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by Gordon Harvey

Students often do their best and hardest thinking, and feel the greatest sense of mastery and growth, in their writing. Courses and assignments should be planned with this in mind. Three principles are paramount:

1. Name what you want and imagine students doing it

However free students are to range and explore in a paper, the general kind of paper you’re inviting has common components, operations, and criteria of success, and you should make these explicit. Having satisfied yourself, as you should, that what you’re asking is doable, with dignity, by writers just learning the material, try to anticipate in your prompt or discussions of the assignment the following queries:

• What is the purpose of this? How am I going beyond what we have done, or applying it in a new area, or practicing a key academic skill or kind of work?
• To what audience should I imagine myself writing?
• What is the main task or tasks, in a nutshell? What does that key word (e.g., analyze, significance of, critique, explore, interesting, support) really mean in this context or this field?
• What will be most challenging in this and what qualities will most distinguish a good paper? Where should I put my energy? (Lists of possible questions for students to answer in a paper are often not sufficiently prioritized to be helpful.)
• What misconceptions might I have about what I’m to do? (How is this like or unlike other papers I may have written?) Are there too-easy approaches I might take or likely pitfalls? An ambitious goal or standard that I might think I’m expected to meet but am not?
• What form will evidence take in my paper (e.g., block quotations? paraphrase? graphs or charts?) How should I cite it? Should I use/cite material from lecture or section?
• Are there some broad options for structure, emphasis, or approach that I’ll likely be choosing among?
• How should I get started on this? What would be a helpful (or unhelpful) way to take notes, gather data, discover a question or idea? Should I do research? 

2. Take time in class to prepare students to succeed at the paper

Resist the impulse to think of class meetings as time for “content” and of writing as work done outside class. Your students won’t have mastered the art of paper writing (if such a mastery is possible) and won’t know the particular disciplinary expectations or moves relevant to the material at hand. Take time in class to show them: 

• discuss the assignment in class when you give it, so students can see that you take it seriously, so they can ask questions about it, so they can have it in mind during subsequent class discussions;
• introduce the analytic vocabulary of your assignment into class discussions, and take opportunities to note relevant moves made in discussion or good paper topics that arise;
• have students practice key tasks in class discussions, or in informal writing they do in before or after discussions;
• show examples of writing that illustrates components and criteria of the assignment and that inspires (class readings can sometimes serve as illustrations of a writing principle; so can short excerpts of writing—e.g., a sampling of introductions; and so can bad writing—e.g., a list of problematic thesis statements);
• the topics of originality and plagiarism (what the temptations might be, how to avoid risks) should at some point be addressed directly. 

3. Build in process

Ideas develop over time, in a process of posing and revising and getting feedback and revising some more. Assignments should allow for this process in the following ways:

• smaller assignments should prepare for larger ones later;
• students should do some thinking and writing before they write a draft and get a response to it (even if only a response to a proposal or thesis statement sent by email, or described in class);
• for larger papers, students should write and get response (using the skills vocabulary of the assignment) to a draft—at least an “oral draft” (condensed for delivery to the class);
• if possible, meet with students individually about their writing: nothing inspires them more than feeling that you care about their work and development;
• let students reflect on their own writing, in brief cover letters attached to drafts and revisions (these may also ask students to perform certain checks on what they have written, before submitting);
• have clear and firm policies about late work that nonetheless allow for exception if students talk to you in advance.

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Understanding the question preparing assignments.

The first and most important thing to do is pay close attention to what the module assignment guide says you have to do. It gives you the assignment question and extra things that might help such as notes on the writing style and the format you should adopt.

Make sure you know what type of assignment is needed. Is an essay required? Do you have to write a report or a series of short answers to questions?

Check the word limit and keep to it.

Eulina's advice on starting an assignment

Eulina: I really do try and stress to analyse the essay title or the assignment title. Just for 15 minutes, don't even start working, just have the title in front of you and maybe pick out the words that are telling you what to do. If it's to compare and contrast? Is it to outline? Is it to explain a theme? What are they asking of me? What are they looking for? If you get that right, you're halfway through into writing your assignment. And then from that you can write your essay plan. Now people write essay plans in all different ways, in like a box, flow diagram, or in linear. And your essay plan should just be key words, or key themes that will then trigger off other, issues or other notes. So when you begin to write your essay you've got a plan in front of you, know exactly where to go for the information, you know exactly what information you're going for and I think if you work within that structure it becomes less confusing.

