomersetBridgewater, New Jersey – While the Yankees sit atop the American League East, the Patriots continue to push to make up a 2.5 game deficit in the Eastern League’s Northeast Division with just 13 games remaining on the schedule at the end of play on Sunday. Somerset concluded a banner Bridgewater, New Jersey – While the Yankees sit atop the American League East, the Patriots continue to push to make up a 2.5 game deficit in the Eastern League’s Northeast Division with just 13 games remaining on the schedule at the end of play on Sunday. Somerset concluded a banner week at TD Bank Ballpark on Sunday that somewhat resembled the Bronx after playing host to five MLB rehabs during the homestand, including Sunday when starter Luis Gil toed the bump for the Patriots. Luis Gil fans the first batter he faces on MLB rehab assignment #RepBX @Yankees pic.twitter.com/sRSN5D6f79 — Somerset Patriots (@SOMPatriots) September 1, 2024 Gil, who started the first-ever game for Somerset in their Yankees affiliated tenure, had an up-and-down outing in his first start since 8/21 when he was placed on the IL with a lower back strain. The 26-year-old right-hander labored through 3.2 innings against Reading, allowing three earned runs on four hits to go along with two walks and a HBP while fanning six batters. Reading forced Gil into a hard-working first frame after the Dominican-native fanned the first two batters of the game. A double, a walk and a two-run single and an RBI-triple forced Gil to uncork 37 pitches in the first and immediately put him into a 3-0 hole. Gil would toss 42 pitches over the final 2.2 innings of work, ending his day at the 80-pitch mark (52 strikes). The Yankees were impressed by Gil during spring training, and they made him the first arm to be called up in April when a rotation slot was vacated. The Dominican-native has been one of the best hurlers in baseball in his first season returning off of 2022 Tommy John surgery – he has pitched to a 3.39 ERA and fanned 144 batters in 124.2 innings of work over 24 starts this season. Rizzo Rocked #RepBX pic.twitter.com/u6kpM3YycV — Somerset Patriots (@SOMPatriots) August 27, 2024 The Yankees officially activated first baseman Anthony Rizzo from the 60-day IL on Sunday after the three-time All-Star spent five games with the Patriots over the last week. The 35-year-old slugger, who had been out of action since 6/17 with a right forearm fracture, went 2-for-5 in 11 at-bats during his rehab stint, highlighted by a long, towering homer against Reading on Tuesday night. “It’s cool to see the guys around here in the minor leagues,” said Rizzo. “You know they are working; you see them in spring training and their dream is to be where we’re at. We’re living that dream every day. I would much rather be in the big leagues, but you’ve got to enjoy where you are and I enjoyed it here in Somerset, I enjoyed it in Portland and just taking it day-by-day.” 🚨BERTI BOMB🚨 Jon Berti crushes a three-run homer and is 2-for-3 in his first rehab game with Somerset. #RepBX pic.twitter.com/i9Ch19Y4y2 — Somerset Patriots (@SOMPatriots) August 24, 2024 Infielder Jon Berti served as the DH for Somerset in Sunday’s series finale with Reading, playing in his seventh rehab game for the club in his most recent stint after seeing rehab action with the team back in May. Berti has gone 6-for-25 with a homer, four RBI and two stolen bases in his comeback from a right-lat strain that has kept him on the shelf since June 17. “Especially early on, it’s been very frustrating, obviously,” admitted Berti. “You have to change your mindset to being my job is to get healthy as soon as I can. It has been a long process, but I am feeling good and feeling good with the direction I am going in.” Ian Hamilton in two games on rehab assignment with Somerset: 2.1 IP // 0 R // 0 H // 0 BB // 6 K pic.twitter.com/2t2fb2S8t7 — Somerset Patriots (@SOMPatriots) August 28, 2024 Reliever Ian Hamilton made two appearances for Somerset and displayed flashes of dominance during his rehab stint. The 33-year-old right-hander, who was working his way back from a lat injury, was scratched from a scheduled third rehab appearance with reported back spasms. Hamilton, who appeared to be close to returning prior to Friday, fanned six of the seven batters he had faced during his time with the Patriots. “It feels kind of like a second spring training deal,” said Hamilton in regard to the large rehab contingent in Somerset. “It just feels like it brings a more competitive atmosphere when everybody is here like that. I hope we don’t do that all of the time, but when it’s like this it kind of gives us a second wind.” Cody Poteet was NAILS in his third rehab start😤 3.2 IP | 0 H | 1 BB | 6 K🔥 pic.twitter.com/0yTw65lzqh — Somerset Patriots (@SOMPatriots) August 30, 2024 Right-hander Cody Poteet, who has been out of game action since 6/18 with a right-triceps strain, has been stellar for the Patriots in three rehab starts for the club. The 30-year-old former Marlin tossed 3.2 innings of no-hit ball with six punch outs against Reading this past Friday night. Over his three appearances on his comeback thus far, Poteet has allowed just five hits and one earned run while fanning 11 batters over 9.2 frames. Matt Kardos | SomersetPatriots.com Senior Writer Matt Kardos has covered the Yankees minor league system for over a decade and will spend his 12th season on the beat covering the Patriots for SomersetPatriots.com. Throughout his career, Matt has contributed to MLB.com, YES Network and Pinstriped Prospects. When he’s not at the ballpark, Matt enjoys traveling with his wife Kimberly, watching Jets football and collecting sports cards. - Somerset Patriots
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Assignment formats Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.
