1 Recognizing Assignment Expectations Implied by Key Verbs In order to do well on assignments, including demonstrating mastery of the course competencies that are assessed, it is important to have a clear understanding of what you are expected to do. Therefore, while the complexity of assignment instructions can sometimes be daunting, it always pays to focus special attention on the operative verbs that delineate the actions that you should take. Certain verbs are frequently used in assignment instructions, but learners are not always clear about what expectations are usually implied when they are used. Key examples of such verbs include identify, define, describe, analyze, evaluate, and synthesize. Verb Example Identify Bicycle. Define A bicycle is a two-wheeled vehicle powered by a crank pushed by the feet with pedals. Describe This single-speed bicycle has a bright aqua step-through frame, purple seat, and 26-inch whitewall tires accented with deep purple rims. Analyze The step-through frame of the bicycle presents less risk of stretching or ripping clothes compared to models that have a frame with a crossbar. Evaluate The distinctive coloring of this bicycle, and its step-through frame that presents less risk of wear and tear on clothing, make this model a good choice for those with a sophisticated sense of style. However, its fixed gear ratio would make it undesirable for those who frequently travel up steep hills. Synthesize A new line of accessories, including saddle bags and footwear with similar colors and retro styling, is proposed for marketing with this bicycle. • When asked to describe something, it is usually not enough to simply name it or label it. You should summarize all the salient characteristics that are relevant to the question at hand. When asked to identify something, its name or its label may be enough, but characterizing it with description may demonstrate a more distinguished level of proficiency. • The verb define means to precisely describe the most characteristic features of an object or objects. Focus on the attributes that are shared by things that are similar; those that allow you to recognize that these types of thing are different from other types of things. 2 • To analyze something means to study it closely, often by describing its components and how they work together to produce some end result. The verbs examine, explain, or perhaps discuss, are sometimes used when analysis is wanted. Instructions to compare and contrast generally mean to analyze by looking for similarities and/or differences between two or more things. If asked to describe a process or interaction and its results in detail, the desired result may be similar to an analysis. • Evaluate means to judge the value, significance, quality, or condition of something. Verbs that may be used in place of evaluate include assess, appraise, gauge, and judge. Expectations could also be similar if the .

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Recognizing Assignment Expectations Implied by Key
Verbs
In order to do well on assignments, including demonstrating
mastery of the course
competencies that are assessed, it is important to have a clear
understanding of what you are
expected to do.
Therefore, while the complexity of assignment instructions can
sometimes be daunting, it always
pays to focus special attention on the operative verbs that
delineate the actions that you should
take.
Certain verbs are frequently used in assignment instructions, but
learners are not always clear
about what expectations are usually implied when they are used.
Key examples of such verbs
include identify, define, describe, analyze, evaluate, and
synthesize.
Verb Example
Identify Bicycle.
Define A bicycle is a two-wheeled vehicle powered by a crank
pushed by the feet
with pedals.
Describe This single-speed bicycle has a bright aqua step-

2. through frame, purple
seat, and 26-inch whitewall tires accented with deep purple
rims.
Analyze The step-through frame of the bicycle presents less risk
of stretching or
ripping clothes compared to models that have a frame with a
crossbar.
Evaluate The distinctive coloring of this bicycle, and its step-
through frame that
presents less risk of wear and tear on clothing, make this model
a good
choice for those with a sophisticated sense of style. However,
its fixed
gear ratio would make it undesirable for those who frequently
travel up
steep hills.
Synthesize A new line of accessories, including saddle bags and
footwear with similar
colors and retro styling, is proposed for marketing with this
bicycle.
• When asked to describe something, it is usually not enough to
simply name it or label it.
You should summarize all the salient characteristics that are
relevant to the question at
hand. When asked to identify something, its name or its label
may be enough, but
characterizing it with description may demonstrate a more
distinguished level of
proficiency.
• The verb define means to precisely describe the most
characteristic features of an

3. object or objects. Focus on the attributes that are shared by
things that are similar;
those that allow you to recognize that these types of thing are
different from other types
of things.
2
• To analyze something means to study it closely, often by
describing its components and
how they work together to produce some end result. The verbs
examine, explain, or
perhaps discuss, are sometimes used when analysis is wanted.
Instructions to compare
and contrast generally mean to analyze by looking for
similarities and/or differences
between two or more things. If asked to describe a process or
interaction and its results
in detail, the desired result may be similar to an analysis.
• Evaluate means to judge the value, significance, quality, or
condition of something. Verbs
that may be used in place of evaluate include assess, appraise,
gauge, and judge.
Expectations could also be similar if the instructions ask you to
analyze qualities
such as strengths and weaknesses.
Evaluations can be made in a very off-hand and ill-considered
way. But what would be
the value of that? An evaluation is an opportunity to carefully
consider an object of study
and determine what standards it should be judged by in a
particular context. This level of
examination is required to support a reasonable judgment, but