All assignment questions have key words or phrases that indicate how and what you should write. There are two types of key words to be aware of.

Content words

• Process words

You'll be able to focus your ideas much more clearly if you identify the content and process words in the question or title of your assignment.

These tell you what topics the question requires you to focus on. For example, look at this assignment question.

Compare your own education to date with that of one of your parents, one of your children (if you have any) or a friend from a different generation . Which points of comparison seem important to you and why ?

The content words are in bold and tend to be nouns. There are plenty of content words there. The question asks you to choose between three groups of people against whom you should compare your education. The key word 'important' indicates that you must pick out a number of main points of comparison (not everything you can think of).

Content word activity

Identify the content words in the assignment question in the following activity: Content words activity . There is also a  Word version (DOC, 158KB)  available.

Process words and phrases

Process words and phrases tell you what to do with your material and are often expressed as imperatives: ' Assess  the impact of ...' or ' Explain  the importance of ...' So, in the example question above, the key words 'Compare' and 'why' are process words (rather than content words). The word 'why' indicates that you must give reasons for selecting particular points of similarity and difference.

In the assignment question below, the process words are in bold.

With particular reference to Reading A of Chapter 9, English: history, diversity and change, discuss and evaluate the grounds on which judgements are made about ‘correctness’ in English.

Process word activity

Identify the meanings of these process words in the following activity: Process words activity . There is also a  Word version (DOC, 195KB)  available. Once you feel confident that you've identified what you are being asked to do for your assignment, you can turn to finding the relevant books, etc.

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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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There are usually three steps to analysing an assignment question. Some questions may involve more than one task.

Checking the meaning

Check the meaning of any words or terms within the assignment question by looking up your course notes, study guide, textbook, or dictionary.

If the assignment question includes a direct quote from a particular author, then you could try to locate a copy of the source (article or paper or text). This will enable you to identify the context of the writer's statement. This can lead you to supporting evidence for the author's position that you may need to consider when writing your assignment.

Identify the three main parts of the question

Normally, there are three main parts to assignment questions:

• Command/s : These are command or directing words that tell you what to do, such as "Discuss", "Analyse", "Compare and contrast", "Critique", or "Evaluate". Sometimes there is more than one command in a question. For more on this see the section on assignment command words .
• Topic/s : This is the general area(s) for your discussion. The topic/s can be determined by taking the command word/s and asking "what?" after each command word. For example, Discuss what? Compare and contrast what with what?
• Focus : The specific area of the topic that you need to concentrate on. Sometimes there is more than one focus in a question. This can usually be identified by extending the strategy above: Discuss - what? - in relation to what?

Forming a thesis statement

Many types of assignment (such as essays ) require you to form a thesis statement - a single sentence outlining your answer to the question. See the section on thesis statements for more.

Complex questions

Some assignments are more complex and may require you to perform more than one task to complete the assignment. This is not always clear, as some tasks are implied rather than explicitly stated. It may be necessary to break the question into small chunks to find all the different sections that you will need to cover in order to answer a question fully.

For example:

Define Maslow's hierarchy of needs. Describe how they apply to an online marketing environment.

First Chunk: Define Maslow's hierarchy of needs

• Understand the chunk: Define Maslow's Hierarchy.
• Brainstorm about the topic; ask yourself questions about the topic.
• Note down in your own words your next action.

Second Chunk: Describe online marketing

• Understand the chunk: Describe online marketing
• Brainstorm about the topic: What is online marketing?
• Note down in your own words your next action: What research do you need to do?

Third Chunk: Describe how Maslow relates to the different facets of the online marketing environment

Page authorised by Director - Centre for Learner Success Last updated on 18 February, 2019

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22 Essay Question Words You Must Understand to Prepare a Well-Structured Essay

(Last updated: 3 June 2024)

Since 2006, Oxbridge Essays has been the UK’s leading paid essay-writing and dissertation service

We have helped 10,000s of undergraduate, Masters and PhD students to maximise their grades in essays, dissertations, model-exam answers, applications and other materials. If you would like a free chat about your project with one of our UK staff, then please just reach out on one of the methods below.

Now, we may be experts in best essay writing , but we’re also the first to admit that tackling essay questions can be, well, a bit of a challenge. Essays first require copious amounts of background reading and research so you can include accurate facts in your writing. You then have to figure out how to present those facts in a convincing and systematic argument. No mean feat.

