Undertstanding Your Assignment

Writing is one of the main ways that human beings communicate: it is a social practice. The reasons for and purpose of any piece of writing will vary, depending upon situations, relationships and events. Sometimes people write purely for themselves, for example, to record their thoughts and events in a diary or to remind themselves of things they have to do. Some people write poetry or short stories, perhaps with a view to being published but also to express their ideas and inner thoughts. Sometimes the communication is a two-way process, for example, an exchange of emails leads to a business transaction. At other times the communication is only one way – a letter goes unanswered or is never received by the person it is intended for.

It would not take long to think of 10 different kinds of writing that most people produce in a year: they write letters, emails and text messages; they write instructions and requests; they send invitations and fill in forms; they scribble down recipes they hear on the radio; they send cards to friends and relatives. In one sense, academic writing is just another form of writing, another way of communicating with fellow human beings. But it has certain qualities that mark it out and make it quite different from the rest of writing.

One of the main ways that academic writing is different from other forms of writing is in its relationship with its audience – that is to say the reader. For most students that reader is one of their lecturers or tutors, although it could also be fellow students. Whoever it is, the reader will be concerned with whether the piece of writing has reached a certain standard and will use those standards to judge the quality of the writing. Furthermore, the judgement will be made formally, with a mark or grade and perhaps some written comments. People might make judgements privately about the quality of a letter they receive from a friend or business associate but there is no need or expectation that they will record their verdict.

The judgements that are made about a piece of academic writing are part of the whole process of deciding upon the quality of a person’s learning and, in turn, the class of degree they should be awarded at the end of their studies. The standards that are used to form those judgements may be expressed in different ways according to the subject of study or institution but they will always be concerned with structure, clarity and accuracy. There will also be an expectation that the writing will demonstrate an objective approach and explore the subject matter thoroughly, resulting in a careful analysis.

Whatever your level of study it is important to be critical when you write an academic piece of work. This does not mean finding fault with something, as it can mean in everyday life. In the context of academic writing being critical includes:

• showing an understanding and knowledge of theory
• demonstrating an awareness of what has been written or said about the subject
• taking into consideration different points of view
• using reason to make a judgement
• not accepting ideas until they have been examined closely (and then maybe rejecting them)
• coming to your own conclusions
• using your own voice.

You might think this looks like a tall order, but hopefully there is nothing in the list that you would disagree with. The same approach is used in reading an academic text, where you need to:

• identify the line of reasoning or argument
• look for hidden assumptions
• decide if the evidence used to support the argument is good enough.

A useful framework to think about academic writing can be found in a theory about the process of learning and study called Bloom’s (1956) Taxonomy of Learning. It presents six stages that a learner goes through, each one becoming more complex and building on the last. Starting with the simple mastery and recall of facts (Knowledge) the learner moves through rephrasing, applying and breaking down that knowledge before finally being able to manipulate and evaluate it (Synthesis and Evaluation). The taxonomy is often used to write instruction words in essay titles, so knowing something about it can help you understand what lecturers expect to see in your writing. However you also need to get familiar with the particular characteristics of your discipline.

What The Levels Mean

1. Knowledge – the recall of facts
2. Comprehension – rephrasing what has been understood
3. Application – applying new knowledge to a situation
4. Analysis – breaking information down
5. Synthesis – putting the parts together to create meaning
6. Evaluation – deciding on the worth of something

How are these terms useful when you are trying to understand the task you have been given? They can be translated into essay titles as follows.

Sample titles for essays about the World Wide Web

Knowledge – Describe the history of the World Wide Web.

A simple account is required, tracing a timeline and detailing facts.

Comprehension – What effect has the World Wide Web had on the way people communicate?

The writer needs to show an understanding of cause and effect in this answer.

Application – Explain how the World Wide Web works.

The writer must use knowledge of the system to demonstrate how it works in practice.

Analysis – How have methods of communication changed since the development of the World Wide Web?

Comparisons must be drawn, methods must be defined and examined in detail.

Synthesis – How could the World Wide Web be used to develop new ways of learning?

This essay calls for the writer to bring together ideas to create fresh understanding.

Evaluation – Comment on the value of the World Wide Web for society.

The writer must stand back from the subject and make a judgement.

The Assignment Title

One thing in the assignment title that you have to be very careful about is any ‘instruction’ words. They provide a clue to the approach you should adopt. Look at these examples of instruction words and an explanation of their meanings:

Analyse

Consider all the relevant factors and answer in a methodical and logical way.

Compare

Discuss the similarities and differences. Write a balanced (fair, objective) answer.

Criticise

Point out the strengths and weaknesses. Write a balanced answer.

Discuss

Give both points of an argument, with implications, before reaching a conclusion.

Explain

Give detailed reasons for a situation.

Outline

Give the main points in a concise manner. Leave out details.

Summarise

Give the main points in a concise manner. Leave out details.

Failure to write in this way (e.g. comparing, explaining, describing) will result in loss of marks as you will not have answered the question or met your tutor’s expectations.

Taken from: Successful  Academic Writing by AndyGillett, AngelaHammond and Mary Martala [2009]