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" 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." These are the stylistic tips to which you must adhere.

 

E. Technical Details: These instructions usually indicate format rules or guidelines. Example: "Your paper must be in 12-point, Times New Roman font and must not exceed five pages." Pay close attention to these, as well.

 

Summary: This basic assignment format is pretty common, but you will sometimes be required to complete a writing assignment that is not coupled with a written explanation. In such cases, you should be sure to jot down these elements as your instructor offers the verbal explanation of the assignment. Remember,

• The overview set the context for the assignment.

• The task tells you what the instructor wants you to do when you write the paper.

• The instructor may also offer additional suggestions that will help get you thinking about some possible ways to approach this writing assignment. Write these things down as your instructor describes the assignment. 

Take a look at a current assignment sheet and answer the following questions as completely as possible.

1. What is your instructor asking you to do? What is the task of the assignment? (you might use the chart "Interpreting the Task" for some help with this).

2. Why did your instructor ask you to do this particular task? What's is your instructor hoping completing the assignment will accomplish?

3. How might you make use of the assignment overview? How does it help you find a way into the assignment?

4. How does this writing assignment fit in with the other writing assignments you have completed thus far? In other words, what can you apply from your previous writing experiences to this particular writing task?

5. If you do not find this assignment interesting at first, how will you find a way to make it interesting to you (and successful, according to the instructor, at the same time)?

6. Who is your audience for this assignment?

7. What writing style is acceptable? What are the absolute rules of the assignment?

8. What worries you most about this writing assignment? What steps will you take to overcome this worry and get on with the task of completing this project?

9. What are you going to do first (and when) now that you have read the assignment and understand what the instructor is asking you to do?

10. If you don't understand what the instructor is asking you to do, what will you do to figure out what's being asked of you?

Once you have completed these questions, you are ready to tackle the assignment. Good luck!