But the silver lining here is that presenting your argument doesn’t have to be stressful. This goes even if you’re a new student without much experience and ability. To write a coherent and well-structured essay , you just have to really understand the requirements of the question. And to understand the requirements of the question, you need to have a good hold on all the different question words. For example, 'justify', 'examine', and 'discuss', to name a few.

Lacking this understanding is a pitfall many students tumble into. But our guide on essay question words below should keep you firmly above on safe, essay-acing ground.

Definition of Question Words with Examples

No matter their nature, question words are key and must always be adhered to. And yet, many students often overlook them and therefore answer their essay questions incorrectly. You may be a font of all knowledge in your subject area, but if you misinterpret the question words in your essay title, your essay writing could be completely irrelevant and score poorly.

For example, if you are asked to compare the French and British upper houses of parliament, you won’t get many points by simply highlighting the differences between the two parliamentary systems.

So, what should you do? We advise you start by reading this guide – we’ve divided the question words either by ‘critical’ or ‘descriptive’ depending on their nature, which should help you identify the type of response your essay requires.

Question Words that Require a Critical Approach

Once you have done this, it’s also important that you critically (more on this word later) examine each part. You need to use important debates and evidence to look in depth at the arguments for and against, as well as how the parts interconnect. What does the evidence suggest? Use it to adopt a stance in your essay, ensuring you don’t simply give a narration on the key debates in the literature. Make your position known and tie this to the literature.

2. Evaluate

It is essential to provide information on both sides of the debate using evidence from a wide range of academic sources. Then you must state your position basing your arguments on the evidence that informed you in arriving at your position.

Also, you may want to consider arguments that are contrary to your position before stating a conclusion to your arguments. This will help present a balanced argument and demonstrate wide knowledge of the literature. Here, a critical approach becomes crucial. You need to explain why other possible arguments are unsatisfactory as well as why your own particular argument is preferable.

4. Critically evaluate

The key to tackling these question words is providing ample evidence to support your claims. Ensure that your analysis is balanced by shedding light on, and presenting a critique of, alternative perspectives. It is also important that you present extensive evidence taken from a varying range of sources.

State your conclusion clearly and state the reasons for this conclusion, drawing on factors and evidence that informed your perspective. Also try to justify your position in order to present a convincing argument to the reader.

Put another way, ‘review’ questions entail offering your opinion on the validity of the essay question. For example, you may be asked to review the literature on electoral reform in Great Britain. You'll need to give an overview of the literature. and any major arguments or issues that arose from it. You then need to comment logically and analytically on this material. What do you agree or disagree with? What have other scholars said about the subject? Are there any views that contrast with yours? What evidence are you using to support your assessment? Don’t forget to state your position clearly.

Review answers should not be purely descriptive; they must demonstrate a high level of analytical skill. The aim is not simply to regurgitate the works of other scholars, but rather to critically analyse these works.

However, when assessing a particular argument or topic, it is important that your thoughts on its significance are made clear. This must be supported by evidence, and secondary sources in the literature are a great start. Essentially, you need to convince the reader about the strength of your argument, using research to back up your assessment of the topic is essential. Highlight any limitations to your argument and remember to mention any counterarguments to your position.

Give a detailed examination of the topic by including knowledge of the various perspectives put forward by other scholars in relation to it. What are your thoughts on the subject based on the general debates in the literature? Remember to clearly state your position based on all the evidence you present.

You should also try to provide some context on why the issues and facts that you have closely examined are important. Have these issues and facts been examined differently by other scholars? If so, make a note of this. How did they differ in their approach and what are the factors that account for these alternative approaches?

‘Examine’ questions are less exploratory and discursive than some other types of question. They focus instead on asking you to critically examine particular pieces of evidence or facts to inform your analysis.

9. To what extent

Such questions require that you display the extent of your knowledge on a given subject and that you also adopt an analytical style in stating your position. This means that you must consider both sides of the argument, by present contrasting pieces of evidence. But ultimately, you must show why a particular set of evidence, or piece of information, is more valid for supporting your answer.

Question Words that Require a Descriptive Response

It is important that you provide more than one meaning if there are several of them as it shows that you are very familiar with the literature.

2. Demonstrate

Make sure you assert your position with these types of questions. It's even more important that you support your arguments with valid evidence in order to establish a strong case.

3. Describe

‘Describe’ question words focus less on the basic meaning of something, therefore, and more on its particular characteristics. These characteristics should form the building blocks of your answer.

