example of introduction for group assignment

How To Write A Solid Assignment Introduction

By: Derek Jansen | December 2017

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

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

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

It creates the first impression.

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

It introduces your industry.

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

It defines and justifies your topic.

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

It clarifies your approach.

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

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

The 5 essential ingredients.

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

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

#1 – The Four Ws

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

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

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

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

#2 – A brief discussion of the context.

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

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

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

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

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

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

For example:

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

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

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

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

#4 – A brief outline of your theoretical approach.

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

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

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

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

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

#5 – A brief outline of your fieldwork.

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

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

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

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

Let’s recap.

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

To recap the 5 essentials:

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

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Informative and easy to apply advice…tx D

You’re welcome, Rishen 🙂

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

Yours sincerely Tara

This is really good, thank you.

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

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

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How Do You Write An Introduction to An Assignment? (With Examples of Assignment Introduction)

Whether you’re in school or college, you can’t avoid academic writing. It’s essential to write assignments to complete your course and graduate from it successfully. As a student, you must have discussed your assignments and academic writing projects with your friends, seniors, and mentors. Most assignments aim to gauge students’ knowledge about the subject and how well they express themselves while solving a problem or presenting their ideas and opinions. 

Writing an assignment introduction paves the way of how a reader or a teacher perceives an entire assignment and can be considered a face of an assignment. Our assignment help experts are here to offer you the best tips on how to write an assignment introduction.

How to introduce an assignment?

As they say – well begun is half done. Our assignment writers agree and believe in this adage. Countless times, you must have skipped a video because you didn’t find its first 5 seconds interesting or catchy enough to hold your attention. Or you must have chosen to watch a movie because you liked its trailer. Similarly, an introduction is a bait for your readers to read your assignment, report, essay, or dissertation with interest. It’s the first impression you will cast on your professors.

GoAssignmentHelp assignment assistance experts who handle hundreds of ‘ do my assignment ’ requests every month share that most students find it difficult to write an introductory paragraph that is clear and concise. Here, we will simplify the process of writing an introduction for the given assignment for you.

A good introduction to an assignment example is always one that gives a clear idea to the readers about what your assignment topic is or what are you going to talk about in the rest of the copy. An old trick is to talk about general ideas about the topic and narrow down your discussion to the specific problem or aspect of the topic you are going to discuss.

An introduction is a guide to your assignment. It should include:

• Some background about the assignment topic, and
• An outline of opinions and arguments you are going to present.

An assignment introduction example or two can perhaps give you a better idea of what needs to be done.

Contact our experts for a powerful introduction to your assignment!

Different Elements of the Introduction of an Assignment

Before we delve into introduction assignment examples, you must understand elements that constitute a good introduction to an assignment:

• Importance of an assignment topic or the purpose of essay writing or dissertation writing,
• Keywords from the essay topic or assignment question to show how well you have understood the writing task,
• What is the proper definition of the assignment topic or the key terms it contains – and what can readers expect from the written piece,
• Student’s reason for writing on the topic. You may get some hints on it from what your teacher mentions on the assignment list or what he/she shares in the class about it,
• A quick bird-eye’s view of your approach on the assignment topic,
• Key points of your discussion that you will elaborate in the body of the paper,
• Quick discussion on previous studies, articles, news, or other works on the topic, and
• What are some of the limitations of the topic?

You don’t have to include everything in an introduction – just enough to make your reader or teacher curious about the topic. The following example of introduction for assignment starts with a central issue, goes on to add some background, and then, presents the argument the assignment writer elaborated further in the essay. It ends with a smooth transition statement meant to transport the reader to the next part of the essay.

How to write an introduction for a report?

When you are stuck with how to start a writing assignment, writing an introduction can solve most of your problems. Different types of assignments have different types of introductory paragraphs. The student introduction assignment example mentioned above is suitable for an essay. Now, we will see an example of an assignment introduction for a report.

