HOW TO READ AN ASSIGNMENT

What do you do first?

STEP I: Read the assignment carefully as soon as you receive it. At this point, the verbal instructions your instructor has given you (as well as the purpose of the assignment) will still be fresh in your mind. In this context, the assignment may make much more sense than it will later, and you have some great ideas to get started on it--ideas that may slip from your mind if you wait for another more convenient time to review the assignment.

 

STEP II: Ask the instructor about anything you do not understand. If you are at all confused by the assignment, your instructors would prefer to set you straight before you hand your paper in--so don't hesitate to approach them.

 

What should you expect? Believe it or not, 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:

A. An overview of some kind: The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, and/or remind you of something pertinent that you have already discussed in class. For example, the opening lines of an a writing assignment might offer an overview like this: "For several weeks now, we have focused on the variety of reasons fish do not wear hats or carry cell phones . . . " or "Experts agree that most varieties of birds reject Pez, though canaries are quite fond of Pez dispensers. The reasons for this strange phenomenon are many, including . . . "

 

B. The task of the assignment: Pay close attention to this. This is the part that tells you what to do when you write the paper. Look for a key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why: these words specify tasks. For example, the task of the two hypothetical assignments for which I provided an overview (above) might be to "trace the ways in which various technological advances on land have affected creatures of the sea" or "analyze the effect that novelty candy dispensers have had on the breeding cycle of the canary." (*See "Interpreting the Task"--chart below--for more on how to make sense of what the instructor is actually asking you to do).

 

C. Additional Suggestions: Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirement. Do not feel compelled to answer every questions unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic. To continue with our hypothetical assignments, suggestions offered might include these: "What explanations can you offer for the fish's aversion to hats? Why might a fish be unlikely to carry a cell phone? Are there some kinds of fish more drawn to this technology?" or "You may wish to consider the different ways that a variety of novelty candy dispensers have affected canaries, including some possible explanations for this attraction to the Pez dispenser in particular."

 

D. Style Tips: The instructor will almost always offer some specific comments about her writing expectations. She may suggest you should "Be concise" or "offer a convincing argument backed with sufficient evidence." ay close attention to this. This is the part that tells you what to do when you write the paper. Look for a key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to

Read the assignment carefully as soon as you receive it. At this point, the verbal instructions your instructor has given you (as well as the purpose of the assignment) will still be fresh in your mind. In this context, the assignment may make much more sense than it will later, and you have some great ideas to get started on it--ideas that may slip from your mind if you wait for another more convenient time to review the assignment.

 

 

*Introductions and conclusions are among the most challenging of all paragraphs. Why? Because introductions and conclusions do more than simply state a topic sentence and offer support. Introductions and conclusions must synthesize and provide the context for your entire argument, and they must also make your intended impression on your reader.

Your introduction is your chance to get your reader interested in your subject. Accordingly, the tone of the paragraph has to be just right. You want to inform, but not to the point of being dull; you want to intrigue, but not to the point of being vague; you want to take a strong stance, but not to the point of alienating your reader. Pay attention to the nuances of your tone. Seek out a second reader if you're not sure that you've managed to get the tone the way you want it.

Equally important to the tone of your introduction is that your introduction needs to "place" your argument in some larger context. Some strategies follow:

1. Announce your topic broadly, then declare your particular take. For example, if you are interested in talking about the way that religious ideals may actually strengthen a college student's ability to question and discuss ideas, you will need to a) begin by introducing the key arguments of a critic or two who would disagree with your take, b) provide a quick definition of the problem, as others have defined it, c) declare your thesis (which states your own position on the matter).

2. Provide any background material important to your argument. If you are interested in exploring how turn of the century Viennese morality influenced the work of Sigmund Freud, you will in your introduction want to provide the reader, in broad strokes, a description of Vienna circa 1900. Don't include irrelevant details in your description; instead, emphasize those aspects of Viennese society (such as sexual mores) that might have influenced Freud.

3. Define key terms as you intend to make use of them in your argument. If, for example, you are writing a philosophy paper on the nature of reality, it is absolutely essential that you define the term for your reader. How do you understand the term "reality," in the context of this paper? Empirically? Rationally? Begin with a definition of terms, and from there work towards the declaration of your argument. 

4. Use an anecdote or quotation. Sometimes you will find a terrific story or quotation that seems to reflect the main point of your paper. Don't be afraid to begin with it. Be sure, however, to tie that story or quotation--clearly and immediately--to the main argument of your paper.

5. Acknowledge your opponents. When you are writing a paper about a matter that is controversial, you might wish to begin by summarizing the point of view of your adversaries. Then state your own position in opposition to theirs. In this way you can place your own position firmly within the ongoing conversation. Be careful, though; you don't want to make too convincing a case for the other side.

Remember your introduction is the first impression your argument will make on the reader. Take time to make this impression interesting, and consider who your readers are and what background they will bring with them to their reading. If your readers are very knowledgeable about the subject, you will not need to provide a lot of background information. If your readers are likely to be less knowledgeable, you will need to be more careful about defining your terms and offering background information.

Finally, you might want to consider writing your introduction AFTER you've written the rest of your paper. Many writers find that they have a better grasp on their subject once they've done their first draft. This firmer grasp helps them to craft an introduction that is sure-footed, persuasive, interesting, and clear. (Note: Any changes that you make to an introduction and/or thesis statement will affect the paper that follows. Simply adding the new introductory paragraph will not produce a "completed" paper).

*Adapted from "Writing: Considering Structure and Organization" (Karen Gocsik, Dartmouth College Composition Center, 1997, http://www.daratmouth.edu/~compose/student/ac_paper/write.html#intros)

In preparation for creating a top-notch introduction, answer the following questions in as much detail as possible.

1. What is the context of your argument? You will need to tie this argument to the bigger picture--the "ongoing conversation" on your topic. What is the relevance to the topic you are about to explore? You can get at this by introducing the issues the authors you are working with (and against) discuss. You can also do this by helping your reader understand the importance this topic may have in your reader's life.  You may decide to do both. In other words, what's your topic and its significance (in broad terms)?

2. What's the relevance of your topic (the "So What" test)? Why should your reader care about reading past the first sentence of your essay? How is it relevant to the reader and her life?

3. If you are working with a text, what are the names of the texts (and the authors) you are working with and/or against in this paper? What relevant issues do they raise? What is your take on their position? Do you agree? Disagree? Why or why not?

4.What's your thesis?

5. Is there an interesting (but relevant) anecdote you can begin with? Explore a couple possibilities.

Once you have answered these questions completely, take a look at your responses. What seems most promising? Why? How/why is this approach most relevant to your overall argument?

Wayne Booth offers this advice for the organizational structure of your introduction:

                COMMON GROUND  +   DISRUPTION +   RESOLUTION  (The Craft of Research, 249)

In other words, 1) you might begin by introducing the subject with respect to the common arguments made about it and/or a particular writer's take on the subject; 2) THEN move into your take on the subject, which differs from the common arguments (or at least the one made in the text/texts you are working with/against); 3) finally, show your reader how your disruption resolves the argument presented initially. The essay itself will explain how.