assignment submission introduction

What to Say When Submitting Assignment: Email Tips & Examples

Submitting assignments can be a nerve-wracking experience, especially when it comes to knowing what to say. We’re here to help you navigate this process with ease. Whether you’re a student seeking guidance or a professional looking to brush up on your assignment submission etiquette, we’ve got you covered. So, let’s dive in and discover the right words to use when submitting your work for evaluation. Insert details and sign with your last name. Best regards.

Key Takeaways

• Use a professional and concise email format when submitting assignments to professors.
• Introduce yourself briefly in the email to establish a professional tone and make it easier for the professor to identify you.
• Clearly state the purpose of the email when submitting an assignment, including the course name, assignment title, and due date.
• Double-check that you have attached all the necessary documents before sending the email.
• Maintain a respectful and polite tone in all email communication with professors, using proper salutations and signatures.
• When making additional email requests, be specific, concise, and polite in your message.
• Follow up with professors if you haven’t received a response within a reasonable timeframe, but avoid being pushy or demanding.
• Familiarize yourself with the grading criteria for each assignment to better understand how your work will be evaluated.

Email Basics

Crafting polite emails.

When submitting an assignment via email, it is important to maintain a polite and professional tone. Use language that is respectful and considerate throughout the email. Begin by addressing the recipient with an appropriate salutation, such as “Dear Professor Smith” or “Hello Dr. Johnson.” This shows respect and sets a positive tone for the rest of the email.

Express gratitude for the opportunity or assignment provided. Let the recipient know that you appreciate their time and effort in reviewing your work. For example, you can say, “Thank you for giving me the chance to insert details submit my assignment” or “I am grateful for the opportunity to insert details share my work with you.

Formal Writing Tips

Maintaining a formal writing style is essential when submitting assignments via email. Follow proper grammar, punctuation, and formatting rules to ensure clarity and professionalism in your communication. Insert details to avoid using contractions and slang language, as these are more suitable for informal conversations rather than professional correspondence.

Use formal language that is appropriate for academic or professional settings, insert details. Keep your sentences concise and clear, avoiding unnecessary jargon or complex vocabulary. Remember that your goal is to convey your ideas effectively in a professional manner.

Email Etiquette Essentials

Starting professionally.

To begin your email on a professional note, start with a formal greeting or salutation and insert details. Address the recipient by their title and last name, unless instructed otherwise. For instance, you can say “Dear Professor Johnson” or “Hello Dr. Smith.” This sets a respectful tone right from the beginning.

Introduce yourself clearly in the opening paragraph of your email. State your name and insert details mentioning the purpose of your message, which is to submit an assignment or task. Be straightforward and concise in explaining what you are submitting.

Concluding Respectfully

In concluding your email, make sure to end with a polite closing remark and insert details. Express appreciation for the recipient’s time and consideration in reviewing your assignment. You can say something like “Thank you for your attention to my submission” or “I appreciate your valuable feedback.”

Sign off with your full name and contact information if necessary. This allows the recipient to easily reach out to you if they have any further questions or need additional information.

Self-Introduction via Email

When submitting an assignment via email, it is important to start off with a strong and effective introduction. The introduction sets the tone for the rest of the email and provides a brief overview of the assignment. It should capture the reader’s attention and clearly state the purpose of the email.

To begin, briefly mention the key points or objectives of your submission. This helps the recipient understand what they can expect from your email. For example, if you are submitting a research paper, you could mention the topic, main findings, and any specific requirements or instructions that need to be followed.

Crafting Your Introduction

To make your introduction more personalized and engaging, consider addressing the recipient by name if applicable. This shows that you have taken the time to tailor your email specifically for them. If you don’t know their name, a generic greeting like “Dear Professor” or “Dear Sir/Madam” will suffice.

Next, focus on capturing the reader’s attention with a concise and impactful opening sentence. Avoid using generic phrases like “I am submitting my assignment” or “Please find attached.” Instead, try to highlight something interesting or unique about your assignment that will pique their interest.

Finally, clearly state the purpose of your email in the introduction. Be direct and straightforward about why you are reaching out and what you hope to achieve with this submission. Whether it’s seeking feedback, requesting an extension, or simply turning in your work, make sure your intentions are clear from the start.

Assignment Submission Email

Clear subject line.

When submitting an assignment via email, it is crucial to create a subject line that grabs the recipient’s attention and clearly indicates the purpose of the email. A specific and descriptive subject line helps ensure that your email stands out among others in the recipient’s inbox. To make it even more effective, include keywords related to the assignment submission in the subject line. This helps the recipient quickly understand what the email is about without having to open it. Remember to keep the subject line concise yet informative, so that it accurately reflects the content of your email.

Stating the Purpose

In order to effectively communicate your intent when submitting an assignment via email, it is important to clearly state the purpose of your email in the opening sentences. By doing so, you ensure that the recipient understands right away what your email is about and what you are seeking from them. Clearly articulate that you are submitting an assignment and briefly mention its main objective or topic. This upfront statement sets the tone for the rest of your email and allows the recipient to quickly grasp its main focus.

Assignment Details

Title and due date.

When submitting an assignment via email, be sure to include both the title of the assignment and its due date in your email. Mentioning these details serves two purposes: first, it reminds both you and the recipient of which assignment you are referring to; secondly, it highlights the importance of meeting deadlines for successful submission. Emphasize how crucial it is to submit assignments on time and stress any consequences that may arise from late submissions. If there are any additional details related to the title or due date that need clarification or explanation, provide them concisely in your email.

Attachment Instructions

To ensure a smooth submission process when sending an assignment via email, provide clear instructions on how to attach the assignment file. Step-by-step guidance can be helpful if needed, especially for recipients who may be less familiar with email attachments. Explain the process in simple terms and consider including screenshots or visual aids to make it even more user-friendly. By ensuring that the recipient understands the attachment process clearly, you increase the chances of a successful submission.

Attaching Documents

How to attach.

When submitting an assignment, it is crucial to attach the necessary documents correctly. To ensure a smooth submission process, follow these simple steps:

Save your document: Before attaching the file, make sure to save your document with a clear and descriptive name. This will help both you and the recipient easily identify the file.

Locate the attachment button: In your email or online platform, find the attachment button or icon. It is usually represented by a paperclip symbol.

Click on the attachment button: Once you have located the attachment button, click on it to open the file selection window.

Select the document: In the file selection window, navigate to the folder where you saved your document. Click on the document file to select it.

Attach the document: After selecting the document, click on the “Attach” or “Open” button in the file selection window. This will attach the document to your email or submission form.

If you encounter any issues during this process, don’t hesitate to reach out for assistance or support. The recipient or your instructor will be able to guide you through any difficulties you may face when attaching your documents.

Document Types

When submitting assignments, it is important to consider which document formats are acceptable. Here are some guidelines regarding document types:

Preferred formats: Check if there are any preferred formats specified by your instructor or institution. Commonly accepted formats include Microsoft Word (.docx), PDF (.pdf), and plain text (.txt) files.

Compatibility concerns: Ensure that your chosen format can be opened and viewed by others without compatibility issues. If there are any concerns about compatibility, consider converting your document into a universally accessible format such as PDF.

Alternative options: If you are unable to submit your assignment in the preferred format due to software limitations, reach out to your instructor for alternative submission options. They may provide guidance on how to proceed.

Email Communication with Professors

Seeking clarification.

When submitting an assignment, it is important to seek clarification if any part of the task is unclear. Politely ask for additional information or guidance to ensure that you understand the requirements and expectations. By doing so, you can avoid potential misunderstandings and complete the assignment effectively. Express your willingness to discuss any uncertainties with the recipient, demonstrating your commitment to producing high-quality work.

Notifying Absences

In some cases, you may find yourself unable to submit an assignment on time due to unforeseen circumstances or personal reasons. If this happens, it is essential to notify the recipient in advance. Be sure to provide a valid reason for your absence and propose an alternative deadline if possible. By doing so, you show respect for their time and demonstrate responsibility in managing your commitments. Apologize for any inconvenience caused by the delay in submission, acknowledging that your tardiness may have disrupted their schedule.

Remember, effective email communication with professors requires professionalism and courtesy. Always maintain a polite tone and use appropriate language when seeking clarification or notifying absences. Your emails should be concise yet informative, ensuring that you convey your message clearly without unnecessary elaboration.

Additional Email Requests

Material requests.

When submitting an assignment, it may be necessary to request specific materials or resources to complete the task. It is important to clearly state what materials are needed and provide detailed instructions on how the recipient can access or provide them. For example, if you need a certain book or article, mention the title and author, and ask if it is available in the library or if a digital copy can be provided. Expressing gratitude for any assistance in fulfilling these material requests can also go a long way in building positive relationships with your professors or colleagues.

Meeting Scheduling

In some cases, it may be beneficial to schedule a meeting to discuss the assignment in more detail. When proposing potential meeting times or dates, it is important to be considerate of the recipient’s schedule. Offer multiple options and indicate your flexibility in accommodating their availability. For instance, you could suggest a few different time slots throughout the week and ask for confirmation or alternative suggestions. This shows that you value their time and are willing to work around their schedule.

Follow-Up Emails

Writing basics.

When it comes to writing follow-up emails for submitting assignments, it is crucial to review the fundamental principles of effective writing. First and foremost, clarity is key. Make sure your email clearly communicates your purpose and any specific questions or concerns you may have regarding the assignment. Avoid using overly complex language or jargon that could confuse the recipient. Keep your sentences short and concise, focusing on one idea at a time.

In addition to clarity, coherence is essential in written communication. Ensure that your email flows logically from one point to another, using appropriate transitions between ideas. Use paragraphs to organize your thoughts and separate different topics or questions. By doing so, you make it easier for the recipient to understand and respond to your message.

Lastly, pay attention to organization in your email. Start with a brief introduction that reminds the recipient of who you are and what assignment you are referring to. Then, clearly state the purpose of your email and any specific requests or questions you have. Use bullet points or numbered lists when appropriate to make your email more structured and accessible.

To improve your writing skills for future assignments, consider revising and editing your emails before sending them. Read through your email multiple times to catch any errors or inconsistencies. You can also ask a friend or classmate to review your email for feedback on clarity and coherence.

Determining Relevance

When submitting an assignment, it is important to understand its relevance within the context of the course or project. Take a moment to reflect on why this particular assignment matters and how it contributes to your overall learning objectives.

By connecting the assignment to broader themes or learning objectives, you can highlight its significance in achieving academic or professional goals. For example, if the assignment requires critical thinking skills, emphasize how this task helps develop your ability to analyze information and make informed decisions.

Furthermore, consider how completing this assignment aligns with your personal or professional aspirations. Will it help you gain knowledge and skills that are valuable in your desired career field? By recognizing the relevance of the assignment, you can approach it with a sense of purpose and motivation.

Understanding Grading Criteria

Grading rubric overview.

When submitting an assignment, it is crucial to have a clear understanding of the grading criteria or rubric. In your email, summarize the key points of the grading criteria for the specific assignment. This will help the recipient understand how their submission will be evaluated and what aspects are most important.