Note that this kind of assignment introduction contains:

• A Background: A quick mention of previous studies and articles on the topic gives your teachers a perspective on what is already known about the topic, key issues that need to be addressed, and what you are going to discuss in your report.
• An Objective or a Thesis Statement: A hypothesis or a thesis statement is based on earlier findings and previous works on the topic. It provides a structure to your report. Check how the assignment writing service expert has mentioned the purpose of the study and a quick outline of the entailing discussion in one statement – right after the background.
• Importance of the Study: If you’ve not already highlighted the importance of the study yet, you may include a few more lines to mention the gaps in the topic research and how your paper is going to bridge those gaps.

Consult our assignment writers for fresh ideas and introduction samples for any type of assignment!

How to write an introduction for a thesis or a dissertation?

Most students come across a dissertation or a thesis writing task in their Master’s or Ph.D. degree course. A few need to write a dissertation in their Bachelor’s degree programs. But since they are new to dissertation writing, they wonder how to write an introduction for an assignment that is much longer than a normal essay writing task they have encountered yet. The truth is that writing an introduction for a dissertation is not much different from writing an introduction for an essay or a report (depending on the nature of your dissertation topic).

You can use the points mentioned above to learn how to write a good assignment introduction longer than a paragraph. The ideal length for a dissertation introduction is 5-7% of the total length of your research paper. Most Master’s dissertations are around 15,000 to 50,000 words long – depending on the subject area. Hence, their introductions can have anywhere between 750 and 2,500 words.

We provide affordable writing services for students who find it difficult to paraphrase their ideas succinctly in an introduction. Besides the general introduction, we also help students write an introduction for each chapter, which will help you include more references throughout your research paper. It will also help research paper writers to remind their readers of the purpose of the dissertation again and to retain their interest.

You must also read :  Tips and Examples of The Conclusion Section of Assignments

Tips of Top-Rated Experts on How to Start an Assignment

Our essay writers advise students on how to write a good introduction for an assignment all the time. Besides what’s mentioned above, they also advise students to:

• make their introduction eye-catching,
• build up curiosity,
• outline the arguments, and
• maintain suspense.

Experts warn that merely stating the assignment question in other words or trying to state everything in the introduction like a summary of a story is not a good idea at all. You must follow the word limit suggested by your instructor for the assignment introduction and maintain a sharp, focused approach while penning the intro.

Need help with how to start an assignment introduction?

Introduction matters! Whether it’s a superstar or an assignment, the introduction is a key to his/its popularity. GoAssignmentHelp is a leading online assignment help service that brings you the best and most experienced assignment writers from the major cities of Canada, such as Calgary, Edmonton, Montreal, Ottawa, Quebec City, Winnipeg, and more. You can seek help from them for writing the best introduction for your homework , essays , dissertations , thesis , and research papers .

Looking for an assignment introduction sample? Ask our experts!

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How to Write An Assignment Introduction Like A Pro

Assignments become a crucial part of students’ academic lives as they have to encounter writing assignments daily. Writing an assignment in itself is a big and tough task, but most students face problems in writing an introduction for such assignments. 

An introduction has to be precise and complete to give a brief about your assignment, and there is a fixed word limit for writing an introduction of an assignment. That is why the most searched question about the assignment is 

How To Write An Assignment Introduction!

Table of Contents

If you want to make sure that your assignment’s introduction is eye-catching and précis, then follow the following guidelines on how to write an introduction for an assignment.

What is the Assignment Introduction?

The introduction gives an outline of the whole paper. It is the presentation of key ideas and also the purpose of your work. The introduction tells the readers about what you are going to tell in the assignment. An introduction has its own grading rules as it is counted distinctly from the body.

Significance of Writing Assignment Introduction

First, we need to understand the significance of writing a good introduction to an assignment. So you must have heard that the first impression is the last impression, and an introduction of your assignment works as a first impression for your assignment. 