4. Elaborate

In addition, always remember to back any claims with academic research. In explanatory answers it is important that you demonstrate a clear understanding of a research topic or argument. This comes across most convincingly if you present a clear interpretation of the subject or argument to the reader. Keep in mind any ‘what’, ‘how’ and ‘why’ questions as this will help you to structure a clear and logically coherent response. Coherence is extremely important in providing explanatory answers.

A somewhat detached, dispassionate tone can be particularly effective, in contrast to the more assertive, argumentative tone you might adopt for other types of essay question. Just remember that the key objective here is to give a nuanced account of a research topic or argument by examining its composite parts.

7. Identify

8. illustrate, 10. summarise, 11. clarify.

Such questions require you to shed light on a topic or, in some instances, break down a complex subject into simple parts. Coherence is very important for acing such questions, remembering to present your answer in a systematic manner.

12. Compare

Furthermore, you may also want to emphasise any differences, although the focus of your essay should be on establishing similarities.

13. Contrast

How to Strategically Structure Essay Based on Question Words

Understanding how to structure an essay based on question words is crucial for producing clear, focused, and compelling academic writing. The question words we analised above guide the direction of your response and dictate the type of content required. Recognising the demands of each question word allows you to strategically organise your essay, ensuring that your arguments are relevant and comprehensive. By mastering this approach, you can enhance the clarity and impact of your writing, making your academic work more persuasive and effective.

Here are a few more handy tips to bear in mind when addressing your essay questions:

When you first get your essay question, always try to understand exactly what the question means and what it is asking you to do. Look at the question word(s) and think about their meaning before you launch into planning what to write. Hopefully, our guide has shown you how to do this expertly.

Remember to read the question several times and consider any underlying assumptions behind the question. Highlight the key words and if possible, make a very basic draft outline of your response. This outline does not have to be detailed. But if you follow it as you write, it will help keep your response coherent and systematic.

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Teaching excellence & educational innovation, creating assignments.

Here are some general suggestions and questions to consider when creating assignments. There are also many other resources in print and on the web that provide examples of interesting, discipline-specific assignment ideas.

Consider your learning objectives.

What do you want students to learn in your course? What could they do that would show you that they have learned it? To determine assignments that truly serve your course objectives, it is useful to write out your objectives in this form: I want my students to be able to ____. Use active, measurable verbs as you complete that sentence (e.g., compare theories, discuss ramifications, recommend strategies), and your learning objectives will point you towards suitable assignments.

Design assignments that are interesting and challenging.

This is the fun side of assignment design. Consider how to focus students’ thinking in ways that are creative, challenging, and motivating. Think beyond the conventional assignment type! For example, one American historian requires students to write diary entries for a hypothetical Nebraska farmwoman in the 1890s. By specifying that students’ diary entries must demonstrate the breadth of their historical knowledge (e.g., gender, economics, technology, diet, family structure), the instructor gets students to exercise their imaginations while also accomplishing the learning objectives of the course (Walvoord & Anderson, 1989, p. 25).

Double-check alignment.

After creating your assignments, go back to your learning objectives and make sure there is still a good match between what you want students to learn and what you are asking them to do. If you find a mismatch, you will need to adjust either the assignments or the learning objectives. For instance, if your goal is for students to be able to analyze and evaluate texts, but your assignments only ask them to summarize texts, you would need to add an analytical and evaluative dimension to some assignments or rethink your learning objectives.

Name assignments accurately.

Students can be misled by assignments that are named inappropriately. For example, if you want students to analyze a product’s strengths and weaknesses but you call the assignment a “product description,” students may focus all their energies on the descriptive, not the critical, elements of the task. Thus, it is important to ensure that the titles of your assignments communicate their intention accurately to students.

Consider sequencing.

Think about how to order your assignments so that they build skills in a logical sequence. Ideally, assignments that require the most synthesis of skills and knowledge should come later in the semester, preceded by smaller assignments that build these skills incrementally. For example, if an instructor’s final assignment is a research project that requires students to evaluate a technological solution to an environmental problem, earlier assignments should reinforce component skills, including the ability to identify and discuss key environmental issues, apply evaluative criteria, and find appropriate research sources.

Think about scheduling.

Consider your intended assignments in relation to the academic calendar and decide how they can be reasonably spaced throughout the semester, taking into account holidays and key campus events. Consider how long it will take students to complete all parts of the assignment (e.g., planning, library research, reading, coordinating groups, writing, integrating the contributions of team members, developing a presentation), and be sure to allow sufficient time between assignments.