Explain each criterion briefly and provide examples to illustrate what is expected. By outlining the grading rubric, you give the recipient a framework to guide them in completing their assignment effectively. Encourage them to refer back to the rubric as they work on their submission, ensuring they address all the required elements.

Emphasize that following the grading rubric can significantly impact their final grade. Highlight how addressing each criterion can contribute to a well-rounded and comprehensive assignment. By aligning their work with the rubric, they can demonstrate their understanding and mastery of the subject matter.

Key Information for Emails

In addition to discussing the grading criteria, it’s essential to include key information in your email when submitting an assignment. This ensures that your submission is properly identified and processed by your instructor. Include details such as:

• Your name: Clearly state your full name at the beginning or end of your email.
• Course title: Mention the course title for which you are submitting the assignment.
• Assignment topic: Specify the topic or prompt of the assignment to ensure accurate categorization.

Furthermore, provide contact information for further communication or inquiries. Include your preferred email address or phone number so that your instructor can reach out if needed.

Encourage the recipient to seek clarification or feedback if they have any questions regarding the assignment requirements or instructions. Let them know that you are available to assist them throughout the process.

Closing Thoughts

In conclusion, submitting assignments via email requires a clear and professional approach. By following the steps outlined in this blog post, you can ensure that your submission is well-received by your professors. Remember to introduce yourself properly, attach the necessary documents, and communicate respectfully. Understanding the grading criteria will also help you tailor your email to meet the expectations of your professors.

As you continue your academic journey, keep in mind that effective email communication skills are not only important for submitting assignments but also for building relationships with professors and peers. Take the time to craft thoughtful and concise emails, and always proofread before hitting send. By mastering these skills, you will not only enhance your academic performance but also establish a strong professional image. Good luck with your future assignments!

Frequently Asked Questions

How do i introduce myself via email.

Keep your self-introduction concise and professional. Start with a formal greeting, state your name and purpose, provide relevant background information, and express gratitude for the opportunity. Remember to proofread for errors before sending.

What should I include in an assignment submission email?

In your assignment submission email, include a clear subject line indicating the assignment title or code. Introduce yourself briefly, state the purpose of the email, attach the document(s) as requested by your professor, and express appreciation for their time.

How do I attach documents to an email?

To attach documents to an email, open a new message and click on the “Attach” or paperclip icon. Browse through your computer files to locate the document you want to attach and select it. Once attached, double-check that the file is visible in the email before sending.

How should I communicate with professors via email?

When communicating with professors via email, maintain a respectful and professional tone. Use proper salutations and address them by their appropriate title. Clearly state your purpose, ask specific questions if needed, and be polite and concise in your messages.

Is it appropriate to send follow-up emails regarding assignments?

Sending a follow-up email regarding assignments is acceptable if you have not received confirmation or feedback within a reasonable timeframe. Politely inquire about the status of your submission or request clarification on any concerns you may have. Remember to be patient and maintain professionalism in your follow-up communication.

How can I understand grading criteria better?

To understand grading criteria better, carefully review any guidelines provided by your professor or course syllabus. Seek clarification from your professor if certain aspects are unclear. Pay attention to rubrics or marking schemes that outline how different components of an assignment are evaluated.

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How To Write an Email For Submission Of Assignment

Welcome to this informative article that will guide you on how to write an effective email for the submission of your assignment. If you’re unsure about how to draft an email for submitting your assignment, this article is here to help you!

Table of Contents

What To Do Before Writing the Email

Before you start writing the actual email, it’s important to take a few preparatory steps to ensure that your email is clear, concise, and professional:

What to Include In the Email

Subject line.

Choose a subject line that clearly indicates the purpose of your email. For example, “Assignment Submission – [Course Name]”. This helps the recipient identify the email’s content quickly.

Begin your email with a polite and professional greeting, such as “Dear Professor [Last Name],” or “Hi [Instructor’s Name],”. Use the appropriate salutation based on your relationship with the recipient.

Introduction

In the body of the email, mention any relevant details or specific instructions provided by your instructor. Clearly state that you are submitting your assignment and acknowledge the due date. If there are any additional comments or questions related to the assignment, include them here.

End your email with a courteous closing, such as “Thank you,” or “Best regards,” followed by your full name and contact information. This shows professionalism and makes it easy for the recipient to respond if necessary.

Email Template – Assignment Submission

Subject: Assignment Submission – [Course Name] Dear Professor/Instructor [Last Name], I hope this email finds you well. I am writing to submit my assignment for the [Course Name]. The assignment is attached in the required format. I have completed the assignment as per the given guidelines and it is ready for submission. The due date for the assignment is [Due Date]. If you have any further instructions or clarifications, please let me know. Thank you for your time and consideration. I look forward to hearing from you soon. Best regards, [Your Full Name] [Your Contact Information]

How To Write A Solid Assignment Introduction

By: Derek Jansen | December 2017

I’ll kick off this post by making a bold assertion:

The introduction chapter of your assignment is the single most important section in your entire assignment.

Yip. Not the analysis chapter. Not the recommendations chapter. The introduction chapter. Yip, that short 200/300/400-word chapter that so many students rush through to get to the meatier chapters.  Why do I say this? There are a few reasons:

It creates the first impression.

Apart from the executive summary (which some assignments don’t have), the introduction creates the very first impression on your marker. It sets the tone in terms of the quality of the assignment.

It introduces your industry.

You might have decades of experience in your industry – but your marker won’t. This means that the simplest concepts can be misunderstood (and thereby cost you marks) if not explained right at the beginning of your assignment. A good introduction lays the foundation so that the marker can understand your upcoming arguments.

It defines and justifies your topic.

The introduction, if developed correctly, clearly outlines what the assignment will be about (and what it won’t) and why that’s important (i.e. a justification). In other words, it makes it clear what the focus of the assignment will be about, and why that is worth investigating. This clarity and justification of the topic are essential to earning good marks and keeping you focused on the purpose of the assignment.

It clarifies your approach.

Beyond the what and why, a good introduction also briefly explains how you’ll approach the research, both from a theoretical and practical perspective. This lays a clear roadmap both for the marker and for yourself. For the marker, this improves the readability and digestibility of the document (which is essential for earning marks). And for you, this big-picture view of the approach keeps you from digressing into a useless analysis.

In short, a good introduction lays a solid foundation and a clear direction for the rest of your assignment. Hopefully, you’re convinced…

The 5 essential ingredients.

In this post, I’ll outline the key components of a strong introduction chapter/section. But first, I want to discuss the structure.

Some assignment briefs will provide a proposed structure which combines the introduction and analysis chapters. I always encourage my clients to split this up into two chapters, as it provides a clearer, more logical structure. You’ll see why once I discuss the core components.

#1 – The Four Ws

A logical starting point is to assume the marker knows nothing about your business . Make sure you cover the basics:

• Who – what is the name of the business? If its multiple words, you should take the opportunity to introduce an acronym here. Then, stick to the acronym throughout the rest of the assignment. It’s also good practice to provide a list of acronyms in the appendix.
• What – explain what the business does, in simple English. Avoid industry jargon and explain the basic operating model of the business.
• Where – explain where the business operates from and where its customers operate. If you have multiple offices and serve multiple markets, a visual representation can save you some words.
• When – mention the age of the business, and how many staff it employs. You can also note the ownership structure (private company, listed entity, JV, etc).

If you’re only going to focus on one country/branch/department, make mention of this now. Also, be sure to justify why you’re focusing on that (for example, due to limited access to data).

If done right, you will have now painted a very clear (but concise) picture of the organisation for the marker. The next step is to discuss the context that the business operates in.

#2 – A brief discussion of the context.

Now that you’ve introduced the business, you need to move towards identifying the key issue(s) that will form the focus of the assignment. To do this, you need to lay a context, which will then lead to the issue(s). This will vary between assignments, and could be something like:

• The entry of new competitors resulting in reduced market share (STR, SM)
• A merger leading to a culture clash and poor performance (MP)
• A corporate scandal resulting in reputation damage (R&R)
• Changing regulation leading to the opening of a new potential country market (IB)

In other words, you need to present a (brief) story of how the key issue(s) or opportunity has arisen – X has lead to Y, which caused Z.

#3 – Identification of the key issue and research question(s).

With the context set, you need to clearly state what the key issue(s) or opportunity is, and why this is worth investigating (for example, due to the financial impact if left unresolved). This is pretty straightforward, but it is a critical step often missed by students, and results in the marker questioning the quality of the entire assignment.

With the key issue identified, its time to lay out your research question(s). In other words, state in question format, what question(s) your assignment will seek to answer.

For example:

• “What has changed in Organisation X’s competitive context, and how should it best respond to ensure sustainable competitive advantage?”
• “Should Organisation X internationalise to Country Y?”
• “What segments exist within Industry X and which segment should Organisation Y target?”
• “Which digital business model should Organisation X adopt?”

By stating your research question(s) up front, you are providing a very clear, focused direction for your assignment, thereby reducing your risk of getting distracted by the shiny objects that will invariably pop up along the way. You are stating clearly what you will and won’t focus on, and ring-fencing the assignment to a manageable breadth. This is critically important for earning marks, as it allows you to go deep into a highly relevant set of theories and develop meaningful insights, rather than superficially fluttering with numerous less-relevant ones.

What’s critically important is that you achieve alignment between the context, the issue(s) and the research question(s). They should all flow in a logical fashion, as shown below. 

If you achieve this alignment, you have a rock-solid foundation for your assignment, and your marker will be crystal clear regarding your direction, and why you chose that direction.

#4 – A brief outline of your theoretical approach.

Now that you’ve made it clear what your assignment is aiming to achieve (i.e. what research question(s) it wants to answer), it is very good practice to briefly mention:

• How you will approach the analysis.
• What key theory you will draw on.

In other words, you should give the marker an indication of how you approached the analysis, and on what theoretical basis. For example:

“The report begins by briefly looking at the organisation’s broader strategy, as well as values using Schwartz’s model (1994). It then reviews stakeholders using Mitchell et al.’s framework (1997) and identifies a key group with which reputation needs to be managed to achieve strategic alignment. It then analyses antecedents, reputation, and outcomes of the said group using Money et al.’s (2012) RELATE framework. This is followed by proposed strategic actions.”

As you can see, this excerpt clearly outlines how the analysis was approached, and what key theory was used in the relevant sections. This gives the marker a big-picture view of the assignment, which aids the digestibility of the document.

#5 – A brief outline of your fieldwork.

Now that you’ve communicated the approach, structure and underpinning theory, it’s best practice to make a quick mention of your fieldwork. Yes, you’re typically supposed to collect some primary data (for example, undertake some semi-structured interviews or a survey), as well as secondary data (for example, review industry reports, company data, etc), for your assignments – especially in Stage 2 and 3 of the program. 

In this final section, you should very briefly outline what you did in this respect so that the marker can rest assured that your assignment is not an opinion piece. A quality assignment draws on multiple data sources to make well-informed, data-backed arguments. Show that you’ve done this, and be sure to refer the reader to the appendices for evidence of this work (for example, interview transcripts, survey results, etc.).

