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The Benefits of Writing a Will

Many people put off writing a Will because they believe it will be costly or difficult, that it is unnecessary because their possessions will automatically pass to their spouse or children, or simply to avoid thinking about their own death. But writing a Will is actually a simple process, and free services such as are available to guide you through the process step by step .

Writing a Will is critically important for all adults regardless of wealth, marital status, or age.

A Will allows you to:

1. Ensure that your possessions will be distributed as you wish.

If you die without a Will, the law decides how your estate will be distributed. Although some property will automatically be passed to a spouse or children, exact distribution depends on the value of the property and the terms of title deeds. A Will is the only way to ensure that your wishes will be carried out.

2. Appoint and outline powers of an Executor and/or Trustee.

Writing a Will allows you to decide who will oversee and manage distribution of your estate. Designating a trustworthy and impartial Executor provides peace of mind that the terms of your Will will be honored.

3. Appoint a guardian for minor children.

Your Will serves as the legal guiding document for care of minor children in the event of the death of both parents.

4. Specify funeral wishes.

Specifying your funeral wishes in your Will reduces stress for loved ones and ensures your body will treated in the way you desire (e.g. burial vs. cremation).

5. Expedite the legal process.

It is generally faster and less costly to settle an estate with a valid Will. Reducing legal fees protects the value of your property and savings to be passed to beneficiaries.

6. Reduce stress and heartache for loved ones.

A Will that clearly outlines your wishes for funeral arrangements and property distribution will reduce confusion and family disagreements during a stressful and emotionally difficult time.

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6 Top Required Advantages of Assignment Writing

Nowadays, the importance of academic writing is increasing day by day. It is due to the increased requirements of teachers which students cannot fulfill. Academic writing is not an easy task it requires extensive research and error-free content. The students who study in the top universities of the world often need to get essay service for completion of their tasks. It merely shows that the requirement of professors is just increasing and students get burdened and seek services for the completion of their task.

But still, every student should try their best to complete their assignment on their own. There are a lot of several benefits of assignment writing. Have a look below, mentioned some of them.

1.  Make Student Aware About The Topic:

Assignment usually acquires a topic related to a particular subject. Assignment writing requires extensive researching and evaluation of various sources. In this regard, making assignments on your own will make you completely aware of a specific topic and subject. The student will be able to get valuable insights and informative ideas about a variety of topics.

2.  Enhance Your Writing Skills:

Assignment writing will enhance your writing skills. For making your assignment, you have to be utterly conscious about everything, grammar, punctuation, and all sort of thing. It will increase your skills and make you much proficient in writing. Your grammar will get better, and sentence formation will also improve.

3.  Enhancement of Research Skills:

By making your assignments, your research skills will get enhanced. You have to do detailed researching on a specific topic or subject to give useful information in your essay. It will increase your researching skills. You will get to know about new tactics to search on different search engines with the implication of several keywords.

4.  Help In Exams:

Making your assignment on your own will help you in your exams too. While making your assignment, you will gather all the required information, and working on it will make it preserve in your mind. In exams, you will not be needed to learn enough. You will be having all the points in mind and can efficiently complete that topic by those cleared concepts.

Real Life example Improve Learning:

The point is that assignments allow you to add the real-life experiences which will enhance your learning ability. You will learn in a much efficient manner; it will help them in getting new levels of learning when they will sit to write a new assignment.

5.  Improve Learning Skills:

By making assignments, the skills of learning will also get increased. While making assignments, students have to learn several new things and require to keep all of them save in mind. It will benefit a lot. It will engage their mind in working and studying, and they will focus more.

Lots of students think that academic writing is worthless, but actually, it is not. Just writing one assignment will give you enough information about a particular topic that you will become eligible to debate on.

6. Learn about plagiarism

Firstly, what is the likelihood of the essay/problem question matching the one that has been set by your lecturer? Secondly, one problematic thing about MPhil in Law is that it changes. In fact, it changes particularly fast in some areas (i.e., Employment Law, Criminal Law, and Law of Tort). So even if the essay put in the essay bank was excellent and up to the mark when it was first written, it, in all likelihood, is now a misrepresentation of the current law. Thirdly, the plagiarism checker detects. You should put references and citation in the right order. It will save your content from plagiarism.

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Why Should you Get Help From Assignment Expert

Why Should You Use Writing Assignments in Your Teaching?

Brad hughes, director, writing across the curriculum, university of wisconsin-madison.

Why should you use writing assignments in your teaching? That’s an important question. Even though this is a Writing Across the Curriculum website, designed to encourage faculty to incorporate writing into their teaching, let’s be honest—there are many reasons why you might not want to assign writing in your courses. And many of those reasons have to do with limits on your time. Designing writing assignments and responding to student writing take valuable time—lots of time if you do them carefully. The larger the enrollment is in your classes, the more time responding to student papers takes. You have lots of important course content to cover, so you have limited time for building in a sequence of writing assignments and some instruction around those assignments. . . .

You also need to remember that writing assignments  take substantial time for your students to do well. And not all of your students are well prepared to succeed with the writing you assign. This list could go on; the challenges can be formidable.

Yet countless faculty—in every discipline across the university—make writing an integral part of their teaching and reap benefits from doing so. Why? Here are some of the many reasons writing is an especially effective means for students to learn.

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Benefits of Writing Assignments

In a student’s life, assignments play a vital role at different academic levels. Assignments help in bridging the gap between learning of student in a school or at home. It is expected from the assignments to produce the desired documents which can be used in further studies. Questions and the statements attempted by the students are needed to be understood completely in detail in order to successfully complete the assignments.