Check feasibility.

Is the workload you have in mind reasonable for your students? Is the grading burden manageable for you? Sometimes there are ways to reduce workload (whether for you or for students) without compromising learning objectives. For example, if a primary objective in assigning a project is for students to identify an interesting engineering problem and do some preliminary research on it, it might be reasonable to require students to submit a project proposal and annotated bibliography rather than a fully developed report. If your learning objectives are clear, you will see where corners can be cut without sacrificing educational quality.

Articulate the task description clearly.

If an assignment is vague, students may interpret it any number of ways – and not necessarily how you intended. Thus, it is critical to clearly and unambiguously identify the task students are to do (e.g., design a website to help high school students locate environmental resources, create an annotated bibliography of readings on apartheid). It can be helpful to differentiate the central task (what students are supposed to produce) from other advice and information you provide in your assignment description.

Establish clear performance criteria.

Different instructors apply different criteria when grading student work, so it’s important that you clearly articulate to students what your criteria are. To do so, think about the best student work you have seen on similar tasks and try to identify the specific characteristics that made it excellent, such as clarity of thought, originality, logical organization, or use of a wide range of sources. Then identify the characteristics of the worst student work you have seen, such as shaky evidence, weak organizational structure, or lack of focus. Identifying these characteristics can help you consciously articulate the criteria you already apply. It is important to communicate these criteria to students, whether in your assignment description or as a separate rubric or scoring guide . Clearly articulated performance criteria can prevent unnecessary confusion about your expectations while also setting a high standard for students to meet.

Specify the intended audience.

Students make assumptions about the audience they are addressing in papers and presentations, which influences how they pitch their message. For example, students may assume that, since the instructor is their primary audience, they do not need to define discipline-specific terms or concepts. These assumptions may not match the instructor’s expectations. Thus, it is important on assignments to specify the intended audience http://wac.colostate.edu/intro/pop10e.cfm (e.g., undergraduates with no biology background, a potential funder who does not know engineering).

Specify the purpose of the assignment.

If students are unclear about the goals or purpose of the assignment, they may make unnecessary mistakes. For example, if students believe an assignment is focused on summarizing research as opposed to evaluating it, they may seriously miscalculate the task and put their energies in the wrong place. The same is true they think the goal of an economics problem set is to find the correct answer, rather than demonstrate a clear chain of economic reasoning. Consequently, it is important to make your objectives for the assignment clear to students.

Specify the parameters.

If you have specific parameters in mind for the assignment (e.g., length, size, formatting, citation conventions) you should be sure to specify them in your assignment description. Otherwise, students may misapply conventions and formats they learned in other courses that are not appropriate for yours.

A Checklist for Designing Assignments

Here is a set of questions you can ask yourself when creating an assignment.

• Provided a written description of the assignment (in the syllabus or in a separate document)?
• Specified the purpose of the assignment?
• Indicated the intended audience?
• Articulated the instructions in precise and unambiguous language?
• Provided information about the appropriate format and presentation (e.g., page length, typed, cover sheet, bibliography)?  
• Indicated special instructions, such as a particular citation style or headings?  
• Specified the due date and the consequences for missing it?
• Articulated performance criteria clearly?
• Indicated the assignment’s point value or percentage of the course grade?
• Provided students (where appropriate) with models or samples?

Adapted from the WAC Clearinghouse at http://wac.colostate.edu/intro/pop10e.cfm .

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High School Assignment Sparks Controversy for Asking Students to Answer ‘Is God Real?’

“This is some crazy s--- overall and also on a technical level,” said a Skiatook High School student’s mother

A homework assignment ignited uproar online after a concerned parent shared a photo of the questions a teacher wanted her child to answer, including "Is God real?"

Oklahoma mother Olivia Gray posted her sophomore daughter Nettie Gray’s world history assignment from a Skiatook High School teacher on Facebook on Aug. 15, describing it as “some crazy s---.”

The assignment — titled “How did the world start?” — ended with two questions that raised concerns: “Is God real?” and “Is Satan real?”

“It’s being called a research paper,” Olivia wrote of the assignment, which asked students to provide sources using APA Style to support their answers. 

“This is some crazy s--- overall and also on a technical level. Literally the kid had been in school ONE WEEK,” she concluded.

Many reacted to the assignment in the comments section of Olivia's Facebook post.

“This assignment is wrong on more than ten levels,” one person commented, while another wrote, “I’m stunned and horrified they are even being allowed to push or preach their own personal religion/religious bias like that onto students in a public school in the United States.”