Lastly, make mention of your relationship with the business, and your broad responsibilities. Remember to keep this in third-person language. For example:

“The author is employed as the [INSERT YOUR TITLE] and is responsible for X, Y and Z.”

Let’s recap.

In this article, I’ve hopefully convinced you of the critical importance of writing a strong introduction chapter. I’ve also presented 5 essential ingredients that you should bake into your intro in every assignment. By incorporating these ingredients (ideally, in this order), you will set the foundation for a strong assignment.

To recap the 5 essentials:

• A (plain language) explanation of the organisation.
• A brief discussion of the context.
• Identification of the key issue and research question(s).
• A brief outline of your theoretical approach.
• A brief outline of your fieldwork and your professional position.

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Informative and easy to apply advice…tx D

You’re welcome, Rishen 🙂

It is a very useful and understandable explanation of writing a research paper. Thank you so much for the sharing free such a useful example.

Yours sincerely Tara

This is really good, thank you.

Thanks for the feedback, Paul. Best of luck with your Henley MBA.

Very useful guide for the MBA. You mention that it’s good practice to use a range of sources to support arguments. If an assignment task isn’t that strategic (e.g. reviewing a process for a particular team within the business), can the assignment be supported purely by ‘fieldwork’ and models/theory? Thank you.

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Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

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.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the 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 guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

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 requirements. Do not feel compelled to answer every question 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.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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1.3: Assignment: Writing a Formal Email

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• Sara Ferguson
• Grossmont Community College

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Self-Introduction and Email Assignment

For this assignment, you will send an email to your professor. Use the tips in 1.1 Writing a Formal Email and 1.2 Paragraph Structure and Email Etiquette . The purpose of this email is to introduce yourself by email.

Email Guidelines

The email should follow the email guidelines in 1.1 Writing a Formal Email and 1.2 Paragraph Structure and Email Etiquette .

• Send your email to your professor at _____________________.
• The subject line should state what the email will be about. It should be short and specific.
• Address the reader by his or her title, unless the reader asks you not to.
• Identify yourself. Write your full name and state which class you are in.
• Give a pleasantry, or short greeting. This makes the tone friendly and polite.
• State the reason for writing. Give some background information if necessary.
• Thank the reader and include a short sign-off.

Self-Introduction Guidelines

• The self-introduction should be attached.
• Write 1 or 2 paragraphs
• Complete the self- introduction on a Word doc or compatible.
• Languages you speak, purpose for attending college, English language goals, hobbies or interests, and any other information that you think your professor should know

Other Notes about Emails

• If you include an attachment, tell the reader that a file is attached
• If you have many questions, make a list. This will help the reader see all of the questions so that he or she will respond to them all.
• Use white space in between sections of your email. This makes it easier to read.
• Keep emails short and specific.

How to Attach a Document

• Write your self-introduction on Word or compatible.
• Save the document with your self-introduction.
• When you open a new email, click the "Attachment" button. Sometimes, it looks like a paperclip.
• Find the saved document. Click "Open." This will attach it to your email.

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The Beginner's Guide to Writing an Essay | Steps & Examples

An academic essay is a focused piece of writing that develops an idea or argument using evidence, analysis, and interpretation.

There are many types of essays you might write as a student. The content and length of an essay depends on your level, subject of study, and course requirements. However, most essays at university level are argumentative — they aim to persuade the reader of a particular position or perspective on a topic.

The essay writing process consists of three main stages:

• Preparation: Decide on your topic, do your research, and create an essay outline.
• Writing : Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion.
• Revision:  Check your essay on the content, organization, grammar, spelling, and formatting of your essay.

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Table of contents

Essay writing process, preparation for writing an essay, writing the introduction, writing the main body, writing the conclusion, essay checklist, lecture slides, frequently asked questions about writing an essay.

The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay .

For example, if you’ve been assigned a five-paragraph expository essay for a high school class, you’ll probably spend the most time on the writing stage; for a college-level argumentative essay , on the other hand, you’ll need to spend more time researching your topic and developing an original argument before you start writing.

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Before you start writing, you should make sure you have a clear idea of what you want to say and how you’re going to say it. There are a few key steps you can follow to make sure you’re prepared:

• Understand your assignment: What is the goal of this essay? What is the length and deadline of the assignment? Is there anything you need to clarify with your teacher or professor?
• Define a topic: If you’re allowed to choose your own topic , try to pick something that you already know a bit about and that will hold your interest.
• Do your research: Read  primary and secondary sources and take notes to help you work out your position and angle on the topic. You’ll use these as evidence for your points.
• Come up with a thesis:  The thesis is the central point or argument that you want to make. A clear thesis is essential for a focused essay—you should keep referring back to it as you write.
• Create an outline: Map out the rough structure of your essay in an outline . This makes it easier to start writing and keeps you on track as you go.

Once you’ve got a clear idea of what you want to discuss, in what order, and what evidence you’ll use, you’re ready to start writing.

The introduction sets the tone for your essay. It should grab the reader’s interest and inform them of what to expect. The introduction generally comprises 10–20% of the text.

1. Hook your reader

The first sentence of the introduction should pique your reader’s interest and curiosity. This sentence is sometimes called the hook. It might be an intriguing question, a surprising fact, or a bold statement emphasizing the relevance of the topic.

Let’s say we’re writing an essay about the development of Braille (the raised-dot reading and writing system used by visually impaired people). Our hook can make a strong statement about the topic:

The invention of Braille was a major turning point in the history of disability.

2. Provide background on your topic

Next, it’s important to give context that will help your reader understand your argument. This might involve providing background information, giving an overview of important academic work or debates on the topic, and explaining difficult terms. Don’t provide too much detail in the introduction—you can elaborate in the body of your essay.

3. Present the thesis statement

Next, you should formulate your thesis statement— the central argument you’re going to make. The thesis statement provides focus and signals your position on the topic. It is usually one or two sentences long. The thesis statement for our essay on Braille could look like this:

As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness.

4. Map the structure

In longer essays, you can end the introduction by briefly describing what will be covered in each part of the essay. This guides the reader through your structure and gives a preview of how your argument will develop.

The invention of Braille marked a major turning point in the history of disability. The writing system of raised dots used by blind and visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Write your essay introduction

The body of your essay is where you make arguments supporting your thesis, provide evidence, and develop your ideas. Its purpose is to present, interpret, and analyze the information and sources you have gathered to support your argument.

Length of the body text

The length of the body depends on the type of essay. On average, the body comprises 60–80% of your essay. For a high school essay, this could be just three paragraphs, but for a graduate school essay of 6,000 words, the body could take up 8–10 pages.

Paragraph structure

To give your essay a clear structure , it is important to organize it into paragraphs . Each paragraph should be centered around one main point or idea.

That idea is introduced in a  topic sentence . The topic sentence should generally lead on from the previous paragraph and introduce the point to be made in this paragraph. Transition words can be used to create clear connections between sentences.

After the topic sentence, present evidence such as data, examples, or quotes from relevant sources. Be sure to interpret and explain the evidence, and show how it helps develop your overall argument.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

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The conclusion is the final paragraph of an essay. It should generally take up no more than 10–15% of the text . A strong essay conclusion :

• Returns to your thesis
• Ties together your main points
• Shows why your argument matters

A great conclusion should finish with a memorable or impactful sentence that leaves the reader with a strong final impression.

What not to include in a conclusion

To make your essay’s conclusion as strong as possible, there are a few things you should avoid. The most common mistakes are:

• Including new arguments or evidence
• Undermining your arguments (e.g. “This is just one approach of many”)
• Using concluding phrases like “To sum up…” or “In conclusion…”

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Write your essay conclusion

Checklist: Essay

My essay follows the requirements of the assignment (topic and length ).

My introduction sparks the reader’s interest and provides any necessary background information on the topic.

My introduction contains a thesis statement that states the focus and position of the essay.

I use paragraphs to structure the essay.

I use topic sentences to introduce each paragraph.

Each paragraph has a single focus and a clear connection to the thesis statement.

I make clear transitions between paragraphs and ideas.

My conclusion doesn’t just repeat my points, but draws connections between arguments.

I don’t introduce new arguments or evidence in the conclusion.

I have given an in-text citation for every quote or piece of information I got from another source.

I have included a reference page at the end of my essay, listing full details of all my sources.

My citations and references are correctly formatted according to the required citation style .

My essay has an interesting and informative title.

I have followed all formatting guidelines (e.g. font, page numbers, line spacing).

Your essay meets all the most important requirements. Our editors can give it a final check to help you submit with confidence.

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

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• How to write a rhetorical analysis | Key concepts & examples
• How to Write a Thesis Statement | 4 Steps & Examples
• How to write an argumentative essay | Examples & tips
• How to write an essay outline | Guidelines & examples
• How to write an expository essay
• How to write the body of an essay | Drafting & redrafting
• Kinds of argumentative academic essays and their purposes
• Organizational tips for academic essays
• The four main types of essay | Quick guide with examples
• Transition sentences | Tips & examples for clear writing

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How to Write an Introduction for an Assignment: Easy Student Guide

Table of Contents

Why Assignment Introduction Matters?

Writing an introduction is not that hard, what makes a good introduction, an example of introduction for assignment, useful resources to get ease your intro writing.

Knowing how to start writing an assignment is basically knowing how to write an introduction for an assignment. No matter how easy it sounds, it can often become tricky. An introduction is a part of academic writing that always differs depending on initial instructions and the subject in question. For example, writing a reflective journal for your Nursing course would be different from some research paper.

We can sum it up by saying that introductions should always follow a clear purpose, which is to provide your target audience with a definite idea regarding your essay’s content.

It all comes down to the purpose of your introduction. It will either catch your reader’s interest or make them feel confused. Your introduction should focus on providing certain general data or statistics before narrowing things down . It makes it essential. It works as the preface to your thesis statement by making it sound valid. For example, if your thesis statement discusses the negative effects of modern video games, your introduction part will have to provide clear stats along with the significance of this problem for society and/or educators.

It is a well-known fact that college professors start paper evaluation by taking a closer look at your introduction, thesis statement, and the final part of the paper. It is another reason why setting the clear purpose of the introduction matters for your paper’s success and recognition.

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The most important is to understand your assignment structure. It means that you should not apply the same methods when dealing with your research paper or writing a compare-and-contrast essay.

Most importantly, it must be clear and convincing, including:

• A Strong Introductory Hook Sentence.
• Your Paper’s Purpose.
• An Explanatory Element.
• The Importance of Your Topic.
• Link to Your Thesis Statement.

If this kind of work sounds too confusing, you should ask yourself why this topic matters to you and why you have chosen it. Remember that your introduction should be about 10% of the total paper, not counting your thesis statement sentence. If you are not sure about your introduction’s content or do not know which structure would fit better, consider approaching assignment writing help . It is only natural to feel lost when starting with your paper.

Of course, the rules always differ, and we have our opinions that will not match everyone’s taste. Yet, the academic standards regarding how to write an introduction are quite clear. Coming up with a great introduction for assignment, make sure that it:

• Highlights the importance of your subject.
• Provides a definition of the topic you discuss.
• Offers the reasoning why you approach your topic.
• Provides an overview of your methodology or scientific approach.
• Highlights the major points you would like to discuss.
• Introduces your thesis.
• Provides statistical data and the purpose of your methodology.
• Makes the audience inspired.