Every person should be aware of the fact that assignments or projects are the most important part of the academic process due to which school assign large number of assignments to the students. The main reason behind is that it helps in reducing the gap between learning something academically or with experience. In latter case, students should learn to plan and organize their work neatly. There are various benefits of doing the assignments for the academics and overall development of a student. Under mentioned are some technical benefits:

1. Provides knowledge and awareness about different technical topics – Teachers or tutors assign various topics to the students so that they can easily grasp the technical knowledge based on several things which cannot be understand based on theoretical concepts. It will also help the students to broaden the horizons of students’ cognitive skills. Variety of information have been offered and exposed to the students along with the meaningful concepts in unique way by making use of the assignments. It is considered as the best way of perspective development towards a particular topic.

Awareness about technical topics

3. Cognitive and analytical abilities can be enhanced – Depreciating the value of assignments is not that worth. Students can increase and enhance their mental and imaginative skills by writing their own assignments. At the same time, the rationality of the students can also improve. With assignments, students can get their own space to try out and experiment various different ideas and other innovative methods which helps in the delivery of their subject in some unique way.

4. Research traits are enhanced – The means of assignments enables the students to get the opportunity in order to perform the research on a specific topic. By doing so, students can explore different examples and assumptions about a particular topic. Performing research is significant and is also considered as the most engaging activity so that the human brain can expand its knowledge base. Research used in making the assignments provides benefit to the students in terms of analytical ability, critical thinking and further engages them in the university community and provides benefits at professional levels. Out of research, students could gain lots of experiences like:

a. Time Management – Time management is considered as most sought-out skills that are important for every person to learn, as both time management and other activities run hand-to-hand. In terms of time management, if you have lack of abilities, it will be very difficult to synchronize your work. If you are not able to manage your time, you could be able to accomplish what you wished for and make poor decisions in regards with your work schedule.

b. Organizing and Planning Skill – A student should learn to prioritize and place your work by focusing least in the end. The work organization of a student leads to the work completion with peace of mind rather than creating lots of chaos which will make you lose your focus and miss important sectors which need to be covered while doing the assignments.

5. Improve learning with Real Life Examples – Students can get the juncture through assignments by taking real life examples into account. They can correlate and apply different authentic life examples with a particular topic. It allows the students to increase their knowledge and acquire different levels of learning with the engagement of writing in a new assignment.

 Improve learning with Real Life Examples

7. Helps You during Exams – The research of your topic allows a student to practice writing assignments by indirectly preparing for the exams. In your exams, general questions might be asked or answer the question so that you could go through other articles to get valuable assignment in a way to make them remember. During your exams, you can easily answer all the questions by practicing writing and giving feedback from teachers to answer in a better way.

Do you want more tips to the benefits of assignment writing? Or do you have no time to finish it? Stop worrying! You have the solution under one roof, that is, Locus Assignments. Our experts have years of experience and if the student got stuck in the middle of the project or assignment, experts can play lots of factors and help student to submit their assignments on time. Our native experts not only write quality assignments, but can attain good grades in affordable prices. So, don’t compromise your grades and hire subject matter experts for proper guidance and assistance.

Whether you are a student of any school, college or university, working on assignments creates lots of benefits by working professionally. It is important for the students to practice well in writing and cater all the benefits and advantages offered in a student’s life. The consideration of these characteristics and notions allows the students to deliver a good piece of writing and assignments by assisting other students in same. Students are willing to give assignments in order to help different students from different universities in the entire world.

These kinds of services get fulfilled through social media and other online platforms. These services are delivering descent assignment traits by recommending scrutinizing and considering several benefits so that students could easily understand the importance of writing assignment s and projects to a considerable level. In providing knowledge and awareness regarding a particular topic, assignments can become invaluable. Therefore, neglecting assignment writing is not possible in higher education. If you still have any query, feel free to contact at

Disclaimer: The views expressed in this post are that of the author and not those of  Locus Assignments

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Top 10 Advantages of Assignments That Every Student Should Know

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The assignments are given by almost all the colleges and universities around the world in all subjects, streams, topics, and specializations. These assignments are given to the students to complete at home.

Top 10 Advantages of Assignments That Every Student Should Know

The assignments are given to test the skills and progress of college and university students. The grades they get in these assignments carry a lot of value in their academic as well professional careers in the near future.

But the basic issue is that the students do not get enough time and energy to complete all these assignments papers absolutely by themselves in the best manner. Under such situations, they always need the best online Professional Case Study Writing Help Service online. is the right choice for them in his regard.

Students who are seeking assistance with their assignments? Get the Top 10 Advantages of Assignments Every Student Should Know to make a perfect assignment.

What Are the Advantages of Assignments?

Assignment writing is needed in various degree courses like MBA, nursing, psychology, history, English literature, physics, chemistry, law, engineering, IT (Information Technology), software and many more. As per the Case study writers of, the main advantages of assignment writing are as follows:

The Case study solution online service provided by can always help you the best in writing all your assignments in any subject, stream or topic. We provide the Best Case Study Help to students of western countries like the UK, USA, New Zealand, etc., and eastern countries like Singapore and Malaysia.

Thus, students from all across the world are hugely benefited from our services. We follow all the rules and guidelines your respective institutions give in writing the college and University Assignment Papers. Thus, you will always impress your assignment assessors in college.

Why Select

We have already helped many students from different countries in Asia, Europe, Oceania and America; all of them are very happy with our service. They are all delighted with our quality services. You also register with us very soon on our official website with a minimal registration fee. It will mark the beginning of your promising academic career.


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5 Advantages of Assignment for Students You Must Know

5 Advantages of Assignment for Students You Must Know

Imagine a situation where you would reach the finishing line without solving any assignment in your academic life. Is it even possible? Not really. Well, the significance of assignments is something that has never been hidden from us. However, a lot of students are still clueless about whether there are any benefits of writing an assignment or not.

In this blog, thus, our assignment help experts will unravel the 5 advantages of assignments for students you must know before getting started with your work. When you get a clear idea of why you must write an assignment, chances are you will score even better in your assignments whether you were in USA, Canada, UK or any other country.

Assignment Writing

Pros Of Assignment Writing: Did You Know All Of These?

The main purpose behind rolling out different university assignments to students is to bridge the gap between what students learn at school and what they practice at their homes. Not just this, these academic documents also serve as concrete resources for future study.