Never miss a story — sign up for  PEOPLE's free daily newsletter  to stay up-to-date on the best of what PEOPLE has to offer​​, from celebrity news to compelling human interest stories. In a statement to area news outlet 2 News Oklahoma on Aug. 19, the school district addressed the situation.

“Skiatook Public Schools became aware of the World History assignment in question through a social media post,” the statement read. “Once administration reviewed the assignment, it was determined that the presentation of the material was not conducive to our instructional plan.”

“Administration and staff will continue to collaborate on best practices to meet the Oklahoma Academic Standards,” the statement added.

PEOPLE reached out to Skiatook Public Schools’ Superintendent Rick Loggins and Director of Curriculum Tim Buck for comment about the controversial assignment, but did not immediately hear back.

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Online classes are convenient, but they usually don’t offer the support of a traditional university. If you find yourself wishing you had a tutor to guide you through a difficult math problem or essay question, free websites offer you the ability to ask questions and get answers online. 

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HippoCampus delivers videos, animations, and simulations on general education subjects to middle-school and high-school teachers. Students can use the site for homework and exam preparation. Users don't need to register or log in. HippoCampus is powered by The NROC Project, a nonprofit, member-driven group focused on new models of digital content development, distribution, and use.

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Answerology users can answer each other's questions and form “Question Groups” that track the questions on a homework topic. Questions and answers tend to be more social than academic but would be useful in essays. 

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This site, launched in 2002, typically sees more than a million visitors a month during the school year. Everything on the site is free , supported by advertising, though some links take you to fee-based sites.

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Hosted by the University of Amherst , this site allows users to ask philosophical questions and receive responses from philosophers. Answers are posted within a few days. The website warns submissions won't be posted if they're unintelligible, vague, clearly scientific, concern a personal problem, or have other issues. You can search to see if your question has already been answered.

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Questions are answered on the website by linguistics students and faculty at Indiana University's Linguistics Department . Responses focus on language and language analysis regarding issues with substantial linguistic content or content of wide interest within the discipline.

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Email questions about earth sciences to this site, and United States Geological Survey scientists will respond if your homework question is among the 88 percent answered. Include the word "Question" in the subject line. USGS scientists have responded since 1994 but won't answer test questions, write reports, answer questions with direct financial impacts, recommend products or companies, or identify rocks from photos. 

Go Ask Alice!

Questions to the site, hosted by Columbia University’s health department , are answered by health care professionals, information and research specialists, and writers. Team members have advanced degrees in fields such as public health, health education, medicine, and counseling. The site came online in 1994; 20 years later, more than 4 million people were visiting monthly.

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Patent Assignment Agreement Drafting Tips

When drafting a patent assignment agreement, it is vital to precisely define the assignment scope, identifying the specific patent rights being transferred, including patent applications and issued patents. Clearly identify the assignor and assignee, considering their legal entity status and roles in the assignment process. A well-structured consideration clause outlining compensation or benefits is also imperative. Additionally, the agreement must address ownership and title, providing a clear transfer of patent rights. By carefully considering these factors, parties can minimize potential disputes and achieve a successful patent assignment. A thorough understanding of these principles is necessary to navigate the complexities of patent assignment agreements.

Table of Contents

Understanding Patent Assignment Basics

Assigning patent rights, a vital step in the intellectual property transfer process, requires a thorough understanding of the underlying principles and legal frameworks that govern patent assignments. A patent assignment involves the transfer of ownership rights from one entity to another, and it is essential to grasp the nuances of this process to ensure a successful transfer.

Throughout patent history, assignment strategies have evolved to accommodate the complexities of intellectual property transactions. A well-crafted assignment strategy considers the type of patent, jurisdiction, and assignor's goals to facilitate a seamless transfer. Understanding the legal frameworks governing patent assignments is crucial, as different jurisdictions have unique regulations and requirements. For instance, the United States Patent and Trademark Office (USPTO) requires assignments to be in writing and signed by the assignor. A comprehensive understanding of these principles and frameworks enables parties to navigate the assignment process efficiently, minimizing the risk of costly disputes and ensuring a successful transfer of patent rights. By grasping these fundamental concepts, parties can develop an effective assignment strategy that meets their intellectual property goals.

Defining the Assignment Scope

A well-defined assignment scope is critical to ensuring that the patent rights being transferred are clearly identified and understood by all parties involved. The assignment scope outlines the specific patent rights being assigned, including the patent applications, issued patents, and any related intellectual property. A clearly defined scope helps to avoid ambiguity and potential disputes.

