1.5 Reading an Assignment
Rachel Cox-Vineiz, MA and Erin Thomas, MFA
Understanding Assignments
In college, academic expectations change from what you may have experienced in high school. The quantity of work expected of you increases, and the quality of the work also changes. You must do more than just understand course material and summarize it on an exam. You will be expected to engage seriously with new ideas by reflecting on them, analyzing them, critiquing them, making connections, drawing conclusions, or finding new ways of thinking about them. Educationally, you are moving into deeper waters.[1]
Table 1.5.1 Comparison of High School and College Students’ Learning Expectations and Responsibilities
| High School | College |
| Reading assignments are moderately long. Teachers may set aside some class time for reading and reviewing the material in depth. | Some reading assignments may be very long. You will be expected to come to class with a basic understanding of the material. |
| Teachers often provide study guides and other aids to help you prepare for exams. | Reviewing for exams is primarily your responsibility. |
| Your grade is determined by your performance on a wide variety of assessments, including minor and major assignments. Not all assessments are writing-based. | Your grade may depend on just a few major assessments. Most assessments are writing based. |
| Writing assignments include personal writing and creative writing in addition to expository writing. | Outside of creative writing courses, most writing assignments are expository. |
| The structure and format of writing assignments is generally stable over a 4-year period. | Depending on the course, you may be asked to master new forms of writing and follow standards within a particular professional field. |
| Teachers often go out of their way to identify and try to help students who are performing poorly on exams, missing classes, not turning in assignments, or just struggling with the course. | Although teachers want their students to succeed, they may not always realize when students are struggling. They also expect you to be proactive and take steps to help yourself. “Second chances” are less common. |
Why This Matters
The first step toward success in college writing is understanding your assignments. While it might seem simple, careful reading and interpretation of assignment instructions can make or break your grade. This guide will help you break down your assignments, ask the right questions, and build effective responses.
Key Questions to Ask as You Read a Writing Assignment
- What is my purpose for writing?
- Who is the intended audience?
- What kind of evidence is required?
- What writing style is expected?
- What are the non-negotiable rules (e.g., length, citation style, due date)?
Breaking Down Your Assignment
Most assignments follow a recognizable structure. Learning to spot these parts will help you understand what is being asked of you:
- Overview: Sets the stage by introducing the topic or reminds you of something pertinent that you have discussed in class.
- Example: “In this assignment, we’ll continue exploring the theme of identity, which we introduced in last week’s discussion on personal narratives.”
- Task: Central action words (see table below) tell you what to do. Look for verbs like analyze, compare, or evaluate.
- Example: “Compare the perspectives of two authors on the role of technology in modern education.”
- Suggestions or Prompts: These guide your thinking. They are helpful but not always mandatory.
- Example: “You might consider how the author’s background influences their point of view.”
- Style Tips: Direct comments on writing tone or style.
- Example: “Write in a formal tone, using third-person point of view and avoiding contractions.”
- Technical Details: Page or word counts, font and formatting rules, citation style (MLA, APA, Chicago, etc.), deadlines and submission procedures, instructor’s policy for AI usage.
- Example: “Double-spaced, written in Comic Sans (just kidding—please don’t), no longer than the collected works of Shakespeare, and due precisely at sunrise on the third Wednesday of the semester.”
Active Verbs
Active verbs will guide your understanding of the assignment:
| Category | Key Verbs and Definitions | What They Ask You to Do |
| Information | 1. Define: Give meaning with detail 2. Describe: Explain or write about, paint a picture with words 3. Explain: Make clear or interpret why 4. Illustrate: Give descriptive examples and show connections 5. Research: Investigate systematically 6. Summarize: Give a brief statement of the main ideas 7. Trace: Outline changes or development over time |
Show understanding of facts or ideas — the who, what, when, where, how, and why. |
| Interpretation | 1. Analyze: Examine carefully, break into parts, and explain 2. Argue: Make claims with evidence 3. Assess: Examine critically for merit 4. Evaluate: Discuss strengths and weaknesses with evidence 5. Justify/Prove: Give reasons for a claim 6. Synthesize: Pull parts together into a whole, look for common attributes |
Build an argument supported by evidence. Defend your ideas. |
| Relation | 1. Apply: Demonstrate how a concept works in a situation 2. Compare: Show how two or more things are similar 3. Contrast: Show how two or more things are different 4. Cause: Show how one event leads to another event 5. Relate: Show or describe connection |
Show connections among ideas. |
Tip: Most assignments require you to make an argument even if it’s not stated outright. Ask yourself: “What claim am I making?”