Before we get started with writing an assignment, we must acknowledge the fact that they are pretty crucial in the academic process which is why the professors design them for you, right? However, a lot of students do not reach top-notch grades because they consider it a mere task. On the contrary, our assignment help experts know the advantages of assignment writing well and thus, guide students on getting a step closer to their dream grades without any hassles.

These are the 5 Advantages of Assignment for Students You Must Know before you get ahead with writing assignments.

1. Strengthens Your Command Over Technical Topics And Concepts

It is quite natural for students to not understand a topic or concept when it is taught in the classrooms. However, when they are given to complete assignments on those topics, they have no other choice but to spend some more time on understanding and completing their work.

This makes them proficient with handling those queries and brushing them off with ease. This way, when you write multiple assignments on a single topic or concept, you will gain a strong command over every concept, irrespective of how technical it is.

2. Enhance the Writing Calibre

Often it happens that we have a lot in our minds, but are not able to elucidate it in a proper and legible manner in front of the readers. This is where assignments come into play and help us in enhancing our writing capabilities.

This is the reason why our assignment help experts have become habitual in writing assignments for students and helping them convey their message with ease.

3. A boost To The Cognitive Thinking Skills

Belittling the significance of assignments would lead us nowhere; rather, working diligently upon each assignment will help us give a boost to our cognitive skills as well. We will start thinking rationally and critically analyse every situation in our real lives as well.

4. Learn Better Researching Skills

A lot of times we have come across different students who are unable to find resources for their work, or proper evidence to back up the arguments in their work. However, when one begins to write different types of university assignments, one understands the difference between credible sources and non-authentic sources.

This helps students research better for their assignments and secure the grades they have always desired for.

5. Learn To Apply In Real-Life Situations

When one gains knowledge in writing theoretical assignments, it becomes quite simpler for them to apply those concepts in real-world situations as well. This helps them in being ready with the solutions to every problem that they encounter in the future.

These are the 5 Advantages of Assignment for Students You Must Know before you get started with your work. Quite fascinating, right? Now, if you’re wondering about your pending assignments, then you can simply hand them over to us. Our assignment help experts have handled all such queries of students efficiently in the recent few years. Let us quickly proceed with one of the assignment samples to give you a clear picture of how we approach different types of university assignments for their reference purpose.

How Do Our Assignment Writers Work On An Assignment? Here Is a Sample for Your Reference

For an Economics assignment, these are a few of those questions that we received recently from one of our clients. We take care of all the requirements for such assignments and cover every topic and concept that is needed to answer the assignment.

assignments and cover Topic

Similarly, we have got a number of assignments like this from students. Fortunately, our assignment expert has never let any of the queries of students go unanswered from their end. Do you have any such assignments with you? Hand them over to us now or talk to us via live one-on-one sessions.

Solve All The Assignment Riddles With A Little Guidance From Our Assignment Help Experts

India Assignment Help (IAH) is one of the most reliable companies for getting the best assignment help worldwide. You just need to fill up the order now form, and all the other things will be taken care of by us. We have a wide range of value-added services for you when you place your order with us. So, what makes you wait? Let us know the requirements of your work and we will get back to you with the complete reference solution as soon as possible.

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benefits of college writing assignments

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The English language has always been a barrier for me. I am not confident in speaking and writing English. During my academic work, I was really afraid of losing marks due to this. But, thankfully Indian Assignment Help rectifies my fears. They took over my assignment and presented it in a professional way while maintaining my university standards.

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Pedagogy in Action

Developing Strong Writing Assignments

Carol Rutz, Carleton College


What are Strong Writing Assignments?

Writing assignments are a powerful delivery system for an active, engaged course. A truism among rhetoric and composition scholars goes like this: Writing makes thinking visible. Because writing requires students to manage new knowledge within linguistic and rhetorical conventions, students are challenged on several levels. Recall of new terminology or concepts is only the beginning: in a strong writing assignment, a student may be asked to show her facility with new knowledge as well as adopt new language and, possibly, unfamiliar rhetorical conventions. Strong writing assignments are characterized by the following: they have a clear connection to course goals, they engage students with course content, and they have expectations that compliment both the pedagogy and the subject matter.

find more information about teaching with Strong Writing Assignments

Why Teach with Writing Assignments?

How to teach with writing assignments.

Students cannot get sufficient practice in writing if they only write in English classes. Writing needs to be the responsibility of colleges and universities as a whole. But for us to teach writing effectively across the curriculum, we need smaller classes and teachers who are trained to teach writing effectively in academic disciplines outside of English. Thus, the solution to the "crisis" in writing is not only educational. It is also social and political. We must insist in our departments — and in other departments across our colleges and universities — that writing is important enough to be taught throughout the curriculum. Strong writing assignments

Examples of Teaching with Writing Assignments

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benefits of college writing assignments

benefits of college writing assignments

5 Types of Workplace Writing Students Can Practice in Class

From memos and reports to self-assessments and slide decks, writing skills often needed on the job don’t tend to be taught in college. But professors can incorporate workplace writing into course assignments.

A woman wearing glasses sits at a laptop.

The skill of boiling down ideas into concise, compelling communications is crucial to success in many careers and workplaces. That’s why professors should consider designing writing assignments that align with what students will face in the workplace. Martha Coven, author of Writing on the Job: Best Practices for Communicating in the Digital Age (Princeton University Press, 2022), spoke on this topic at the recent conference on general education, pedagogy and assessment organized by the American Association of Colleges and Universities.

Coven, a trainer and consultant who teaches public policy and writing at Princeton and New York Universities, shared the many differences between workplace and academic writing—including that workplace writing tends to have short paragraphs and bulleted lists. In the workplace, collaborative writing is valued and generally expected, while in classes students are trained to write independently.

College professors not modeling good writing for students is also a problem. Their writing tends to be “terribly laden with jargon,” and “we also often hide the bottom line,” she said. That main point? It’s often very hard to find—even in academic journal article abstracts.