4. there is an added bonus
for you as a learner, because so much can be learned in this
process of rigorous
examination.
In everyday life, the criteria (or standards) that evaluations are
based on are often taken
for granted and are not often explicitly articulated. However,
such unstated assumptions
may hide serious errors.
Therefore, in scholarly or professional writing, scholar-
practitioners should take care to
explicitly articulate the criteria that evaluations are based on.
Further, a sound and
convincing evaluation must be supported by evidence. This may
take the forms of your
own description and analysis, or it may be cited from
formalized research studies or other
legitimate sources.
Evaluations need not be absolute, one-sided judgments of pro or
con. To the contrary, it
is often very helpful to evaluate things from multiple
perspectives.
• The verb synthesize does not often appear in assignments, but
readers familiar with
Bloom’s Taxonomy of Educational Objectives (1956) will
recognize that it represents an
important category of higher order thinking. Synthesis means
putting elements together to
comprise a new whole; this may be a material artifact or an
abstract structure or pattern.
This may take many different forms, but some actions that
involve synthesis include
designing, planning, hypothesizing, predicting, or inventing.
We hope this brief discussion will help you avoid some pitfalls

5. and make the most of your
assignments. But an important caveat must be made before
closing: It is the nature of words
that they are not entirely fixed; there is flexibility in the way
different people use them. It is
always important to interpret the specific words used in
instructions with sensitivity to the overall
objectives of the assignment. If you are unsure how something
should be construed, it is usually
an advantage to choose the interpretation that would lead you to
deeper engagement with your
subject. Furthermore, it is always a good idea to ask your
instructor for clarification if you feel
any aspects of the instructions are unclear.
For a brief discussion of the verbs paraphrase and summarize
see Direct Quoting, Paraphrasing,
and Summarizing in the Capella Writing Center.
https://campustools.capella.edu/redirect.aspx?linkid=3676
https://campustools.capella.edu/redirect.aspx?linkid=3676
3
Reference
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., &
Krathwohl, D. R. (1956). Taxonomy
of educational objectives: The classification of educational
goals. Handbook
I: Cognitive domain. New York, NY: David McKay.
Recognizing Assignment Expectations Implied by Key
VerbsReferenceExampleVerb

6. Annotated Bibliography Worksheet
Annotated Bibliography WorksheetAnnotated Bibliography
Step 1: Complete the following if you have not already done so.
Determine a research question from your specialization.
Determine keywords and conduct a search of the most
appropriate Capella University Library databases to find
relevant, scholarly articles.
Choose four peer-reviewed, scholarly articles related to your
research question.
Complete Steps 2 and 3 in this worksheet.
Step 2: Research.
[State your research question based on professional interest.]
Directions: Using the above research question, complete the
following.
What keywords might you use to find answers? (List at least 5.)
1.
2.
3.
4.
5.
Evaluation of Sources
List and explain the criteria you used to evaluate the reliability,
validity, and credibility of each article, including:
· The article was published in the last 5–7 years.
· The article included a literature review, methodology, and
results.
· The article was peer-reviewed.
Where could you find this information? (List databases or
websites.)
Step 3: Choose three articles from your search, then follow the
directions below.

7. Summarize at least three, but no more than four, scholarly
sources that address your topic and research question within a
psychology specialization in an annotated bibliography that
includes:
The APA citation for each article. For example:
· Author, A. A., Author, B. B., & Author, C. C. (Year). Title of
article. Title of Periodical, volume number(issue number),
pages. If available, include doi information.
A summary of each article. Each summary should be
approximately one paragraph consisting of 3–5 sentences. In
your summary, focus on providing high-level information rather
than the details. Include information from the conclusion of the
article and how it is relevant to your research topic.
Article Chosen
Article Reference
The APA citation for each article. For example: Author, A. A.,
Author, B. B., & Author, C. C. (Year). Title of article. Title of
Periodical, volume number(issue number), pages. If available,
include doi information.
A summary of each article. Each summary should be
approximately one paragraph consisting of 3–5 sentences. In
your summary, focus on providing high-level information rather
than the details. Include information from the conclusion of the
article and how it is relevant to your research topic.
Article Chosen
Article Reference
The APA citation for each article. For example: Author, A. A.,

8. Author, B. B., & Author, C. C. (Year). Title of article. Title of
Periodical, volume number(issue number), pages. If available,
include doi information.
A summary of each article. Each summary should be
approximately one paragraph consisting of 3–5 sentences. In
your summary, focus on providing high-level information rather
than the details. Include information from the conclusion of the
article and how it is relevant to your research topic.
Article Chosen
Article Reference
The APA citation for each article. For example: Author, A. A.,
Author, B. B., & Author, C. C. (Year). Title of article. Title of
Periodical, volume number(issue number), pages. If available,
include doi information.
A summary of each article. Each summary should be
approximately one paragraph consisting of 3–5 sentences. In
your summary, focus on providing high-level information rather
than the details. Include information from the conclusion of the
article and how it is relevant to your research topic.
Article Chosen

9. Article Reference
The APA citation for each article. For example: Author, A. A.,
Author, B. B., & Author, C. C. (Year). Title of article. Title of
Periodical, volume number(issue number), pages. If available,
include doi information.
A summary of each article. Each summary should be
approximately one paragraph consisting of 3–5 sentences. In
your summary, focus on providing high-level information rather
than the details. Include information from the conclusion of the
article and how it is relevant to your research topic.
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