GET STARTED WITH
ACADEMIC WRITING
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In order to write successfully at university level, it is important to complete a range of tasks which include:
• Understanding your question
• Researching relevant information
• Writing an essay outline
• Writing an introduction, body, and conclusion
• Connecting paragraphs to each other in a logical order
• Editing/Proofreading
ANALYSING THE TASK
Analysing the task or question is something we often think we do, but sometimes don’t do properly.
Spending time focusing on the assignment requirements can save you a lot of time and effort in the long
run. A few questions to ask yourself include:
• What course outcomes am I satisfying?
o Is this about demonstrating understanding of a topic? Are you demonstrating your critical
thinking or argumentation skills?
• Who is my audience?
o This might not be your actual audience, who in most cases is your tutor, but an imagined
audience. Are you writing for your peers? An industry professional? An academic reader?
• What is the length and weighting of the task?
o How much is expected of me? What is appropriate?
• What are the research expectations?
o What types of resources are required? How many?
• What can the assessment rubric tell me?
o Are any key areas weighted strongly? What should you pay attention to?
UNPACKING THE QUESTION
It’s important to pay attention to all parts of the question, including the key concept and key task words, as
well as the scope and limitations, and any formatting and submission requirements.
Content Words: relate to the topic and main discussion points of your assignment. These might include main
ideas, theories, or arguments.
Instructional words: tell you how to do the assignment. For example, ‘discuss’, ‘analyse’, or ‘summarise’.
These words might seem similar on the surface, but often have distinct meanings. This also
includes the differences between the words ‘how’, ‘why’, and ‘what’.
Scope and limitations: narrow the topic and make it more specific. This might include limiting your
discussion to a particular theory, group, time period, location, or extent.
You can find a table of common assignment instruction words at the end of this guide.
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GET STARTED WITH
ACADEMIC WRITING
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THE ASSIGNMENT PROCESS
Below is a chart showing some of the elements involved at each stage of the assignment writing process.
Note: This is not always a linear process. Sometimes you may need to return to an earlier stage to
successfully complete your assignment.
• Plan your time: mark the due date in your
diary and the word length.
• Analyse the question: do you understand the
content and instructional words? Consider
limitations and scope.
• Brainstorm: what are the main points/sections?
• Research: use the key words from your
brainstorming to scope a library search. Keep
track of your references and refer frequently to
the question.
• Create an essay outline: what order will your
ideas go on? What evidence might support it?
• Write a draft: Keep in mind the structure of your
assignment. Insert references using the correct
referencing style. Clearly identify the
introduction/body/conclusion.
• Edit your assignment: Have you answered the
question? Does the structure make sense? Have
you missed anything or included irrelevant points?
• Proofread: Are your sentences clear? Is your
grammar and punctuation correct?
• Check your references: Have you referenced
according to your topic’s preferred style? Is the
formatting correct? Check your paraphrasing.
• Submit: Have you run your assignment through
Turnitin?
• Note Feedback: Take note of feedback and
implement it in your next assignment.
The SLSS have guides that expand on each of these steps in the writing process.
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COMMON INSTRUCTIONAL WORDS
Analyse Pull apart to look at in detail. Look for important aspects of key features
Argue Present your reasons for or against something, with supporting evidence
Comment on Give your informed reaction to, based on your reading/lectures etc.
Critically Assess the strengths and weaknesses of something, particularly based on other models,
evaluate theories, or opinions
Define Make clear what is meant by a word or term.
Describe Give the main characteristics or features of something
Discuss Write about the pros and cons, all main aspects of a topic and its implications
Distinguish Make clear the differences between multiple things
Elaborate Answer fully with reasons and examples
Make judgements about the merits, usefulness, or success of something, using evidence. Should
Evaluate
include the good and bad if there are both
Examine Look at in detail. Usually implies evaluation as well
Explain Tell why something happens or is the way it is
Illustrate Make clear by giving an example or evidence
Indicate Show, explain
Justify Give reasons or provide evidence for something
Outline Give only the main points, to show the structure
Review Re-examine, analyse and comment briefly on
State Express a position very clearly
Summarise Write a more concise version covering the main points only, with details and examples left out
To what extent To what degree something is true or not true
With/In
Ensure you link your topic to ‘x’
reference to ‘x’
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