Other common issues include: packing slide decks with too many words, presenting data visualizations that “feel like intelligence tests” and have unhelpful titles, and adding footnotes to everything. While there are good reasons for footnotes in the academy, in an internal work memo, one is just trusted to have the facts straight.

Student pursuing careers outside academia (that is, the vast majority of students) need practice on common types of workplace writing. Here are a few types writing done at work with tips from Coven about how assignments in college courses can provide that practice:

In a recent Inside Higher Ed opinion piece, Martha Coven offered tips to academics for using numbers in papers and reports more effectively . Put into practice, the advice can help faculty members model good writing to students.

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What can be the advantages of Assignment writing?

You might have seen students getting annoyed when their teachers mention about writing assignments for homework. Most of them believe that it is of no use, and rather a total waste of time. They think that studying at college or university is enough for them, and they do not find anything important rather than attending lectures. Though this concept is completely wrong.

From the very beginning of the learning process, students are provided with homework and assignments. During the initial stages, the complexity level remains low, but as they enter the college life, the homework and assignments turn more complicated and difficult for them to complete. They might even question about as to why assignments are given to them. So there are many different reasons behind giving assignments to students.

Teachers are there to provide information and knowledge to students, and often help them with their doubts and assignments. If a teacher provides every information to the students, then their learning competencies get harmed by this, and education becomes meaningless. So students are expected to gain knowledge at their home, and clear doubts regarding different concepts from teachers.

In the area of academic education, making assignments is considered to be important for students. It helps them to achieve desired outcomes through different ways. When it comes to the five desirable advantages of assignment writing, first, there is a need of understanding the process of assignment writing. Assignment writing is considered to be as one of the most productive ways of teaching new concepts and ideas regarding the topic, so it comes out to be essential for students. On one hand, there are students who can complete their assignments easily, while on the other, there are students who find difficulty completing them. They lack confidence and skills needed to write their assignments and submit them on time. So there is a need for them to understand the importance of assignment writing, and consider it an essential practice for scoring. Here, we have mentioned some of the advantages of assignment writing that can help students to be more focused towards studies as well as their homework.

Gain knowledge and awareness about the topic

Teachers need to make sure that students are provided with different assignment activities in a way that helps them to know its importance. By doing this, they can help students attain informative concepts and meaningful insights about various topics in a great manner.

benefits of college writing assignments

This will also help them to gain knowledge and awareness about the topic and write their assignments more carefully. Therefore, students need to write assignments in order to expand their horizons of learning and experience.

Better writing skills

With the help of assignments, students can enhance their writing skills to a great extent; this is because after writing so many assignments on various topics, students tend to develop their writing skills and abilities.

benefits of college writing assignments

As they work on different assignments and homework, their abilities get improved to a sufficient level.

Enhanced cognitive and analytical abilities

We can also say that by writing assignments, students are able to increase their imaginative skills. This further helps them to develop and improve their mental abilities as well.

benefits of college writing assignments

Writing assignments provide the opportunity to students to develop innovative ideas while improving their thinking skills to a considerable extent.

Increased research and exploratory skills

Assignment writing helps the students develop a habit of exploring different assumptions and examples about the topic. By means of assignments, students will be able to conduct research in a detailed manner, and this will help improve their abilities for research.

benefits of college writing assignments

Research skills can be beneficial for students in their professional lives.

Improved learning with real-life context

The real-life context aspect must be considered for assignment writing because it provides opportunities to students that can help them apply and correlate different real-life experiences as per the topic.

benefits of college writing assignments

This also helps the student learn and acquire new levels of learning, each time they get involved with the assignment writing task.

Practical skills

Assignment writing helps the student learn some techniques and structures of writing that can be beneficial for the long run. Continuous practice is required to fulfill the task of assignment writing carefully.

benefits of college writing assignments

Practice helps them to improve their skills and grab a grip about the topic or subject. Students come across various situations and problems while writing for their assignment. This further prepares the students for unpredicted situations and provides them a better solution.

Often assignments come with a benefit that can help students boost their final score.

benefits of college writing assignments

So the students need to develop more of a concentration towards the subject encouraged by a high score which they can get from an excellent writing assignment.

Time management

Usually, colleges and universities give students a lot of assignments that they need to complete in very less time. This further helps them to manage their time wisely. They assign equal importance to their work as per its importance and agenda. This skill is even necessary for the workplace, so students get prepared for their future job as well.

benefits of college writing assignments

The practice of writing assignment needs to be assumed as an art because it takes courage and a lot of hard work to deliver or complete the best piece of writing. The more they are encouraged to write, the more they will become an expert in this field. Therefore, the importance of assignment writing in the field of education cannot be overlooked.

benefits of college writing assignments

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Writing across the curriculum.

Writing Across the Curriculum

Creating Effective Writing Assignments

Link to General Education

Since writing assignments provide such an important opportunity to support student learning, it is worth taking the time to think through each assignment carefully. A poorly constructed assignment can leave the student unsure about how to proceed or unclear about how the assignment fits into the learning goals for the course. Assignments that are too general are more likely to yield plagiarism, while assignments that are too tightly structured can discourage creativity and student investment. There is no simple recipe for creating good writing assignments, but here are some things to think about and to try.

Tips for creating effective writing assignments

Scaffolding high-stakes writing assignments, alternatives to the traditional academic essay.

Whether you are creating a new assignment or revising an existing assignment, it may help to refer to this checklist, adapted from John Bean’s Engaging Ideas (2001).

Sample letter assignment: anthropology [PDF] Sample letter assignment: history [PDF] Sample dialogue assignment: literature [PDF] Sample anthology assignment: music [PDF] Sample book proposal assignment: literature [PDF] Sample multi-genre assignment: history [PDF] Sample multimodal digital project

Suggestions for future reading

Please visit our Readings page to see the full citations .