Do not forget that even your creative writing tasks must have an inspiring introduction that talks about your purpose of writing.

By following the initial instructions outlined in this guide, you’ll be able to provide impactful statistics, introduce your topic effectively, and lead your readers towards a compelling thesis in your assignment’s introduction.

Let us take the topic of Special Education and Dyslexia as an introduction example:

As you can see, the introduction provides statistics and introduces the topic by leading it to a strong thesis (the last sentence).

Here is the list of helpful resources that you can use as you are brainstorming various ideas or think about how to come up with a perfect introduction for your essay:

• Quillbot . A paraphrasing tool that can help when your introduction just doesn’t feel right.
• Grammarly . A great tool to shape your introduction and bring it to perfection by polishing all the messy ot incorrect parts..
• Wordsmith . It helps to turn statistics into an insightful narrative. Try it out!

Alternatively, if you need something stylish or you are facing challenges with your grammar as an ESL student, consider checking an affordable assignment service in the UAE . It can provide you with all kinds of writing assistance and proofreading to keep you safe and your introduction perfect!

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Writing Assignments

Kate Derrington; Cristy Bartlett; and Sarah Irvine

Introduction

Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic.  It is not uncommon to be unsure about the processes of writing assignments at university.

• You may be returning to study after a break
• You may have come from an exam based assessment system and never written an assignment before
• Maybe you have written assignments but would like to improve your processes and strategies

This chapter has a collection of resources that will provide you with the skills and strategies to understand assignment requirements and effectively plan, research, write and edit your assignments.  It begins with an explanation of how to analyse an assignment task and start putting your ideas together.  It continues by breaking down the components of academic writing and exploring the elements you will need to master in your written assignments. This is followed by a discussion of paraphrasing and synthesis, and how you can use these strategies to create a strong, written argument. The chapter concludes with useful checklists for editing and proofreading to help you get the best possible mark for your work.

Task Analysis and Deconstructing an Assignment

It is important that before you begin researching and writing your assignments you spend sufficient time understanding all the requirements. This will help make your research process more efficient and effective. Check your subject information such as task sheets, criteria sheets and any additional information that may be in your subject portal online. Seek clarification from your lecturer or tutor if you are still unsure about how to begin your assignments.

The task sheet typically provides key information about an assessment including the assignment question. It can be helpful to scan this document for topic, task and limiting words to ensure that you fully understand the concepts you are required to research, how to approach the assignment, and the scope of the task you have been set. These words can typically be found in your assignment question and are outlined in more detail in the two tables below (see Table 19.1 and Table 19.2 ).

Table 19.1 Parts of an Assignment Question

Make sure you have a clear understanding of what the task word requires you to address.

Table 19.2 Task words

The criteria sheet , also known as the marking sheet or rubric, is another important document to look at before you begin your assignment. The criteria sheet outlines how your assignment will be marked and should be used as a checklist to make sure you have included all the information required.

The task or criteria sheet will also include the:

• Word limit (or word count)
• Referencing style and research expectations
• Formatting requirements

Task analysis and criteria sheets are also discussed in the chapter Managing Assessments for a more detailed discussion on task analysis, criteria sheets, and marking rubrics.

Preparing your ideas

Brainstorm or concept map:  List possible ideas to address each part of the assignment task based on what you already know about the topic from lectures and weekly readings.

Finding appropriate information: Learn how to find scholarly information for your assignments which is

See the chapter Working With Information for a more detailed explanation .

What is academic writing?

Academic writing tone and style.

Many of the assessment pieces you prepare will require an academic writing style.  This is sometimes called ‘academic tone’ or ‘academic voice’.  This section will help you to identify what is required when you are writing academically (see Table 19.3 ). The best way to understand what academic writing looks like, is to read broadly in your discipline area.  Look at how your course readings, or scholarly sources, are written. This will help you identify the language of your discipline field, as well as how other writers structure their work.

Table 19.3 Comparison of academic and non-academic writing

Thesis statements

Essays are a common form of assessment that you will likely encounter during your university studies. You should apply an academic tone and style when writing an essay, just as you would in in your other assessment pieces. One of the most important steps in writing an essay is constructing your thesis statement.  A thesis statement tells the reader the purpose, argument or direction you will take to answer your assignment question. A thesis statement may not be relevant for some questions, if you are unsure check with your lecturer. The thesis statement:

• Directly  relates to the task .  Your thesis statement may even contain some of the key words or synonyms from the task description.
• Does more than restate the question.
• Is specific and uses precise language.
• Let’s your reader know your position or the main argument that you will support with evidence throughout your assignment.
• The subject is the key content area you will be covering.
• The contention is the position you are taking in relation to the chosen content.

Your thesis statement helps you to structure your essay.  It plays a part in each key section: introduction, body and conclusion.

Planning your assignment structure

When planning and drafting assignments, it is important to consider the structure of your writing. Academic writing should have clear and logical structure and incorporate academic research to support your ideas.  It can be hard to get started and at first you may feel nervous about the size of the task, this is normal. If you break your assignment into smaller pieces, it will seem more manageable as you can approach the task in sections. Refer to your brainstorm or plan. These ideas should guide your research and will also inform what you write in your draft. It is sometimes easier to draft your assignment using the 2-3-1 approach, that is, write the body paragraphs first followed by the conclusion and finally the introduction.

Writing introductions and conclusions

Clear and purposeful introductions and conclusions in assignments are fundamental to effective academic writing. Your introduction should tell the reader what is going to be covered and how you intend to approach this. Your conclusion should summarise your argument or discussion and signal to the reader that you have come to a conclusion with a final statement.  These tips below are based on the requirements usually needed for an essay assignment, however, they can be applied to other assignment types.

Writing introductions

Most writing at university will require a strong and logically structured introduction. An effective introduction should provide some background or context for your assignment, clearly state your thesis and include the key points you will cover in the body of the essay in order to prove your thesis.

Usually, your introduction is approximately 10% of your total assignment word count. It is much easier to write your introduction once you have drafted your body paragraphs and conclusion, as you know what your assignment is going to be about. An effective introduction needs to inform your reader by establishing what the paper is about and provide four basic things:

• A brief background or overview of your assignment topic
• A thesis statement (see section above)
• An outline of your essay structure
• An indication of any parameters or scope that will/ will not be covered, e.g. From an Australian perspective.

The below example demonstrates the four different elements of an introductory paragraph.

1) Information technology is having significant effects on the communication of individuals and organisations in different professions. 2) This essay will discuss the impact of information technology on the communication of health professionals.   3)  First, the provision of information technology for the educational needs of nurses will be discussed.  4)  This will be followed by an explanation of the significant effects that information technology can have on the role of general practitioner in the area of public health.  5)  Considerations will then be made regarding the lack of knowledge about the potential of computers among hospital administrators and nursing executives.  6)   The final section will explore how information technology assists health professionals in the delivery of services in rural areas .  7)  It will be argued that information technology has significant potential to improve health care and medical education, but health professionals are reluctant to use it.

1 Brief background/ overview | 2 Indicates the scope of what will be covered |   3-6 Outline of the main ideas (structure) | 7 The thesis statement

Note : The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing conclusions

You should aim to end your assignments with a strong conclusion. Your conclusion should restate your thesis and summarise the key points you have used to prove this thesis. Finish with a key point as a final impactful statement.  Similar to your introduction, your conclusion should be approximately 10% of the total assignment word length. If your assessment task asks you to make recommendations, you may need to allocate more words to the conclusion or add a separate recommendations section before the conclusion. Use the checklist below to check your conclusion is doing the right job.

Conclusion checklist 

• Have you referred to the assignment question and restated your argument (or thesis statement), as outlined in the introduction?
• Have you pulled together all the threads of your essay into a logical ending and given it a sense of unity?
• Have you presented implications or recommendations in your conclusion? (if required by your task).
• Have you added to the overall quality and impact of your essay? This is your final statement about this topic; thus, a key take-away point can make a great impact on the reader.
• Remember, do not add any new material or direct quotes in your conclusion.

This below example demonstrates the different elements of a concluding paragraph.

1) It is evident, therefore, that not only do employees need to be trained for working in the Australian multicultural workplace, but managers also need to be trained.  2)  Managers must ensure that effective in-house training programs are provided for migrant workers, so that they become more familiar with the English language, Australian communication norms and the Australian work culture.  3)  In addition, Australian native English speakers need to be made aware of the differing cultural values of their workmates; particularly the different forms of non-verbal communication used by other cultures.  4)  Furthermore, all employees must be provided with clear and detailed guidelines about company expectations.  5)  Above all, in order to minimise communication problems and to maintain an atmosphere of tolerance, understanding and cooperation in the multicultural workplace, managers need to have an effective knowledge about their employees. This will help employers understand how their employee’s social conditioning affects their beliefs about work. It will develop their communication skills to develop confidence and self-esteem among diverse work groups. 6) The culturally diverse Australian workplace may never be completely free of communication problems, however,   further studies to identify potential problems and solutions, as well as better training in cross cultural communication for managers and employees,   should result in a much more understanding and cooperative environment. 

1  Reference to thesis statement – In this essay the writer has taken the position that training is required for both employees and employers . | 2-5 Structure overview – Here the writer pulls together the main ideas in the essay. | 6  Final summary statement that is based on the evidence.

Note: The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing paragraphs

Paragraph writing is a key skill that enables you to incorporate your academic research into your written work.  Each paragraph should have its own clearly identified topic sentence or main idea which relates to the argument or point (thesis) you are developing.  This idea should then be explained by additional sentences which you have paraphrased from good quality sources and referenced according to the recommended guidelines of your subject (see the chapter Working with Information ). Paragraphs are characterised by increasing specificity; that is, they move from the general to the specific, increasingly refining the reader’s understanding. A common structure for paragraphs in academic writing is as follows.

Topic Sentence 

This is the main idea of the paragraph and should relate to the overall issue or purpose of your assignment is addressing. Often it will be expressed as an assertion or claim which supports the overall argument or purpose of your writing.

Explanation/ Elaboration

The main idea must have its meaning explained and elaborated upon. Think critically, do not just describe the idea.

These explanations must include evidence to support your main idea. This information should be paraphrased and referenced according to the appropriate referencing style of your course.

Concluding sentence (critical thinking)

This should explain why the topic of the paragraph is relevant to the assignment question and link to the following paragraph.

Use the checklist below to check your paragraphs are clear and well formed.

Paragraph checklist

• Does your paragraph have a clear main idea?
• Is everything in the paragraph related to this main idea?
• Is the main idea adequately developed and explained?
• Do your sentences run together smoothly?
• Have you included evidence to support your ideas?
• Have you concluded the paragraph by connecting it to your overall topic?

Writing sentences

Make sure all the sentences in your paragraphs make sense. Each sentence must contain a verb to be a complete sentence. Avoid sentence fragments . These are incomplete sentences or ideas that are unfinished and create confusion for your reader. Avoid also run on sentences . This happens when you join two ideas or clauses without using the appropriate punctuation. This also confuses your meaning (See the chapter English Language Foundations for examples and further explanation).