Thus, if you wish to attract your examiner’s attention or your readers, you should write a good introduction for your assignment. Moreover, the important role of the introduction is to give an overview of the assignment, which helps the reader determine whether they want to read it.

Hence, before writing an assignment, it is very important to understand how to write an introduction of an assignment .

Strategies: How to write an assignment introduction

• A good introduction to the assignment manifests the following strategies –
• It must show the main objective and purpose of the assignment.
• The importance of assignment.
• The purview of the assignment’s study that is what it includes.
• A brief description of the assignment’s content and its organization.

Characteristics of Good Introduction

Before knowing how to write an assignment introduction, the most crucial thing is to know the characteristics of a good introduction. Because then only you can write a good introduction. So following are the essential characteristics of a good introduction-

• A good introduction is written precisely and clearly so that everyone can understand it. In short, there must not be any language errors.
• It must be written while remembering that it should be attention-grabbing so that it can grab the attention of its readers.
• A good introduction always shows the purpose of the study and what the study is about.
• A Good Assignment should be grammatical error free and plagiarism free. It will be a wise decision to take help from AI Content Detector tool like Content at Scale’s AI detector.
• Best Guide on How to Write a Case Study Assignment?
• Useful Guide on How to Submit Assignment on Google Classroom
• Handy Tips on How to Write an Assignment From Scratch

Elements: How to Write Introduction For Assignment

1.   background.

The first thing you have to write in an introduction is a brief background of the study. You have to give an overview of your assignment, what your assignment is about, its impact, and its area of study.

2.   Context in brief

You have to include a gist of the context of your assignment. It helps the readers to get information about the scope of the study in the assignment.

3.   Your Contention

You have to write your stance on the question involved in the statement. It should be limited to one statement. It will help the readers understand your stance on such points and that the assignment is based on such points.

4.   Main points of study

You will write one line on the main points of your study as it will help the readers circumscribe the assignment’s limits.

5.   Definition of the Topic

The most important step in how to write an introduction for an assignment is to write a definition of the topic of the assignment very briefly. So that readers can understand the title of the study at once.

6.   Why are you writing on this topic only

It is always suggested that you write in the introduction of an assignment why you are writing on this topic only.

7.   Outline

Write briefly about the outline or structure of the assignment so that readers can read accordingly, and also it will help you to define the scope of the assignment in short.

However, students often look for how to write assignment pdf. So, below we provide the assignment introduction pdf.

How To Write An Introduction Of An Assignment Pdf

Download this PDF of how to write an introduction on an assignment:

How Long Should An Assignment Introduction Be?

It is true that students find this question while looking for an answer on the assignment’s introduction page. Let’s state that while writing an assignment, the introduction section should not be too long. Furthermore, the context should not be more than a few pages long.

Keep your assignment’s introduction simple and readable. Replace difficult words with simpler ones to fix readability issues (if any). To save time and effort, online paraphrasing tools such as Editpad or Paraphraser can be used to paraphrase text in a simple way.

If you are writing a 2000-word assignment, the introduction should be 200-250 words long.

But if you are writing a 3000-word assignment, the introduction should be 350-400 words long.

Guidelines/Tips On How To Write An Assignment Introduction

• Always start your assignment’s introduction with a broad idea about the topic of the assignment. After giving a broader picture of the study, you have to narrow down the discussion and write the main object of the study.
• Don’t forget to state the significance of your assignment in brief. It is the prominent part of the introduction.
• You have to smartly write about the tasks you are dealing with in the assignment in brief.
• Make sure you use easy and understandable language so that readers don’t find it difficult to understand the introduction; otherwise, they will not read the other parts of the assignment as well.
• Double-check and proofread your assignment introduction to ensure it is free from spelling mistakes and grammar mistakes.

These guidelines are very important in writing a good introduction to your assignment. If you want to be well-versed in writing an assignment introduction, it is mandatory first to be acquainted with these tips and guidelines.

Assignment Introduction Example

For more clarity, you can see the following assignment example;

Is There Any Other Way To Write Or Get An Effective Assignment Introduction?