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What Makes a Good Writing Assignment?

Getting Started

Why include writing in my courses?

What is writing to learn?

WTL Activities

What is writing to engage?

What is writing in the disciplines?

WID Assignments

Useful Knowledge

What should I know about rhetorical situations?

Do I have to be an expert in grammar to assign writing?

What should I know about genre and design?

What should I know about second-language writing?

What teaching resources are available?

What should I know about WAC and graduate education?

Assigning Writing

What makes a good writing assignment?

How can I avoid getting lousy student writing?

What benefits might reflective writing have for my students?

Using Peer Review

Why consider collaborative writing assignments?

Do writing and peer review take up too much class time?

How can I get the most out of peer review?

Responding to Writing

How can I handle responding to student writing?

Sample Grading Sheets

How can writing centers support writing in my courses?

What writing resources are available for my students?

Using Technology

How can computer technologies support writing in my classes?

Designing and Assessing WAC Programs

What is a WAC program?

What designs are typical for WAC programs?

How can WAC programs be assessed?

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Surprisingly, teachers have been known to assign writing tasks without articulating to themselves what the task is supposed to do for students. Good writing assignments always start with a clear goal that the teacher can express, usually on the assignment sheet so that students understand the goal as well.

Good writing assignments also often take shape by thinking backwards. In effect, teachers ask themselves, "What do I want to read at the end of this assignment?" By working from what they anticipate the final product to look like, teachers can give students detailed guidelines about both the writing task and the final written product.

Five Principles

As you think about making up writing assignments, use these five principles:

Principle 1. Writing Should Meet Teaching Goals

Asking questions like these about your assignment will help guarantee that writing tasks tie directly to your teaching goals in the class:

Work Backward from Goals

Although it might seem awkward at first, working backwards from what you hope the final drafts will look like often produces the best assignment sheets. We recommend jotting down several points that will help you with this step in writing your assignments:

Beyond the Basics

Writing tasks fill many different roles for students, so defining good writing assignments begins with the specific instructional context. For that reason, the first key to writing a good assignment is tying the task to the specific course goals. After taking your class and its goals into account, though, several other principles can improve the writing tasks you assign and the writing you get from students.

Principle 2. Consider the Rhetorical Situation

Perhaps most important, as noted in the five principles section, is to consider the rhetorical situation. By this, writing experts mean that you should think carefully about the audience you want students to write to as well as the particular genre or format for the final document and the larger context for the document.

Setting up your writing assignment so that the target reader is someone other than you, the teacher, might result in the most improvement in student writing. Students, after all, have had extensive experience writing to teachers, and students know that teachers are a "captive" audience. Your job mandates that you read carefully and respond to their texts. Chinn & Hilgers (2000) explain this role for the teachers as often limited to "corrector." However, instructors can move beyond the corrector role into a "collaborator" role by varying writing tasks, encouraging peer collaboration, and emphasizing professional contexts for writing. So for students, the teacher is not necessarily a reader or audience that will motivate the best possible work on a writing task. Indeed, Hilgers et al . (1999) report that their interview research with 33 upper-division students yielded an intriguing statistic: "56% of the interviewees also described one or more nonteacher audiences" (328) for their academic tasks. In many instances, the assignment called for a hypothetical audience other than the teacher, but even when the assignment didn't prompt students to write for readers other than the teacher, students directed their work toward "an individual they believed has specific content knowledge such as a CEO, coworker, or technician" (328).

Although some experts (Freedman et al ., 1994) argue that setting up a fictitious scenario with a specified audience does not motivate students any more highly than simply writing for the teacher, other practitioners across the disciplines have seen improvement in student writing when they use cases with embedded audiences for students' documents. (See, for instance, Brumberger, 2004; Cass & Fernandez, 2008; Stevens, 2005; Sulewski, 2003.)

A further extension of this move toward providing rich writing contexts beyond the teacher involves writing tasks that actually target real readers. Many senior design projects and management projects in engineering and natural resources involve pairing students with actual clients so that students must take into account the particular needs of their readers. Across many disciplines, teachers are investigating alternative methods to connect undergraduate writers with real audiences, including client-based partnerships (Kiefer & Leff, 2008; Kreth, 2005; Planken & Kreps, 2006;) and service-learning opportunities (Addams et al ., 2010; Bourelle, 2012), among other options.

But even if your particular class doesn't allow you to pair students with actual clients or other readers, consider ways in which you can create a meaningful context with readers beyond the teacher in the classroom (see, for example, Ward, 2009). Chamely-Wiik et al . (2012), for instance, describe in detail how, drawing on materials from The Council of Writing Program Administrators and The Foundation for Critical Thinking, they developed a case study writing context for first-year general chemistry students. As they explain,

Our initial case-study assignment, used for the first two years of the course, required students to explore the scientific principles involved in the Bhopal disaster where thousands of people died in an industrial chemical accident.... The second assignment, used in the third year, required students to formulate and defend an argument whether research in the field of cold fusion should continue to be supported. (504)

Students write with a local audience of classmates and a larger institutional context of the university community in mind. Students responded positively on affective surveys, a typical reaction to carefully designed writing tasks. More significantly, "students in this chemistry course outperformed the majority of students across all undergraduate levels at the university" (506). (For other examples of science students writing to lay audiences, see Martin, 2010; McDermott& Kuhn, 2011; Moni et al ., 2007; Sivey & Lee, 2008).

In addition to audience concerns, students also benefit from understanding how and why a particular format or genre helps them communicate with a target audience (especially when we think of genres as those recurring rhetorical reactions to typical communicative situations). From YouTube videos in organic chemistry (Franz, 2012) to position papers in public relations (Powell, 2012) to posters in physiology (Mulnix, 2003), teachers are helping students to write in genres that immediately connect them with the real readers of their future professional settings. (See also Blakeslee, 2001; Guilford, 2001; Jebb, 2005; LeBigot & Rouet, 2007; Mizrahi, 2003; Motavalli et al ., 2007; Schwartz et al ., 2004; Wald et al ., 2009.)