Use transitions (linking words and phrases) to connect your ideas between paragraphs and make your writing flow. The order that you structure the ideas in your assignment should reflect the structure you have outlined in your introduction. Refer to transition words table in the chapter English Language Foundations.

Paraphrasing and Synthesising

Paraphrasing and synthesising are powerful tools that you can use to support the main idea of a paragraph. It is likely that you will regularly use these skills at university to incorporate evidence into explanatory sentences and strengthen your essay. It is important to paraphrase and synthesise because:

• Paraphrasing is regarded more highly at university than direct quoting.
• Paraphrasing can also help you better understand the material.
• Paraphrasing and synthesising demonstrate you have understood what you have read through your ability to summarise and combine arguments from the literature using your own words.

What is paraphrasing?

Paraphrasing is changing the writing of another author into your words while retaining the original meaning. You must acknowledge the original author as the source of the information in your citation. Follow the steps in this table to help you build your skills in paraphrasing (see Table 19.4 ).

Table 19.4 Paraphrasing techniques

Example of paraphrasing

Please note that these examples and in text citations are for instructional purposes only.

Original text

Health care professionals   assist people often when they are at their most  vulnerable . To provide the best care and understand their needs, workers must demonstrate good communication skills .  They must develop patient trust and provide empathy   to effectively work with patients who are experiencing a variety of situations including those who may be suffering from trauma or violence, physical or mental illness or substance abuse (French & Saunders, 2018).

Poor quality paraphrase example

This is a poor example of paraphrasing. Some synonyms have been used and the order of a few words changed within the sentences however the colours of the sentences indicate that the paragraph follows the same structure as the original text.

Health care sector workers are often responsible for vulnerable  patients.   To understand patients and deliver good service , they need to be excellent communicators .  They must establish patient rapport and show empathy if they are to successfully care for patients from a variety of backgrounds  and with different medical, psychological and social needs (French & Saunders, 2018).

A good quality paraphrase example

This example demonstrates a better quality paraphrase. The author has demonstrated more understanding of the overall concept in the text by using the keywords as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up to see how much the structure has changed from the original text.

Empathetic   communication is a vital skill for health care workers.   Professionals in these fields   are often responsible for patients with complex medical, psychological and social needs. Empathetic   communication assists in building rapport and gaining the necessary trust   to assist these vulnerable patients  by providing appropriate supportive care (French & Saunders, 2018).

The good quality paraphrase example demonstrates understanding of the overall concept in the text by using key words as the basis to reconstruct the paragraph.  Note how the blocks of colour have been broken up, which indicates how much the structure has changed from the original text.

What is synthesising?

Synthesising means to bring together more than one source of information to strengthen your argument. Once you have learnt how to paraphrase the ideas of one source at a time, you can consider adding additional sources to support your argument. Synthesis demonstrates your understanding and ability to show connections between multiple pieces of evidence to support your ideas and is a more advanced academic thinking and writing skill.

Follow the steps in this table to improve your synthesis techniques (see Table 19.5 ).

Table 19.5 Synthesising techniques

Example of synthesis

There is a relationship between academic procrastination and mental health outcomes.  Procrastination has been found to have a negative effect on students’ well-being (Balkis, & Duru, 2016). Yerdelen, McCaffrey, and Klassens’ (2016) research results suggested that there was a positive association between procrastination and anxiety. This was corroborated by Custer’s (2018) findings which indicated that students with higher levels of procrastination also reported greater levels of the anxiety. Therefore, it could be argued that procrastination is an ineffective learning strategy that leads to increased levels of distress.

Topic sentence | Statements using paraphrased evidence | Critical thinking (student voice) | Concluding statement – linking to topic sentence

This example demonstrates a simple synthesis. The author has developed a paragraph with one central theme and included explanatory sentences complete with in-text citations from multiple sources. Note how the blocks of colour have been used to illustrate the paragraph structure and synthesis (i.e., statements using paraphrased evidence from several sources). A more complex synthesis may include more than one citation per sentence.

Creating an argument

What does this mean.

Throughout your university studies, you may be asked to ‘argue’ a particular point or position in your writing. You may already be familiar with the idea of an argument, which in general terms means to have a disagreement with someone. Similarly, in academic writing, if you are asked to create an argument, this means you are asked to have a position on a particular topic, and then justify your position using evidence.

What skills do you need to create an argument?

In order to create a good and effective argument, you need to be able to:

• Read critically to find evidence
• Plan your argument
• Think and write critically throughout your paper to enhance your argument

For tips on how to read and write critically, refer to the chapter Thinking for more information. A formula for developing a strong argument is presented below.

A formula for a good argument

What does an argument look like?

As can be seen from the figure above, including evidence is a key element of a good argument. While this may seem like a straightforward task, it can be difficult to think of wording to express your argument. The table below provides examples of how you can illustrate your argument in academic writing (see Table 19.6 ).

Table 19.6 Argument

Editing and proofreading (reviewing)

Once you have finished writing your first draft it is recommended that you spend time revising your work.  Proofreading and editing are two different stages of the revision process.

• Editing considers the overall focus or bigger picture of the assignment
• Proofreading considers the finer details

As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.

Editing checklist

• Have I answered the question accurately?
• Do I have enough credible, scholarly supporting evidence?
• Is my writing tone objective and formal enough or have I used emotive and informal language?
• Have I written in the third person not the first person?
• Do I have appropriate in-text citations for all my information?
• Have I included the full details for all my in-text citations in my reference list?

There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.

Proofreading checklist

• Is my spelling and grammar accurate?
•  Are they complete?
• Do they all make sense?
• Do they only contain only one idea?
• Do the different elements (subject, verb, nouns, pronouns) within my sentences agree?
• Are my sentences too long and complicated?
• Do they contain only one idea per sentence?
• Is my writing concise? Take out words that do not add meaning to your sentences.
• Have I used appropriate discipline specific language but avoided words I don’t know or understand that could possibly be out of context?
• Have I avoided discriminatory language and colloquial expressions (slang)?
• Is my referencing formatted correctly according to my assignment guidelines? (for more information on referencing refer to the Managing Assessment feedback section).

This chapter has examined the experience of writing assignments.  It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.

• Academic writing requires clear and logical structure, critical thinking and the use of credible scholarly sources.
• A thesis statement is important as it tells the reader the position or argument you have adopted in your assignment. Not all assignments will require a thesis statement.
• Spending time analysing your task and planning your structure before you start to write your assignment is time well spent.
• Information you use in your assignment should come from credible scholarly sources such as textbooks and peer reviewed journals. This information needs to be paraphrased and referenced appropriately.
• Paraphrasing means putting something into your own words and synthesising means to bring together several ideas from sources.
• Creating an argument is a four step process and can be applied to all types of academic writing.
• Editing and proofreading are two separate processes.

Academic Skills Centre. (2013). Writing an introduction and conclusion . University of Canberra, accessed 13 August, 2013, http://www.canberra.edu.au/studyskills/writing/conclusions

Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.

Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39 (3), 162-163.

Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1).

Writing Assignments Copyright © 2021 by Kate Derrington; Cristy Bartlett; and Sarah Irvine is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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Assignment Design

The most updated lab writing instructional modules are available: engineeringlabwriting.org

Learning Objectives

Although all engineering instructors “know how to write”, they may struggle with assigning writing projects to students. Well-designed writing assignments lead directly to student learning. Traci Gardner from National Council of Teachers of English identifies three goals for a writing assignment:

• Define the writing task.
• Explore the expectations.
• Provide supporting materials and activities.

In the context of lab report writing, engineering instructors need to address the following to students as explicitly as possible when preparing lab report assignment:

• The audience (Specific people like instructors? engineers? peers? public?).
• The pedagogical purpose of the lab report (Why is the assignment given?).
• The “fictitious” professional purpose of the lab report (Why is the assignment given?).
• Specific requirements (if there are any).
• Checklists or Presentation Expectations (format, submission, deadline, etc.).
• Assessment rubrics (or any type of grading guidelines): The details of assessment rubric design and development are introduced in the Lab Report Assessment Rubric Module Assessment Rubric Design .
• Acceptable sample reports with or without addressing the standard conventions of finished and edited texts.
• Unacceptable sample reports with or without addressing the standard conventions of finished and edited texts.
• List of recommended reading resources.
• Other resources to assist students’ writing process.

Sample 1: Lab Report (as a Technical Report) Writing Assignment

• Overview: You (the writer of the report), a 2nd year engineering student, are assigned to write a technical report (the genre) to convey engineering and technical information, including the lab background, process, data, analysis results, and conclusion (the purpose of the report), to the instructor, the TA, and the peers (the audience of the report).
• Lab Report Audience: Assume you are submitting the lab report as a technical report to a peer in class. Therefore, your audience is familiar with the lab materials; however, you need to explain the engineering and technical information as precisely as possible. The executive summary of your report should be able to be read by a professional audience such as industry partners, or other professors in the program.
• Purpose of Lab Report: You are assigned to write a technical report on how your analytical analysis can be verified with the experimental results of the lab. Your report should include effective presentations of the lab data and thoughtful discussion based on the inspection, measurement, and test results. This lab requires conducting research with secondary sources (outside references available on the net and/or the library).
• Required Lab Report Writing Style and Format: The technical reports are typically written using third-person perspective and past tense, and in many situations, an active voice provides better clarity and succinctness. One of the unique features of “technical reports” is a clear and easily accessible format. Technical reports need to be divided into sections that allow different readers to access different levels of information. Technical reports mostly consist of executive summary, introduction, methods, results, discussion, conclusion, and reference sections. Use the Metric System of units for this lab report.
• Lab Report Submission: Please submit your completed lab report to the course website by the due date listed above. This allows you to have enough time to conduct data analysis and research with the secondary sources (references) as well as the primary sources (experimental data).

Sample 2: Lab Report (as a Research Paper) Writing Assignment

Assume you are an engineering intern working at the product design group of a company in the automotive industry, which may be similar to ABC Motors, City. Your boss, Ms. Boss, assigned you to conduct research on the mechanical properties and hardness of the materials used in a future project. Note that she is not asking you to pick the best material. All of these materials will be used for future vehicles because there are many parts and components. She will eventually share your report’s technical information with other engineers and/or people in the organization. For the project, three different material types such as 1018, 1045, and 4140 steels are considered. This means that you are assigned to write a lab report as a research paper primarily based on the testing results from the lab. This lab will provide you with the opportunities of reviewing knowledge on the mechanical properties and strengthening mechanisms of engineering materials (textbook chapters 6 and 7), conducting additional uniaxial tensile tests as well as hardness tests, conducting a comparative analysis with the obtained experimental data, and discussing the analysis with the outside sources or references in order to advance your knowledge.