The scope of the assignment may be limited by various factors, including:

When defining the assignment scope, it is essential to consider the asset categories and scope limitations that apply to the patent rights being transferred. By doing so, parties can ensure a clear understanding of the assignment scope and avoid potential disputes.

Identifying the Assignor and Assignee

When drafting a patent assignment agreement, it is crucial to accurately identify the parties involved, specifically the assignor and assignee. This requires defining the parties, determining their legal entity status, and clarifying the assignor's role in the assignment process. By doing so, the agreement can guarantee a clear understanding of the parties' rights and obligations, thereby mitigating potential disputes.

Define the Parties

In a patent assignment agreement, the parties involved are clearly identified as the assignor and assignee, with the assignor being the party transferring the ownership of the patent and the assignee being the party receiving the transferred patent rights. Defining the parties is vital to avoid potential disputes and provide clarity.

The assignor and assignee can be various entity types, such as individuals, corporations, partnerships, or limited liability companies. It is imperative to accurately identify the party roles in the agreement to establish their respective rights and obligations.

When defining the parties, consider the following:

• Clearly state the assignor's name and address
• Specify the assignor's capacity, such as owner or authorized representative
• Identify the assignee's name and address
• Define the assignee's capacity, such as purchaser or licensee

Identify Legal Entities

The assignor and assignee in a patent assignment agreement must be accurately identified as legal entities to establish their respective rights and obligations. This identification is pivotal, as it determines the parties' capacity to enter into the agreement and affects the agreement's enforceability.

When identifying the assignor and assignee, it is imperative to specify their entity types, such as corporations, limited liability companies (LLCs), partnerships, or individuals. This clarification guarantees that the parties' legal structures are correctly represented, which is necessary for assigning patent rights. For instance, if the assignor is a corporation, it is necessary to specify the state of incorporation and the corporate structure, including any parent or subsidiary companies. Similarly, if the assignee is an LLC, its members and managers should be identified. A clear understanding of the parties' corporate structures helps prevent potential disputes and ensures a smooth transfer of patent ownership. By precisely identifying the legal entities involved, the patent assignment agreement can effectively convey the parties' intentions and protect their interests.

Clarify Assignor Role

Accurate identification of the assignor's role is critical in a patent assignment agreement, as it establishes the party with the authority to assign the patent rights. This clarity is essential in defining the assignor's responsibilities and liabilities, particularly in cases of disputes or breaches. A well-defined assignor role also facilitates a smooth transfer of patent ownership, ensuring that the assignee receives the intended rights.

To ensure a comprehensive role definition, consider the following key aspects:

• Assignor's capacity : Clearly state the assignor's capacity to assign the patent rights, including their legal authority and any necessary permissions.
• Assignor's obligations : Outline the assignor's responsibilities, including any warranties, representations, or covenants related to the patent assignment.
• Assignor Liability : Specify the extent of the assignor's liability in case of breaches or disputes, including any indemnification provisions.
• Role boundaries : Establish clear boundaries around the assignor's role, including any limitations or exclusions to their authority.

Establishing the Consideration Clause

Frequently, a patent assignment agreement's consideration clause outlines the specific compensation or benefit the assignor receives in exchange for transferring ownership of the patent rights. This clause is crucial as it specifies the value of the patent rights being transferred. To draft an effective consideration clause, it is essential to determine the fair market value of the patent rights. This can be achieved by conducting a thorough market analysis or by relying on expert valuations.

The consideration clause should clearly state the contract value, which may be a lump sum payment, a royalty rate, or a combination of both. The clause should also specify the timing and method of payment. Furthermore, it is vital to ensure that the consideration clause is mutually agreed upon by both parties to avoid potential disputes. A well-drafted consideration clause provides clarity and certainty, ensuring that the assignor receives fair compensation for the transferred patent rights. By establishing a clear and comprehensive consideration clause, parties can mitigate potential risks and ensure a smooth transfer of patent ownership.

Addressing Ownership and Title

When drafting a patent assignment agreement, it is crucial to address the critical aspects of ownership and title to guarantee a clear understanding of the parties' rights and obligations. Determining patent ownership involves identifying the current owner of the patent rights and their capacity to assign those rights. A well-crafted assignment agreement must also clearly transfer title to the assignee, specifying the scope of the assignment and any limitations or reservations.