Why does this attention to audience and genre seem to matter so much to student writing? In recent years, several studies (Adam, 2000; Beaufort, 2004; Belfiore et al ., 2004; Freedman & Adam, 2000; Spinuzzi, 2010) have explored the reasons why writers attentive to specific contexts are more successful. In particular, workplace literacy and socio-cognitive apprenticeship theory (among related theoretical perspectives) both emphasize the role that knowledgeable mentors within a workplace play as they initiate newcomers to the communicative context. (See especially Beaufort, 2000, and Ding, 2008, for social apprenticeship studies and Paretti, 2008, on situated learning and activity theory.) As Dias et al . (1999) explain, writing is not a fixed set of skills that we learn once and then simply plug into as we need to communicate. Rather,

Written discourse... is regularized but not fixed; fluid, flexible, and dynamic; emerging and evolving in exigency and action; reflecting and incorporating social needs, demands, and structures, and responsive to social interpretations and reinterpretations of necessarily shifting, complex experiences. (23)

And, as a result of the fluidity of discourse in varied workplace settings, writers themselves should be prepared for major development of their communication skills when they enter new workplaces. MacKinnon's qualitative study (2000) of new analysts and economists at the Bank of Canada showed that

Overall, the writing-related changes were considerable, consequential, and a shock for some participants: "It's like going to China," said one. For most of the ten participants, the complex totality of the writing-related changes they experienced added up to a "sea change": a major shift in their understanding of what writing is an does in an organization, a revised understanding of the roles they saw for themselves as writing workers and as working writers, and often major changes in various aspects of the macro writing process. (50)

When students have opportunities as undergraduates or graduate/professional students to anticipate these major shifts, then the transitions to workplaces of all sorts become easier. For the most part, moreover, students recognize that apprenticeship learning in academic settings provides both more structured scaffolding of writing tasks and lower-stakes learning. They thus embrace the learning opportunities when offered to them in academic classes.

Principle 3. Break Down the Task into Manageable Steps

The fifth principle noted in the general section on "what makes a good writing assignment?" is to break down the task into manageable steps. Many teachers approach this element of good assignment design by thinking carefully about assignment sequence. One particularly thorough explanation of this process appears in Leydens & Santi (2006). This writing specialist and geoscientist take up the details of designing assignments with an eye to course goals. They also consider the importance of not overwhelming teachers and students (the Less is More approach) as they explain their specific process of questioning their assignments (pp. 493-497). (See also Lord, 2009, and Greasley & Cassidy, 2010.)

Scaffolded assignments, such as the agricultural economics assignment noted in the Additional Resources section, help students reach a larger goal by asking them to collect resources in stages. A final stage requires that students transform each of the earlier stages in a final document. Sequenced assignments, on the other hand, each stand independently, but each task builds on particular skills and challenges to enable students to meet a larger set of goals. Herrington (1997) describes a scaffolded assignment (71-72) with a preliminary plan for a major project followed by an annotated bibliography, early draft (with cover note focused on successes and challenges thus far) and final draft (with cover note). Mulnix & Mulnix (2010) also describe a similar argumentative assignment that uses sequenced tasks to repeat and reinforce critical thinking skills. See also Sin et al . (2007) for a sequence in accounting, Howell (2007) in materials science, Fencl (2010) on a sequence in physics, Zlatic et al . (2000) on pharmaceutical education, and Harding (2005) on freshman mechanical engineering. Coe (2011), on the other hand, describes a series of scaffolded writing tasks to help students build argument skills in philosophy, Alaimo et al . (2009) explain their project for sophomore organic chemistry students, and Lillig (2008) looks at upper-division chemistry.

Principles 4 and 5. Make the Assignment Clear to Students

A well-designed assignment will make the elements of the task clear to students. This includes identifying relevant intermediate assignments and activities, such as topic proposals or literature reviews for longer assignments, as well as providing information about relevant writing, research, and collaboration processes. In general, it is also advisable to list grading criteria on the assignment sheet. Making the assignment clear to students will help them better understand the scope and challenge of the assignment. It also is likely to produce better learning and performance.

Resource: Sample Assignment from an Advanced Undergraduate Agricultural Economics Seminar

Good analytical writing is a rigorous and difficult task. It involves a process of editing and rewriting, and it is common to do a half dozen or more drafts. Because of the difficulty of analytical writing and the need for drafting, we will be completing the assignment in four stages. A draft of each of the sections described below is due when we finish the class unit related to that topic (see due dates on syllabus). I will read the drafts of each section and provide comments; these drafts will not be graded but failure to pass in a complete version of a section will result in a deduction in your final assignment grade. Because of the time both you and I are investing in the project, it will constitute one-half of your semester grade.

Content, Concepts and Substance

Papers will focus on the peoples and policies related to population, food, and the environment of your chosen country. As well as exploring each of these subsets, papers need to highlight the interrelations among them. These interrelations should form part of your revision focus for the final draft. Important concepts relevant to the papers will be covered in class; therefore, your research should be focused on the collection of information on your chosen country or region to substantiate your themes. Specifically, the paper needs to address the following questions.

1. Population

Developing countries have undergone large changes in population. Explain the dynamic nature of this continuing change in your country or region and the forces underlying the changes. Better papers will go beyond description and analyze the situation at hand. That is, go behind the numbers to explain what is happening in your country with respect to the underlying population dynamics: structure of growth, population momentum, rural/urban migration, age structure of population, unanticipated populations shocks, etc. DUE: WEEK 4.

What is the nature of food consumption in your country or region? Is the average daily consumption below recommended levels? Is food consumption increasing with economic growth? What is the income elasticity of demand? Use Engel's law to discuss this behavior. Is production able to stay abreast with demand given these trends? What is the nature of agricultural production: traditional agriculture or green revolution technology? Is the trend in food production towards self-sufficiency? If not, can comparative advantage explain this? Does the country import or export food? Is the politico-economic regime supportive of a progressive agricultural sector? DUE: WEEK 8.