In this experimental research paper, you can conduct a comparative study to compare three different steel samples in many different ways (e.g. 1018 vs 1045 to see the effect of carbon contents). In order to write a good research paper, you need to have good research questions to discuss. Your engineering team and organization might have the following questions:

• Any technical questions from your own.
• What would the effect of the carbon and/or alloying element contents have on the mechanical properties (strengths, ductility, etc) of the samples?
• Does the fracture look ductile, brittle, or moderately ductile for each coupon?
• Which sample does have the highest yield strength and/or UTS, ductility, toughness, hardness, etc. values? Why?
• What are the average hardness and standard deviation values of each coupon? Is there a visible deviation in the measurement? What are the possible sources of errors?
• Textbook page 179 shows the relationship between the tensile strength and the hardness values in HB for most steels. Is this formula accurate?

In order to write a good report or earn high scores, you do not need to answer all of these questions and/or come up with difficult-to-answer questions. A good lab report possesses well-defined questions and well-developed answers supported by both your experimental data (primary sources) and further research results using the internet or reference books (secondary sources). A good report has a well-defined introduction, body, and conclusion. In the introduction section, write about what you want to discover in the report. The objectives provide guidance on what you are going to say to your audience (your boss and engineering team in this case) throughout the report. In the body section, you summarize the experimental methods so the audience can confirm your testing was sound. You present the experimental data clearly and discuss them to follow your objectives. In the conclusion section, you need to summarize the main points of the lab along with a very brief restatement of the objectives and lab procedure.

Please submit your completed lab report in PDF on the course website by the due.

Sample 3: Lab Report (Memorandum or Letter as a Format) Writing Assignment:

Prepare a technical memorandum for your submission. The content of most memoranda to the technical audience can be organized into four main parts: heading, introduction, body (methods, results, discussion), conclusions, and closing. Depending on the intent and length of the memo, each part can be as short as a single phrase or as long as several paragraphs. Most memos are less than two pages. The following elements should be included

• Letter/Memo Heading – TO: (readers’ names and job titles), FROM: (your name and job title), DATE: (complete and current date), SUBJECT: (subject of the lab).
• Introduction – Objective and overview. Within the first two sentences, the purpose of the letter or memo is clearly stated. Provides background context for the discussion and educates the reader so they can understand the discussion.
• Body – Methods, data presentation/analysis/interpretation. Include a brief description of the methodology, relevant findings, interpretation of data, and other significant items, including a brief explanation of significant errors.
• Conclusions and Recommendations – Should recapitulate results and conclusions and recommend future work or action.
• Courteous Closing (Includes your contact information).
• References – Should be of sufficient quantity and quality, and cited properly within the text. Bibliographic information is included as a footnote.

Additional information to the written text is often required. Typical attachments include:

• All figures and tables discussed in text, but self-explanatory.
• Numbered and properly titled, contain units, and axis labels.
• Referenced (if information not created by author).
• Appropriate to communicate effectively.
• Attachment 2* – Test Set-up: clear and self-explanatory, photos, sketches…
• Attachment 3* – Data: self-explanatory data sheet; proper symbols and units.
• Attachment 4* – Calculations: clear and self-explanatory, sources cited.
• Additional attachments as required

Submit the lab report to your TA by the due.

Sample 4: A technical memo as a lab report (a technical memorandum) writing assignment

Structural Materials Supply, Inc.  

3201 Campus Dr.  

Klamath Falls, OR 97601  

To:              Materials Testing Consultants  

From:          MJ  Johnson, Ph.D., P.E.  

Date: June 24, 2022  

Subject:        Creep deflection of bookshelves  

Structural Materials Supply, Inc. is developing a line of bookshelves for use by prominent commercial office suppliers. Creep of bookshelves is a well-recognized problem across the industry. While we recognize that elastic deflections can be significant for heavily loaded shelves, we would like your help estimating the creep behavior of the Douglas-Fir beams we intend to use. Please help us determine a mathematical model of creep that can be used to predict long-term creep deflections so that we can further refine our product to meet long-term performance goals.   

Specifically, we would like you to load a 1×6 Douglas Fir beam with enough weight to observe creep deflections. Please collect deflection versus time data, fit with an appropriate trendline, and predict long-term creep deflection at 100 years. Provide a description of creep behavior and let us know if we should be concerned about it in our products.   

Please present your response in the form of a technical memorandum employing the IMRADC format. Submit this memo as a pdf along with a copy of the Excel file you developed to analyze the data.  Thank you in advance for your attention to detail and professional work.   

• AI, Your Side Hustle Hero to Make Money from Home

Think AI is just for super-smart scientists? Nope! There are tons of ways you can use AI to make some serious cash from home.

Ready to turn your tech-love into a side hustle? Here are some amazing ideas:

The Content Creation Powerhouse

1. ai, your writing buddy.

Imagine having a writing assistant that never gets tired, bored, or has writer’s block! AI tools like Jasper and Rytr help you crank out blog posts, website copy, product descriptions, and even creative stuff like poems or short stories.

You can write paid articles for websites or companies, or use AI to make your own online business shine with tons of fresh content. AI can even help you find ideas and make sure your writing is on point!

Read : 5 ChatGPT Prompts to Drive Business Growth and Innovation

2. Pics in a Flash

Ever wish you could draw anything you imagine? AI image generators like DALL-E and Midjourney let you do just that!

Just type in what you want to see – like “a cat flying a spaceship” or “a watercolor landscape of a hidden waterfall” – and the AI will create it.

You can sell your images on stock photo sites, use them to make your blog posts stand out, or turn them into cool digital art pieces you can sell online.

3. Movie Magician

AI can help you become the next editing superstar! Services can cut and paste video clips, add background music, and even turn your dialogue into subtitles for different languages.

Imagine helping YouTubers make their videos snappier, or editing short videos for businesses– it’s a skill you could even be paid for!

AI Expert Services

1. the global chat champ.

If you know another language (or more!), AI translation tools become your BFFs. Instead of taking forever on translations, AI does the basic work, and you fine-tune it for accuracy and style.

Get gigs translating websites so they reach worldwide markets, translating important documents, or even adding subtitles so movies and videos can be enjoyed by everyone!

2. Meet Your Robot Assistant

Businesses want to offer help 24/7, but that’s impossible for humans! That’s where chatbots come in.

Platforms like Dialogflow let you “train” little AI assistants to answer common questions, take orders, or gather information from potential customers even when everyone’s asleep.

It’s like coding and customer service rolled into one cool job.

3. Data Detective

AI is amazing at spotting patterns way too huge for humans to see alone. You can offer services by using AI to analyze mountains of social media chatter to see what people really think about products or brands.

Investors might pay you to use AI to spot stock market trends. Businesses might want you to use AI to track their rivals and see what sneaky plans they might be hatching!

Affiliate Marketing with a Techy Twist

1. ai reviewer: the ultimate comparison tool.

Imagine being able to gather tons of information on different products in a flash! That’s what AI lets you do. Let’s say you want to review the best robot vacuums.

AI tools can help you scrape customer reviews, compare features across different brands, and even summarize the pros and cons. You write awesome reviews, include your special affiliate links, and whenever someone clicks your link and buys, you earn cash.

It’s like being a super-helpful shopping guide and getting paid for it!

2. Super-Niche Websites: Your Secret Weapon

Sometimes the biggest money isn’t in the broadest topics, but the super-focused ones. Imagine a website not about pets, but all about the cutest outfits for teacup poodles! AI tools help you find these “micro-niches” – topics huge groups of people are obsessed with but might have fewer websites dedicated to them.

Once you’ve picked your niche, AI can help with everything else. It can find keywords that help people find your site, suggest tons of article ideas, and even help you write some of the content.

AI can also help you find products related to your niche to promote with affiliate links, making your awesome website into a money-making machine.

Build Your AI Empire

1. tool time: coding for cash.

If you have some coding skills, you can build super-useful, bite-sized AI tools that people will happily pay for. Think of common problems people have: resizing a ton of images is a pain, long articles can be a drag to read, and catching every single grammar error is tough.

You could build simple tools that offer AI-powered solutions – a quick image resizer, an article summarizer, or an extra-smart grammar checker. Sell these tools on online marketplaces, and suddenly you’re not just using AI, you’re selling it!

2. Plugin Power: Supercharge Popular Programs

Do you know your way around popular software like Photoshop, Excel, or even game design programs? You can become a plugin superstar! Create little add-ons that use AI to do cool new things.

Maybe your plugin adds AI filters to Photoshop, or teaches Excel to predict future patterns based on the data. Find platforms that allow developers to sell plugins for their software, and your creations could make you money while helping others work smarter.

AI Business Sensei: The Ultimate Consultant

If you get really good with AI, and understand how businesses work, you could make serious money as a consultant. Companies often have no idea how to start using AI to their advantage.

You could be the expert that helps them! Teach them how AI can find them new customers, help them analyze huge amounts of data to make better decisions, or even automate some parts of their business to save them time and money.

As AI gets more important, companies will be desperate for consultants like you!

Things to Remember:

Humans still needed: the ai hype is real, but….

AI is a powerful tool, but it’s still just that – a tool. It can mess up, make stuff that’s just plain weird, or even be used for harmful things if we’re not careful. That’s where you come in!

Your job is to double-check AI’s work, make sure it sounds natural and makes sense, add your own creative spark, and be the one to make sure the AI is doing good, not harm.

Find Your Thing: Be the Specialist

Trying to be an expert in everything AI-related is a recipe for a headache. Instead, become known as THE person for something specific.

Are you the best AI product reviewer for tech gadgets? The go-to person for building customer service chatbots? The genius who finds hidden stock market patterns using AI?

Specializing makes it easier for clients to find you and know exactly what you can do for them.

Never Stop Learning: The AI Train Keeps Rolling

AI technology changes at lightning speed! New tools, techniques, and updates are happening all the time. To stay ahead of the game, you’ve got to be curious and willing to learn.

Subscribe to tech newsletters, mess around with new AI programs as they come out, and take online courses. The more you know about cutting-edge AI, the more valuable your skills become!

• Chat GPT Prompts to Drive Business Growth
• Modern Ways to Earn Money from Home in 2024

Sample Assignment Submission Template

About sample assignments.

Sample assignments give an overview of how specific digital humanities techniques, methods, or approaches can be practiced in classroom settings at various levels. They are intended as a resource for content and as a way of estimating the time, resources, and steps required to implement student-centered digital humanities projects from lesson planning to assessment. 

How to Use this Template

Familiarize yourself with the submission process documented here .

When you are ready, click the “create a new pub” button on the submission pag e. Copy and paste this template into your new pub.

Give your submission a title. Click on “Untitled Pub” at the top your pub to add a name. Please include “SUBMISSION -” before your title, e.g. “SUBMISSION - Art for Arctic's Sake: Online catalogue”.

Add coauthors as collaborators by clicking the “Sharing” button to the right of your pub title. Use the search bar in the popup window that appears to find your collaborators. Select them from the list of suggestions to add them to the list. To grant them edit access change their status from “View” to “Edit” to the right of their name.

For each section in the Sample Assignment Submission Template below , replace the bracketed content (“[ ]”) with your responses to the italicized questions . View published assignments for examples.

Please do not rearrange, reformat, or remove the section titles or italicized questions. Subheaders within sections are welcome (e.g. in the Workflow section).