Introduction As discussed in the previous chapter, assignments are a common method of assessment at university. You may encounter many assignments over your years of study, yet some will look quite different from others. By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. This chapter ...
Characteristics of Effective Assignments -- An Assignment Design Checklist Well-designed assignments are.... Created by Anita K. McCauley, WFU CAT | Based on the recommendations of the AACU and the NILOA on Assignment Design
Types of academic writing Academics mostly write texts intended for publication, such as journal articles, reports, books, and chapters in edited collections. For students, the most common types of academic writing assignments are listed below. ... Different fields of study have different priorities in terms of the writing they produce.
Designing Effective Writing Assignments. One of the best ways for students to determine what they know, think, and believe about a given subject is to write about it. To support students in their writing, it is important to provide them with a meaningful writing task, one that has an authentic purpose, clear guidelines, and engages students in ...
Learn about the characteristics and types of academic writing, and how to successfully structure and word any academic writing assignment.
Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more. Assignments are typically designed to be completed outside of class ...
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 ...
Academic assignments contain clearly formulated central idea developed in logical manner, leading to conclusion. The central idea - usually expressed in a single sentence (your answer to the question).
Types of Assignments in Academia Academia encompasses a wide range of assignment types, each with its unique purpose and structure. These may include research papers, essays, case studies, literature reviews, lab reports, and more. It is essential to comprehend the particular demands and standards associated with each kind of task in order to customize your strategy and produce a polished result.
In Unpacking the Elements we try to break down prompts into the essential features common to nearly every assignment (writing or not), and in doing so the goal was primarily two-fold: to help instructors identify the role of each element in their own assignments and how clearly each element is communicated in their prompts; and to give students and instructors a shared, simple vocabulary for ...
Assignments come in different forms and serve different purposes. Some of the most common types of assignments you may encounter include essays, case study responses, reports, reflective writing assignments, annotated bibliographies, and literature reviews. Let's explore each of these assignment types in detail!
TEN STEPS TO PLANNING AND WRITING AN EXCELLENT ASSIGNMENT Sitting down to prepare and write an assignment can be a daunting task. Following these ten steps will help you to develop good academic practice and thereby improve the quality of the work that you submit. Make sure that you also apply the feedback that you have received from your previous assignments to any new piece of writing.
Organising and structuring your assignment can be as important as the content itself as it helps you present your arguments in a logical way. A good, logical structure to your assignment is key to ensuring your lecturer can follow your argument, making it easier to read and understand. You should take them on a journey to your conclusion, so that they can see how your case builds up through ...
Writing an effective assignment is more of an art than a science. It demands critical thinking, thorough research, organized planning, and polished execution.
Types of Assignments Gen Ed courses transcend disciplinary boundaries in a variety of ways, so the types of writing assignments that they include also often venture outside the traditional discipline-specific essays. You may encounter a wide variety of assignment types in Gen Ed, but most can be categorized into four general types: Traditional academic assignments include the short essays or ...
- The Writing Process: These features show all the steps taken to write a paper, allowing you to follow it from initial idea to published article. - Into the Essay: Excerpts from actual papers show the ideas from the chapters in action because you learn to write best by getting examples rather than instructions.
Writing in college is usually a response to class materials—an assigned reading, a discussion in class, an experiment in a lab. Generally speaking, these writing tasks can be divided into three broad categories: summary assignments, defined-topic assignments, and undefined-topic assignments.
Summarize - A summary provides a condensed explanation of key features from a text or activity. Many assignments might require some summary even if summarizing isn't the main goal of the assignment. A summary may be required if the assignment includes words such as describe, explain, depict, and illustrate.
Your goals for the assignment. Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment? Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general. For instance, if you want ...
How to Read an Assignment 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 ...
There are six characteristics of a model assignment which will not only alleviate instructor frustration, but also strengthen student writing and time management skills. Create assignments which directly relate to accomplishing the course objective. A model assignment maintains a clear goal toward accomplishing a course objective.
What are Assignments? Assignments include Quizzes, graded Discussions, and online submissions (i.e. files, images, text, URLs, etc.). Assignments in Canvas can be used to challenge students' understanding and help assess competency by using a variety of media. The Assignments page shows students all of the Assignments that will be expected of ...
The A's have designated right-hander Janson Junk for assignment and recalled left-hander Brady Basso from Triple-A Las Vegas, the team announced Thursday. Junk was claimed off waivers just six ...
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