Determining Patent Ownership

In the context of patent assignment agreements, determining patent ownership is a critical step that requires a thorough examination of the underlying legal rights and interests of the parties involved. This involves delving into the patent history to identify the original inventors, assignees, and any subsequent transfers of ownership. It is essential to clarify the intellectual boundaries of each party's contribution to the invention, ensuring that all stakeholders are accounted for and their rights are respected.

To ensure accurate determination of patent ownership, consider the following key factors:

• Patent applications and grants : Review the patent office records to identify the original applicant, inventors, and assignees.
• Assignment and transfer agreements : Analyze any previous agreements that may have transferred ownership or rights to the patent.
• Employment agreements and contracts : Examine employment contracts and agreements that may impact patent ownership, such as work-for-hire provisions.
• Joint research and development agreements : Identify any collaborative agreements that may have contributed to the invention and affected patent ownership.

Transferring Title Clearly

Clear and unequivocal language is vital in patent assignment agreements to transfer title effectively, ensuring that the assignee's rights are explicitly defined and protected. Ambiguity in the language can lead to disputes and undermine the validity of the assignment. To avoid this, it is essential to use clear language that explicitly conveys the transfer of title, including the patent's serial number, title, and ownership.

Managing Confidentiality and Disclosure

Frequently, patent assignment agreements require the inclusion of confidentiality provisions to protect sensitive information disclosed during the negotiation and assignment process. These confidentiality clauses are essential to safeguard the intellectual property and trade secrets of the parties involved. Effective management of confidentiality and disclosure is crucial to prevent unauthorized use or disclosure of confidential information .

To ensure adequate protection, consider the following key aspects when drafting confidentiality provisions:

• Define the scope of confidential information, including patent applications, technical data, and business strategies.
• Establish disclosure protocols, outlining the procedures for sharing confidential information, including authorized recipients and secure communication channels.
• Specify the obligations of the receiving party, including non-disclosure, non-use, and return of confidential information upon request.
• Determine the duration of confidentiality obligations, including any exceptions or termination clauses.

Anticipating Dispute Resolution Mechanisms

Dispute resolution mechanisms should be carefully built into the patent assignment agreement to mitigate the risk of costly and time-consuming litigation, should a disagreement arise between the parties. This is particularly vital in patent assignment agreements, where the stakes are high and the potential for disputes is significant.

To facilitate effective dispute resolution, parties should consider incorporating alternative dispute resolution (ADR) mechanisms into the agreement. Arbitration options, for instance, can provide a binding and final resolution to disputes, while also offering a more efficient and cost-effective alternative to litigation. Mediation strategies, on the other hand, can facilitate a more collaborative and informal approach to dispute resolution, allowing parties to reach a mutually beneficial agreement.

When drafting the patent assignment agreement, parties should carefully consider the scope of the dispute resolution mechanism, including the types of disputes that will be subject to ADR, the rules and procedures governing the process, and the role of the arbitrator or mediator . By anticipating and addressing potential disputes through carefully crafted dispute resolution mechanisms, parties can minimize the risk of costly and time-consuming litigation, and guarantee a more efficient and effective resolution to any disputes that may arise.

Frequently Asked Questions

Can a patent assignment agreement be oral instead of written?.

While verbal contracts are generally enforceable, a patent assignment agreement should ideally be in writing to avoid ambiguity and disputes, as oral agreements may be difficult to prove and could be barred by statute limitations.

How Do I Determine the Patent Assignment's Effective Date?

To determine the patent assignment's effective date, examine the agreement's execution date, considering date stamps on signatures and filings. Be aware of potential filing delays, as they may impact the assignment's effective date, potentially altering the patent's ownership timeline.

Are Patent Assignments Publicly Recorded or Kept Confidential?

Patent assignments are publicly recorded with the US Patent and Trademark Office (USPTO), which may compromise confidentiality. However, parties can mitigate confidentiality risks by limiting public disclosure to crucial information, such as the assignment's existence and effective date.

Can a Patent Assignment Be Cancelled or Terminated?

A patent assignment can be cancelled or terminated through mutual consent, a contractual provision, or as a consequence of breach, where the breaching party fails to comply with the agreement's terms, triggering termination clauses.

Do I Need a Lawyer to Draft a Patent Assignment Agreement?

While not legally required, engaging a lawyer to draft a patent assignment agreement is highly recommended, as they bring vital legal expertise to guarantee accuracy and protect interests, outweighing potential cost considerations.

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