This document provides an overview of assignment writing at the university level. It discusses the different types of questions students may encounter, including short questions requiring definitions or multiple choice, as well as longer essays. The basic structure of introductions, body paragraphs, and conclusions is reviewed. Instructional terms for writing assignments are defined, such as criticize, define, describe, and evaluate. Referencing and avoiding plagiarism are also covered. Resources for students to improve their academic writing skills are provided.

1. Assignment Writing
at University
Gino Fransman
Academic Development Professional
Nelson Mandela University
2017

2. https://twitter.com/housekeepingldn

3. The Line-Up
Remembering University Requirements
Types of Questions
• Short Questions
• - Definitions
• -Multiple Choice Questions
Basic Structure of Short Writing Responses
Longer Writing Responses: Introductions
Essays in Assignments and Exams

4. Feel free to go online and visit resources referred
to during the session.
The aim is not to suggest that after this 1,5 hour
session,
you will be a better writer.
But: I bet you’ll think about it more constructively.

5. This is an introduction.
You should explore related materials located by
clicking on the links to pages provided.
They take you much further.
Please note down questions you may have during any
screened video clips for afterward.

7. Types of Questions
Short Questions
Definitions/ Terminology
Multiple Choice Questions
Essays, or longer pieces of writing.
These often test the language of your discipline...
Can you speak it?

8. What is ‘different’ with writing at university?
What are your writing challenges at university?
Let’s write as many of each down as possible.

9. o Learn to speak the language of YOUR discipline
o Make learning this language a daily exercise
o Just a FEW goodies at a time, think of it like gym for words
o Include instructional terms like ‘describe’, ‘compare’, ‘discuss’...
o Prioritise content terms, or jargon, so you know what you are
saying, and become able to confidently use the right terminology
o Evaluate the terms, take 15 minute self-tests across the day
o Here’s one way to try out for yourself, and also to share with others.

10. Terms
Instructional & Content
Definitions (only from
the prescribed readings
or research!)
Terms Definitions (only from
the prescribed readings
or research!)
1. Define 1. state or describe
exactly the nature,
scope, or meaning
of.
"the contract will
seek to define the
client's obligations"
1. Define. 1.
______________
______________
______________
______________
______________
______________
______________
______________
2. Photosynthesis 2. Xxxxxxxx
Xxxxxxxxxx
xxxxxxxxx
2. Photosynthesis 2.
______________
______________
______________
______
15. xxxxxx 15. xxxxxxx 15. xxxxxxx 15. ____________
Making a terminology test table: PRACTICAL
Master copy Copies x1, 2, 3, 4, 5. 15 minute tests

11. Monday Tuesday Wednesday Thursday Friday Saturday Sunday
6:45 7/15
10:00 12/15
12:00 12/15
14:30 8/15
18:00 8/15
22:00 9/15
After a few days of doing this, you should see some patterns
emerge
These may indicate the best and worst times/periods of the
day for you to be studying, according to achievement you
observe.

12. Write.
RE:presenting Units of Information

13. Taking the
Basic Structure Further
• Remember the constant school reminders
about the format for a written piece?
 Title
 Introduction
 Body
 Conclusion

14. Practical – Let’s Write.
Writing at School
Revisiting the Basics
for University

15. Let’s keep this in mind...
 Title
 Introduction
 Body
 Conclusion
 Now add: Referencing/ Attributions

16. Instructional Terms: What to DO
• Criticise - Give your judgement about the merit of theories or
opinions about the truth or facts, and back your judgement by a
discussion of evidence.
• Define - Set down the precise meaning of a word or phrase. Show
that the distinctions implied in the definition are necessary.
• Describe - Give a detailed or graphic account of the characteristics
of the subject.
• Differentiate - Show the difference between two things by
determining their distinctions.
• Discuss - Investigate or examine by argument, sift and debate,
giving reasons for and against.
• Enumerate - Listen or specify and describe one by one.
• Evaluate - Make an appraisal of the worth of something, in the light
of its apparent truth or utility. Include your personal opinion,
supported by evidence.

17. Move on, maintaining the structure, but
with more detail for academic writing
 Title
 Introduction
 Introduction
 Body
 Conclusion/ Encapsulation/ Quote
 Body 1
 Introduction
 Body
 Conclusion
 Body 2
 Introduction
 Body
 Conclusion
 Conclusion
 Introduction
 Body
 Conclusion
 Every paragraph or point comes from somewhere. Attribute the source.

18. Plagiarism and Referencing
Watch
https://www.youtube.com/watch?v=SEeTSaxCEQg
Academic Writing
Plagiarism and Referencing
Richard Galletly
Take Notes!
This video is available as part of a collection of shared open educational
resources for the FAVOR project and available in
languagebox.ac.uk/profile/1239.

19. What are your
questions about
plagiarism and
referencing?

20.  Go and investigate options, be proactive.
 Amongst options available to you at NMMU
Writing Respondents and draft writing
http://writing.mandela.ac.za/

21. Process of submitting draft writing to the Writing Centre
http://forms.nmmu.ac.za/writingcentre/registration/
Select the correct campus, and fill in all the sections.

22. Visit
Academic Literacy Development Scoopit Site
http://www.scoop.it/t/academic-literacy-development
21st Century Graduate Literacies Scoopit Site
http://www.scoop.it/t/21st-century-graduate-literacies
gino.fransman@mandela.ac.za
Twitter: @ginofransman
Assignment Writing at University 2017 by Gino Fransman is licensed under a
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