Writing for Your Audience
Most students think that for any assignment, the audience is their instructor. This may be true, but try imagining explaining your argument to a smart but uninformed roommate, not just your professor. Use a clear, logical tone that is neither overly casual nor artificially complicated. Teach the material to your audience. Knowing who your audience is will determine most of your decisions about your writing, including the following:
- Tone: This is the “voice” you will use in your paper. Should you be conversational, academic, formal, subjective, or objective? In most academic writing you should aim for being balanced, clear, concise, and appropriate to the subject.
- Level of Detail: If you think your audience is your instructor, you may end up leaving out information necessary for the assignment. Use enough detail to support your ideas without overwhelming the reader with unnecessary information.
Understanding Style Expectations
- Match your style to course norms: interpret the level of formality based on readings and lectures, or by asking your instructor.
- Prioritize clarity — fancy words or overly complex sentences often obscure meaning.
Evidence and Support
Identify the kind of evidence needed:
- Research studies?
- Historical examples?
- Personal experience?
- Textual analysis?
Common Pitfalls to Avoid
- Over-decorating the cover page or using gimmicky formatting.
- Recycling papers from other classes without permission (which could violate academic integrity policies).
- Prioritizing creativity over the core assignment instructions.
- Padding your writing or using massive fonts/margins to fake page counts.
A Step-by-Step Strategy for Reading Assignments
- Review the assignment: A few days before it’s due, check all your upcoming assignments to estimate how much time each will take and plan accordingly.
- Skim for background: Look at the title, introduction, and images.
- Think of questions: What seems unclear? What do you need to know to get started?
- Re-read in full: Carefully read instructions. See if they answer your initial questions.
- Review resources: Watch videos, read articles, and review any examples provided.
- Study examples: Especially if labeled a “student example,” assume it earned an “A.” Ask yourself:
– What kind of information is included?
– How much detail is there?
– What format is used? Is there a template? - Highlight and annotate: Print and mark up the assignment if needed.
- Consult resources: Ask peers, tutors, or the Writing Center. Email instructors with specific questions.
- Plan and start early: Use instructions and examples to guide your work.
- Check again: Before submitting, re-read the assignment and grading rubric to make sure you’ve completed everything thoroughly.
Instructions
- Using the information above, choose an assignment from another class you’re currently taking (or recently completed). It should be at least a paragraph long with multiple steps or components (not just a simple worksheet or quiz).
- Attach a copy or screenshot of the assignment instructions to your submission.
- Answer the following questions about the assignment you chose:
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- What is the main task or goal of this assignment? Restate it in your own words.
- What steps are required to complete it? Break them down clearly.
- What questions did you have when you first read it?
- Did the instructions answer your questions? If not, what was still unclear?
- Were there examples, rubrics, or additional resources provided? How did they help (or not)?
- What did you notice about the format, style, or tone of the assignment?
- How would you plan your time to complete this assignment?
- If you needed help understanding it, where would you turn (classmate, teacher, tutor)?
- After doing this analysis, do you feel more prepared to complete the assignment?
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- Describe how this activity helped you understand the process of reading and breaking down an assignment. What will you do differently next time you receive a new assignment?
- Browning, E. (2018). Chapter 1 -- Critical Reading. In Let's Get Writing! Virginia Western Community College. https://pressbooks.pub/vwcceng111/chapter/chapter-1-critical-reading/ ↵