3. Environment

This is the third issue to be covered in class. It is crucial to show in your paper the environmental impact of agricultural production techniques as well as any direct impacts from population changes. This is especially true in countries that have evolved from traditional agriculture to green revolution techniques in the wake of population pressures. While there are private benefits to increased production, the use of petroleum-based inputs leads to environmental and human health related social costs which are exacerbated by poorly defined property rights. Use the concepts of technological externalities, assimilative capacity, property rights, etc., to explain the nature of this situation in your country or region. What other environmental problems are evident? Discuss the problems and methods for economically measuring environmental degradation. DUE: WEEK 12.

4. Final Draft

The final draft of the project should consider the economic situation of agriculture in your specified country or region from the three perspectives outlined above. Key to such an analysis are the interrelationships of the three perspectives. How does each factor contribute to an overall analysis of the successes and problems in agricultural policy and production of your chosen country or region? The paper may conclude with recommendations, but, at the very least, it should provide a clear summary statement about the challenges facing your country or region. DUE: WEEK15.

Adam, C. (2000). "What do we learn from the readers? Factors in determining successful transitions between academic and workplace writing." In P. Dias and A. Paré (Eds.), Transitions: Writing in Academic and Workplace Settings ; pp. 167-182. Cresskill, NJ: Hampton Press.

Addams, L.H., Woodbury, D., Allred, T., & Addams, J. (2010). Developing Student Communication Skills while Assisting Nonprofit Organizations. Business Communication Quarterly, 73 (3), 282-290.

Alaimo, P.J., Bean, J.C., Langenhan, J.M., & Nichols, L. (2009). Eliminating Lab Reports: A Rhetorical Approach for Teaching the Scientific Paper in Sophomore Organic Chemistry. The WAC Journal, 20 , 17-32.

Beaufort, A. (2004). Developmental gains of a history major: A case for building a theory of disciplinary writing expertise. Research in the Teaching of English, 39 (2), 136-185.

Beaufort, A. (2000). Learning the trade: A social apprenticeship model for gaining writing expertise. Written Communication, 17 (2), 185-224.

Belfiore, M.E., Defoe, T.A., Folinsbee, S., Hunter, J., & Jackson, N.S. (2004). Reading Work: Literacies in the New Workplace. Mahwah, NJ: Lawrence Erlbaum Associates.

Blakeslee, A.M. (2001). Bridging the workplace and the academy: Teaching professional genres through classroom-workplace collaborations. Technical Communication Quarterly, 10 (2), 169-192.

Bourelle, T. (2012). Bridging the Gap between the Technical Communication Classroom and the Internship: Teaching Social Consciousness and Real-World Writing. Journal of Technical Writing and Communication, 42 (2), 183-197.

Brumberger, E.R. (2004). The "Corporate Correspondence Project": Fostering Audience Awareness and Extended Collaboration. Business Communication Quarterly, 67 (3), 349-58.

Cass, A.G., & Fernandes, C.S.T. (2008). Simulated conference submissions: A technique to improve student attitudes about writing. 2008 IEEE Frontiers in Education Conference, Vols. 1-3 ; pp. 1535-1540.   

Chamely,Wiik, D.M., Kaky, J.E., & Galin, J. (2012). From Bhopal to cold fusion: A case-study approach to writing assignments in honors general chemistry. Journal of Chemical Education, 89 (4), 502-508.

Chinn, P.W.U., & Hilgers. T.L. (2000). From corrector to collaborator: The range of instructor roles in writing-based natural and applied science classes. Journal of Research in Science Teaching, 37 (1), 3-25.

Coe, C.D. (2011). Scaffolded writing as a tool for critical thinking: Teaching beginning students how to write arguments. Teaching Philosophy, 34 (1), 33-50.

Dias, P., Freedman, A., Medway, P., & Paré. (1999). "Introduction: Researching Writing at School and at Work." Worlds Apart: Acting and Writing in Academic and Workplace Contexts; pp. 3-13. Mahwah, NJ: Lawrence Erlbaum Associates.

Dias, P., Freedman, A., Medway, P., & Paré. (1999). "Situating Writing." Worlds Apart: Acting and Writing in Academic and Workplace Contexts; pp. 17-41. Mahwah, NJ: Lawrence Erlbaum Associates.

Ding, H. (2008). The use of cognitive and social apprenticeship to teach a disciplinary genre: Initiation of graduate students into NIH grant writing. Written Communication, 25 (1), 3-52.

Fencl, H.S. (2010). Development of Students' Critical-Reasoning Skills through Content-Focused Activities in a General Education Course. Journal of College Science Teaching, 39 (5), 56-62.

Franz, A.K. (2012). Organic chemistry YouTube writing assignment for large lecture classes. Journal of Chemical Education, 89 (4), 497-501.

Freedman, A., & Adam, C. (2000). "Write where you are: Situating learning to write in university and workplace settings." In P. Dias and A. Paré (Eds.), Transitions: Writing in Academic and Workplace Settings ; pp. 31-60. Cresskill, NJ: Hampton Press.

Freedman, A., Adam, C., & Smart, G. (1994). Wearing suits to class: Simulating genres and simulations as genre. Written Communication, 11 (2), 193-226.

Greasley, P., & Cassidy, A. (2010). When it comes round to marking assignments: how to impress and how to 'distress' lecturers. Assessment & Evaluation in Higher Education, 35 (2), 173-189.

Guildford, W.H. (2001). Teaching peer review and the process of scientific writing. Advances in Physiology Education, 25 (3), 167-175.

Harding, B.A. (2005). "A simple mechanism to teach a complex practitioner knowledge set." Innovations in Engineering Education 2005 ; pp. 479-486. ASME.