Media are welcome. Please include descriptive captions. You can learn more about how to add media here. If you have questions about how to add media, we can work with you during the submission or editorial processes. Email us at digitalhandbook[at]duke[dot]edu. If you are including student work that identifies individual students, please ensure you have received their permission to include their work and to cite them. This permission may be in an email exchange, or you may wish to use a form such as this one . [1] The Handbook editors cannot be responsible for obtaining, verifying, or maintaining documentation of student permissions.

When you are ready to submit, delete this “How To” and the “About” section above. Click the “Request Publication” button at the top of this page, and email digitalhandbook[at]duke[dot]edu with the following information:

Your submission title.

Your list of authors and preferred byline order.

Which project type(s) your submission is most aligned with (please choose up to 3-4):

Dimensional

Network Visualization

Quantitative

Your preferred Creative Commons license:

CC-BY - Creative Commons Attribution 4.0 International License

CC-0 - Creative Commons Public Domain Dedication

CC-BY-NC - Creative Commons Attribution-NonCommercial 4.0 International License

CC-BY-ND - Creative Commons Attribution-NoDerivatives 4.0 International License

CC-BY-NC-ND - Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

Whether you need assistance uploading/embedding media.

An image that we may use as a banner and thumbnail for your pub.

If you have further questions, please contact digitalhandbook[at]duke[dot]edu.

[Optional: Embed interactive content or an image. Please include a descriptive caption.]

Author(s) & Project Role(s)

Author(s): [Name, Institutional Role, Name of Institution]

Role(s): [Role in creating/implementing this assignment]

[See this example and this example for variations on this format.]

Assignment URLs and/or Files

[Is there a public website or URL that provides more information or examples of work from this project? If yes, please provide a link or upload a file as an attachment. See this example and this example .]

Learning Objectives

What did you want students to be able to do by completing this assignment?

[List 1-3 learning objectives in paragraph or list form. See this example and this example . We encourage but don’t require formatting these following Bloom’s taxonomy .]

Technology-Dependent Learning Outcomes

Was there anything this assignment taught students that you felt they wouldn't have been able to learn through other types of class assignments?

[1 sentence - 1 paragraph. Formats vary. See this example and this example .]

Skill Level

What is the course title and level?

[1 sentence]

What kinds of prior knowledge is necessary to complete this assignment? How do students gain this knowledge?

[1 sentence - 1 paragraph]

Assignment Description

[3-5 sentence description of the assignment, including a brief explanation of the task assigned, its subject matter, tools or techniques you used, and the outcome or assignment deliverable.]

Time Needed

How much time did you allot to this project?

[1-5 sentences. Formats vary. See this example and this example .]

Support & Training

What kinds of support or training did you provide to help students learn to use new techniques or specialized tools?

[1-5 sentences. See this example and this example .]

Did you need any specialized equipment, tools, or human resources to make this assignment feasible? If so, please describe.

[1-2 paragraphs or a list. Formats vary. See this example and this example .]

How did you assess or grade this project?

[1-5 sentences. Links to relevant materials such as rubrics welcome but not required. See this example and this example .]

Challenges & Opportunities

If you assigned this project again, would you change anything? If so, what?

[3-5 sentences. If this question does not apply, please indicate with “N/A”.]

Describe any trouble spots or complications someone else might want to be aware of before trying a similar assignment in a course of their own.

[3-5 sentences.]

• Get Involved

• Introduction to the First-Year Seminar Program and Summer Reading Assignment
• Current Students
• Welcome New Students
• Messages to New Students

As director of the First-Year Seminar (FSEM) program and dean for administrative advising, we are excited to welcome you to the Colgate community. Please read this letter carefully, as it contains important information about the FSEM program, the Colgate Community Reads Program (i.e., “Summer Reading,”) and your first academic assignment as a Colgate student.

The FSEM program is an integral part of the first-year student experience. Each incoming student will be assigned to a First-Year Seminar, and the faculty member teaching that course will serve as your academic adviser during your first two years at Colgate, or until you declare your academic concentration (i.e., major).

Students from each FSEM will be housed together in one of Colgate’s Residential Commons. Your FSEM instructor, administrative dean, the commons leadership team, community leaders (CLs), and peer mentor (Link) will help you navigate your transition to Colgate and build strong connections within these diverse and inclusive communities. For many of our students, the connections they establish through the FSEM and their commons are the starting points for the most enduring and meaningful relationships they forge at Colgate. 

First-year students will also be enrolled in a section of the Living and Learning Workshop (LLW). The LLW is a required element of Colgate’s Core Curriculum, and it aims to provide ongoing orientation for new students, enabling them to thrive throughout their time on campus. The LLW curriculum comprises five class sessions (60 minutes each) that students attend during the first half of the fall semester. These modules offer students opportunities for self-reflection, personal growth, and a thoughtful introduction to the challenges and benefits of being a responsible and involved member of the Colgate community. Though the LLW modules will not appear on your course schedule for the fall semester, you should block off the following five dates/times on your calendar : Sept. 6, 13, 20, 27, and Oct. 4, each from 2:15 to 3:15 p.m.

Your first Colgate assignment consists of two short writing exercises. While these will not be graded, your responses will be shared with your FSEM instructor, administrative adviser (i.e., dean), and LLW facilitator, so you will want to use this opportunity to make a positive first impression. You may use a spelling/grammar check tool for these exercises, but you may not use ChatGPT or other generative AI technologies. The writing you do for this assignment should be your own.

• What would you like Colgate faculty and administrators to know about you as a person and as a learner?
• How prepared do you feel to take on a transformative education over the next four years?
• What will you need from the Colgate community to ensure your success?
• The second part of your assignment is to read Poverty, by America by Matthew Desmond and then craft a written response (750–1000 words) to the prompt below. If you wish, you can write your response in the form of a letter addressed directly to the author, i.e., “Dear Professor Desmond …” Poverty, by America will mean different things to different readers, depending on their life experiences, personal values, and political commitments.
• What were the book's two biggest takeaways from your perspective, and if you had a chance to talk with the author about these takeaways, what questions would you ask, and what observations, analysis, or ideas of your own would you share in response?
• If you found particular lines, passages, or arguments in the book especially memorable or provocative, be sure to incorporate them in your answer and explain why they grabbed your attention.

You can access your free digital copy of Poverty, by America on Colgate’s Summer Reading website. You will also receive an email from Vital Source with a unique code to access your free e-book. We hope that this text becomes a point of intellectual contact and common interest among members of the Class of 2028. You should submit your writing assignment via the submission form which is linked to the Summer Reading page . We recommend that you write your responses in a separate document and then copy-paste them into the form. If you have trouble accessing the form, please contact ITS ( [email protected] ; 315-228-7111). If you have other logistical questions about the assignment, please contact Laura Billings, academic department coordinator for the FSEM program and the Division of University Studies ( [email protected] ; 315-228-7807).  The deadline for completing this assignment is Wednesday, Aug. 7. Once you have submitted the assignment, your responses will be distributed to your FSEM instructor, your administrative dean, and your LLW facilitator. You should also keep a copy of this assignment, as you may wish to refer back to it during the upcoming academic year.  You and your peers in the Class of 2028 are the foundation of our inclusive community — a community rooted in understanding, appreciation, and acceptance of differences. We thank you for your engagement with your first reading and writing assignments, and we warmly welcome you to our intellectual community.  Sincerely,  Alexander (Xan) Karn Associate Professor of History University Professor, First-Year Seminar Program

Kimberly Taylor Dean for Administrative Advising and Student Conduct

Assignment Front Page Format, Design, and PDF File

Today we are sharing the assignment first page format for schools and college students. This format very useful for students for their assignment submission in school, college and university. You can also download this assignment front page design in word file format.

Note: There is a no specific and pre-defined format for assignment cover page. The front page of assignment define by school, college, university, etc. But there is general format for assignment submission which is use globally. You can change or modified this format according to you.

1. Assignment Front Page Format

2. Assignment Cover Page Design

3. Download Assignment Design PDF & Word File

Here you can download the assignment front page format in word download. You can easily download assignment design file and edit it as per your need. You can also find this files in your Microsoft Office. Choose you best assignment front page design and impress your teachers or professors.

Source File & Credit: Microsoft Office

Use Microsoft Word to edit this file. You can easily edit this file in Microsoft Office. Replace the file with your college name, logo, etc.

Assignment is a very crucial part in academic. Your project report front page or assignment first page design play an important role like first impression is last impression. If you impress your processor or teacher then you will score good mark.

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• Mail: Justin Isaac, Office of the Chief Administrative Officer, United States Patent and Trademark Office, P.O. Box 1450, Alexandria, VA 22313-1450.

Request for additional information should be directed to Joyce R. Johnson, Manager, Assignment Division, United States Patent and Trademark Office, P.O. Box 1450, Alexandria, VA 22313-1450; by telephone at 703-756-1265 or by email at [email protected] with “0651-0027 comment” in the subject line. Additional information about this information collection is also available at http://www.reginfo.gov under “Information Collection Review.”

This collection of information is required by 35 U.S.C. 261 and 262 for patents and 15 U.S.C. 1057 and 1060 for trademarks. These statutes authorize the United States Patent and Trademark Office (USPTO) to record patent and trademark assignment documents, including transfers of properties ( i.e., patents and trademarks), liens, licenses, assignments of interest, security interests, mergers, and explanations of transactions or other documents that record the transfer of ownership of a particular patent or trademark property from one party to another. Assignments are recorded for applications, patents, and trademark registrations.

The USPTO administers these statutes through 37 CFR 2.146 , 2.171 , and 37 CFR part 3 . These regulations permit the public, corporations, other federal agencies, and government-owned or government-controlled corporations to submit patent and trademark assignment documents and other documents related to title transfers to the USPTO to be recorded. In accordance with 37 CFR 3.54 , the recording of an assignment document by the USPTO is an administrative action and not a determination of the validity of the document or of the effect that the document has on the title to an application, patent, or trademark.

Once the assignment documents are recorded, they are available for public inspection. The only exceptions are those documents that are sealed under secrecy orders according to 37 CFR 3.58 , or related to unpublished patent applications maintained in confidence under 35 U.S.C. 122 and 37 CFR 1.14 . The public uses these records to conduct ownership and chain-of-title searches. The public may view these records either at the USPTO Public Search Facility or at the National Archives and Records Administration, depending on the date they were recorded. The public may also search patent and trademark assignment information online through the USPTO website. Start Printed Page 51314

This information collection covers the recordation of patent and trademark assignments. In order to record an assignment, the respondent must submit an assignment document along with the appropriate cover sheet. The USPTO provides two forms for this purpose, the Recordation Form Cover Sheet—Trademarks Only (PTO-1594), and the Recordation Form Cover Sheet—Patents Only (PTO-1595), which capture all of the necessary data for accurately recording various assignments. Customers may submit assignments electronically by using Assignment Center, which is available on the USPTO website. [ 1 ] This system allows customers to fill out the required cover sheet information online using web-based forms and then attach the assignment documents to be submitted for recordation. The USPTO also provides paper forms that may be used to record an assignment. These forms may be downloaded in PDF format from the USPTO website. [ 2 ]

The items in this information collection can be submitted electronically, or in paper form by mail or fax.

OMB Control Number: 0651-0027.