Herrington, A. (1997). "Developing and responding to major writing projects ." In M.D. Sorcinelli & P. Elbow (Eds.), Writing to learn: Strategies for assigning and responding to writing across the disciplines , pp. 67-75. New directions for teaching the learning, No. 69 . San Francisco, CA: Jossey-Bass.

Hilgers, T.L., Hussey, E.L., & Stitt-Bergh, M. (1999). "As you're writing, you have these epiphanies": What college students say about writing and learning in their majors. Written Communication, 16 (3), 317-353.

Howell, P.R. (2007). "Writing to specification: An approach to teaching scientific literacy, and a prelude to writing 'The World of Materials' essays." In J.E.E. Baglin (Ed.), Proceedings of the Symposium and Forum Education in Materials Science, Engineering and Technology ; pp. 247-289.

Kiefer, K., & Leff, A. (2008). "Client-based writing about science: Immersing science students in real writing contexts." Across the Disciplines , vol. 5 .

Kreth, M.L. (2005). A Small-Scale Client Project for Business Writing Students: Developing a Guide for First-Time Home Buyers. Business Communication Quarterly, 68 (1), 52-59.

LeBigot, L., & Rouet, J.F. (2007). The impact of presentation format, task assignment, and prior knowledge on students' comprehension of multiple online documents. Journal of Literacy Research, 39 (4), 445-470.

Leydens, J., & Santi, P. (2006). Optimizing faculty use of writing as a learning tool in geoscience education. Journal of Geoscience Education , 54 (4), 491-502.

Lillig, J.W. (2008). Writing across the semester: A non-standard term paper that encourages critical data analysis in the upper-division chemistry classroom. Journal of Chemical Education, 85 (10), 1392-1394.

Lord, S.M. (2009). Integrating effective "writing to communicate" experiences in engineering courses: Guidelines and examples. International Journal of Engineering Education, 25 (1), 196-204.

MacKinnon, J. (1993). "Becoming a rhetor: Developing writing ability in a mature, writing-intensive organization." In R. Spilka (Ed.), Writing in the Workplace: New Research Perspectives ; pp. 41-55. Carbondale: Southern Illinois UP.

Martin, A.M. (2010). "Astronomy and writing: A first-year cosmology course for nonmajors." In J. Barnes, D.A. Smith, M.G. Gibbs, and J.G. Manning (Eds.), Science Education and Outreach: Forging a Path to the Future . Astronomical Society of the Pacific Conference Series, Vol. 431; pp. 368-371. Chicago: University of Chicago Press.

McDermott, M., & Kuhn, M. (2011). Using writing for alternative audiences in a college integrated science course. Journal of College Science Teaching, 41 (1), 40-45.

Mizrahi, J. (2003). Teaching technical writing to university students using the medical report. STC's 50 th Annual Conference Proceedings ; 190-193.

Moni, R.W., Hryciw, D.H., Poronnik, P., & Moni, K.B. (2007). Using explicit teaching to improve how bioscience students write to the lay public. Advances in Physiology Education, 31 (2), 167-75.

Motavalli, P.P., Patton, M.D., & Miles, R.J. (2007). Use of web-based student extension publications to improve undergraduate student writing skills. Journal of Natural Resources and Life Sciences Education, 36 : 95-102.

Mulnix, A.B. (2003). Investigations of Protein Structure and Function Using the Scientific Literature: An Assignment for an Undergraduate Cell Physiology Course. Cell Biology Education, 2 (4), 248-255.

Mulnix, J.W., & Mulnix, M.J. (2010). Using a writing portfolio project to teach critical thinking skills. Teaching Philosophy, 33 (1), 27-54.

Paretti, M.C. (2008). Teaching communication in capstone design: The role of the instructor in situated learning. Journal of Engineering Education, 97 (4), 491-503.

Planken, B., & Kreps, A.J. Raising Students' Awareness of the Implications of Multimodality for Content Design and Usability: The Web Site Project. Business Communication Quarterly, 69 (4), 421-425.

Powell, V. (2012). Revival of the Position Paper: Aligning Curricula and Professional Competencies. Communication Teacher, 26 (2), 96-103.

Schwartz, R.S., Lederman, N.G., & Crawford, B.A. (2004). Developing view of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education, 88 (4), 610-645.

Sin, S., Jones, A., & Petocz, P. (2007). Evaluating a method of integrating generic skills with accounting content based on a functional theory of meaning. Accounting and Finance, 47 (1), 143-163.

Sivey, J.D., & Lee, C.M. (2008). Using popular magazine articles to teach the art of writing for nontechnical audiences. Journal of Chemical Education, 85 (1), 55-58.

Spinuzzi, C. (2010). Secret sauce and snake oil: Writing monthly reports in a highly contingent environment. Written Communication, 27 (4), 363-409.

Stevens, B. (2005). The Car Accident: An Exercise in Persuasive Writing. Communication Teacher, 19 (2), 62-67.

Sulewski, R. (2003). Integrating communication and technical material int eh first-year engineering curriculum: The role of the laboratory. STC's 50 th Annual Conference Proceedings ; 176-178.

Wald, H.S., Davis, S.W., Reis, S.P., Monroe, A.D., & Borkan, J.M. (2009). Reflecting on reflections: Enhancement of medical education curriculum with structured field notes and guided feedback. Academic Medicine, 84 (7), 830-837.

Ward, M., Sr. (2009). Squaring the learning circle: Cross-classroom collaborations and the impact of audience on student outcomes in professional writing. Journal of Business and Technical Communication, 23 (1), 61-82.

Zlatic, T.D., Nowak, D.M., & Sylvester, D. (2000). Integrating general and professional education through a study of herbal products: An intercollegiate collaboration. American Journal of Pharmaceutical Education, 64 (1), 83-94.

Related Web Sites

[email protected] ( ) has two useful items in their archives under "Ccomputer-intensive assignments" in the first Key Web Sites section of links:

(If the questions under rhetorical situation confuse you, call our Writing Center for a quick explanation.)

[email protected] includes a much more detailed explanation of how and why to design writing assignments at .


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