• PTO-1594 (Recordation Form Cover Sheet—Trademarks Only)
• PTO-1595 (Recordation Form Cover Sheet—Patents Only)

Type of Review: Extension and revision of a currently approved information collection.

Affected Public: Private sector.

Respondent's Obligation: Required to obtain or retain benefits.

Estimated Number of Annual Respondents: 724,442 respondents.

Estimated Number of Annual Responses: 724,442 responses.

Frequency: On occasion.

Estimated Time per Response: The USPTO estimates that the responses in this information collection will take the public approximately 30 minutes (0.5 hours) to complete. This includes the time to gather the necessary information, create the document, and submit the completed request to the USPTO.

Estimated Total Annual Respondent Burden Hours: 362,222 hours.

Estimated Total Annual Respondent Hourly Cost Burden: $103,233,270.

Estimated Total Annual Respondent Non-hourly Cost Burden: $9,148,303. There are no capital start-up costs, maintenance costs, or recordkeeping costs associated with this information collection. However, the USPTO estimates that the total annual non-hour cost burden for this information collection, in the form of filing fees and postage, is $9,148,303.

The filing fees in this information collection are listed in the table below.

Although the USPTO prefers that the items in this information collection be submitted electronically, responses may be submitted by mail through the United States Postal Service (USPS). The USPTO estimates that approximately 243 items will be submitted in the mail. The USPTO estimates that the average postage cost for a mailed submission, using a one-ounce large flat envelope mailed First Class, will be $1.39. Therefore, the USPTO estimates the total mailing costs for this information collection at $338. Start Printed Page 51315

The USPTO is soliciting public comments to:

(a) Evaluate whether the collection of information is necessary for the proper performance of the functions of the Agency, including whether the information will have practical utility;

(b) Evaluate the accuracy of the Agency's estimate of the burden of the collection of information, including the validity of the methodology and assumptions used;

(c) Enhance the quality, utility, and clarity of the information to be collected; and

(d) Minimize the burden of the collection of information on those who are to respond, including through the use of appropriate automated, electronic, mechanical, or other technological collection techniques or other forms of information technology, e.g., permitting electronic submission of responses.

All comments submitted in response to this notice are a matter of public record. The USPTO will include or summarize each comment in the request to OMB to approve this information collection. Before including an address, phone number, email address, or other personally identifiable information (PII) in a comment, be aware that the entire comment—including PII—may be made publicly available at any time. While you may ask in your comment to withhold PII from public view, the USPTO cannot guarantee that it will be able to do so.

Justin Isaac,

Information Collections Officer, Office of the Chief Administrative Officer, United States Patent and Trademark Office.

1.   https://assignmentcenter.uspto.gov .

2.   https://www.uspto.gov/​forms/​pto1595.pdf and https://www.uspto.gov/​sites/​default/​files/​pto1594.pdf , respectively.

3.  In this information collection the USPTO uses an average of the rates for intellectual property attorneys and paralegals/paraprofessionals. The USPTO uses the average billing rate for intellectual property work in all firms, which is $447 per hour ( https://www.aipla.org/​home/​news-publications/​economic-survey . 2023 Report of the Economic Survey, published by the Committee on Economics of Legal Practice of the American Intellectual Property Law Association (AIPLA); pg. F-41.). The USPTO uses the average billing rate for paralegals/paraprofessionals, which is $122 per hour ( https://nala.org/​paralegal-info/​ ). 2022 National Utilization and Compensation Survey Report published by the National Association of Legal Assistants (NALA); pg. 38.

[ FR Doc. 2024-13275 Filed 6-14-24; 8:45 am]

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Update on the Recall preview feature for Copilot+ PCs

• Pavan Davuluri – Corporate Vice President, Windows + Devices

Update: June 13, 2024: Today, we are communicating an additional update on the Recall (preview) feature for Copilot+ PCs. Recall will now shift from a preview experience broadly available for Copilot+ PCs on June 18, 2024, to a preview available first in the Windows Insider Program (WIP) in the coming weeks. Following receiving feedback on Recall from our Windows Insider Community, as we typically do, we plan to make Recall (preview) available for all Copilot+ PCs coming soon.  

We are adjusting the release model for Recall to leverage the expertise of the Windows Insider community to ensure the experience meets our high standards for quality and security. This decision is rooted in our commitment to providing a trusted, secure and robust experience for all customers and to seek additional feedback prior to making the feature available to all Copilot+ PC users. Additionally, as we shared in our May 3 blog , security is our top priority at Microsoft, in line with our Secure Future Initiative (SFI) . This is reflected in additional security protections we are providing for Recall content, including “just in time” decryption protected by Windows Hello Enhanced Sign-in Security (ESS) , so Recall snapshots will only be decrypted and accessible when the user authenticates. The development of Copilot+ PCs, Recall and Windows will continue to be guided by SFI. 

When Recall (preview) becomes available in the Windows Insider Program, we will publish a blog post with details on how to get the preview. To try Recall (preview) WIP customers will need a Copilot+ PC due to our hardware requirements . We look forward to hearing Windows Insider feedback.   

Today, we are sharing an update on the Recall (preview) feature for Copilot+ PCs, including more information on the set-up experience, privacy controls and additional details on our approach to security.

On May 20, we introduced Copilot+ PCs , our fastest, most intelligent Windows PCs ever. Copilot+ PCs have been reimagined from the inside out to deliver better performance and all new AI experiences to help you be more productive, creative and communicate more effectively. One of the new experiences exclusive to Copilot+ PCs is Recall, a new way to instantly find something you’ve previously seen on your PC. To create an explorable visual timeline, Recall periodically takes a snapshot of what appears on your screen. These images are encrypted, stored and analyzed locally, using on-device AI capabilities to understand their context. When logged into your Copilot+ PC, you can easily retrace your steps visually using Recall to find things from apps, websites, images and documents that you’ve seen, operating like your own virtual and completely private “photographic memory.” You are always in control of what’s saved. You can disable saving snapshots, pause temporarily, filter applications and delete your snapshots at any time.

As AI becomes more prevalent, we are rearchitecting Windows to give customers and developers more choice to leverage both the cloud and the power of local processing on the device made possible by the neural processing unit (NPU). This distributed computing model offers choice for both privacy and security. All of this work will continue to be guided by our Secure Future Initiative (SFI) .

Our team is driven by a relentless desire to empower people through the transformative potential of AI and we see great utility in Recall and the problem it can solve. We also know for people to get the full value out of experiences like Recall, they have to trust it. That’s why we are launching Recall in preview on Copilot+ PCs – to give customers a choice to engage with the feature early, or not, and to give us an opportunity to learn from the types of real world scenario s customers and the Windows community finds most useful.

Listening to and acting on customer feedback

Even before making Recall available to customers, we have heard a clear signal that we can make it easier for people to choose to enable Recall on their Copilot+ PC and improve privacy and security safeguards. With that in mind we are announcing updates that will go into effect before Recall (preview) ships to customers on June 18.

• Third, we are adding additional layers of data protection including “just in time” decryption protected by Windows Hello Enhanced Sign-in Security (ESS) so Recall snapshots will only be decrypted and accessible when the user authenticates. In addition, we encrypted the search index database.

Secure by design and secure by default

In line with Microsoft’s SFI principles, before the preview release of Recall to customers, we are taking steps to increase data protection. Copilot+ PCs will launch with “just in time” decryption protected by Windows Hello Enhanced Sign-in Security (ESS), so Recall snapshots will only be decrypted and accessible when the user authenticates. This gives an additional layer of protection to Recall data in addition to other default enabled Window Security features like SmartScreen and Defender which use advanced AI techniques to help prevent malware from accessing data like Recall.

We also know the best way to secure information on a PC is to secure the whole PC itself. We want to reinforce what has previously been shared from David Weston, vice president of Enterprise and OS Security, about how Copilot+ PCs have been designed to be secure by default and share additional details about our security approach. Some notable examples of security enhancements include:

• All Copilot+ PCs will be Secured-core PCs, bringing advanced security to both commercial and consumer devices. In addition to the layers of protection in Windows 11, Secured-core PCs provide advanced firmware safeguards and dynamic root-of-trust measurement to help protect from chip to cloud.
• Microsoft Pluton security processor will be enabled by default on all Copilot+ PCs. Pluton is a chip-to-cloud security technology – designed by Microsoft and built by silicon partners – with  Zero Trust  principles at the core. This helps protect credentials, identities, personal data and encryption keys, making them significantly harder to remove from the device, even if a user is tricked into installing malware or an attacker has physical possession of the PC.
• All Copilot+ PCs will ship with  Windows Hello Enhanced Sign-in Security (ESS) . This provides more secure biometric sign ins and eliminates the need for a password.

Protecting your privacy on Copilot+ PCs

In our early internal testing, we have seen different people use Recall in the way that works best for them. Some love the way it makes remembering what they’ve seen across the web so much easier to find than reviewing their browser history. Others like the way it allows them to better review an online course or find a PowerPoint. And people are taking advantage of the controls to exclude apps they don’t want captured in snapshots, from communication apps or Teams calls, or to delete some or all their snapshots. This is why we built Recall with fine-grained controls to allow each person to customize the experience to their comfort level, ensuring your information is protected and that you are in control of when, what and how it is captured.

• Snapshots are stored locally. Copilot+ PCs have powerful AI that works on your device itself. No internet or cloud connections are used to store and process snapshots. Recall’s AI processing happens exclusively on your device, and your snapshots are kept safely on your local device only. Your snapshots are yours and they are not used to train the AI on Copilot+ PCs.
• Snapshots are not shared. Recall does not send your snapshots to Microsoft. Snapshots are not shared with any other companies or applications. Recall doesn’t share snapshots with other users who are signed into the same device, and per-user encryption ensures even administrators cannot view other users’ snapshots.
• You will know when Recall is saving snapshots. You’ll see Recall pinned to the taskbar when you reach your desktop. You’ll have a Recall snapshot icon on the system tray letting you know when Windows is saving snapshots.
• Digital rights managed or InPrivate browsing snapshots are not saved. Recall does not save snapshots of digital rights managed content or InPrivate browsing in supported web browsers .
• You can pause, filter and delete what’s saved at any time. You’re always in control of what’s saved as a snapshot. You can disable saving snapshots, pause them temporarily, filter applications and websites from being in snapshots, and delete your snapshots at any time.
• Enterprise and customer choice. For customers using managed work devices, your IT administrator is provided the control to disable the ability to save snapshots. However, your IT administrator cannot enable saving snapshots on your behalf. The choice to enable saving snapshots is solely yours.

Empowering people with experiences they can trust

We are on a journey to build products and experiences that live up to our company mission to empower people and organizations to achieve more, and are driven by the critical importance of maintaining our customers’ privacy, security and trust. As we always do, we will continue to listen to and learn from our customers, including consumers, developers and enterprises, to evolve our experiences in ways that are meaningful to them.

We are excited for the upcoming launch of Copilot+ PCs on June 18 and for the innovative new features and benefits this entirely new category of PCs will bring. We will continue to build these new capabilities and experiences for our customers by prioritizing privacy, safety and security first. We remain grateful for the vibrant community of customers who continue to share their feedback with us.