Yes, there is! 

It has been seen that there are several writers who are confused when it comes to the assignment’s introduction writing. And it is true that they struggle to summarise the broad issue and write an introduction without conducting sufficient research. However, because the subject experts or online assignments help provide experts who are well-versed in the field, they easily write the introduction in minutes.

• The majority of students do not properly understand the English language. The experts who work in the writing industry have years of experience in writing assignments. That is why they always make sure to write an engaging introduction that also seems professional.
• Furthermore, the requirements of the writer are always given priority by the professionals. After that, they write a professional article that will, without a doubt, engage the reader.
• The expert not only helps the student in preparing the assignment’s introduction. They offer their support in completing the entire home task and guarantee that they will get an A+ grade.
• Besides that, the professionals’ support is available 24/7/365/366 days. So you won’t have to worry about coming up with a solution for your writing task.

What Makes A Good Introduction?

As you already know that, the rules are always subject to change, and our perspectives may be different. However, the academic standards for writing an introduction are quite clear. When creating a great introduction for an assignment, you have to make sure some of the points that are given below:

• Motivates the audience.
• Introduces your thesis statement.
• Defines the topic you’re talking about.
• Emphasizes the significance of your topic.
• Highlights the main points you want to discuss.
• Provides your reasoning for approaching your topic.
• Gives a high-level overview of your methodology.
• Provides statistical information and the purpose of your methodology.

Note: Remember that even creative writing tasks require an inspiring introduction that discusses your purpose for writing.

On the other hand, writing an introduction is relatively easy. Some important things must be clear, including:

• Your topic’s importance.
• The goal of your paper.
• An element of explanation.
• A powerful opening hook sentence.
• Include a link to your thesis statement.

Quick recap

To write an engaging assignment introduction, remember to:

• Make their introduction interesting, 
• outline the reasons, 
• make the audience curious about your assignment, 
• and keep the audience guessing.

Experts warn that rephrasing the assignment question or telling everything in the opening like a story synopsis is not a good idea. You must stick to your tutor’s specified word limit for the assignment introduction and write it with a clear, focused approach.

Since the time assignments have become a crucial part of our studies and grades, and the need to learn the concept and structure of assignments has arisen. 

An introduction is the important part of the assignment to grab readers’ attention and tell in brief about the background and information of the assignment. Thus it is very important to learn how to write assignment introductions. The introduction of an assignment should be eye-catching and alluring to capture the audience and make them read the whole assignment.

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Frequently Asked Questions

Q1. what are the 3 parts of an introduction paragraph.

Following are the three parts of an introduction:  1. Parts of an introduction 2. The opening statement 3. The supporting sentences 4. The introductory topic sentence.

Q2. What are the key elements of an introduction?

The introduction must have the following responsibilities: 1. Get the audience’s attention 2. Introduce the topic 3. Explain its relevance to the audience 4. State a thesis or purpose 5. Outline the main points.

Q3. How to write introduction for assignment?

A good introduction shows the reader that the essay will provide a relevant answer to the assignment question. As a result, the introduction should link back to the question. That is done by writing a paragraph that deals with all the key content mentioned in the assignment question.

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How to Write an Essay Introduction (with Examples)   

The introduction of an essay plays a critical role in engaging the reader and providing contextual information about the topic. It sets the stage for the rest of the essay, establishes the tone and style, and motivates the reader to continue reading. 

Table of Contents

What is an essay introduction , what to include in an essay introduction, how to create an essay structure , step-by-step process for writing an essay introduction , how to write an introduction paragraph , how to write a hook for your essay , how to include background information , how to write a thesis statement .

• Argumentative Essay Introduction Example: 
• Expository Essay Introduction Example 

Literary Analysis Essay Introduction Example

Check and revise – checklist for essay introduction , key takeaways , frequently asked questions .

An introduction is the opening section of an essay, paper, or other written work. It introduces the topic and provides background information, context, and an overview of what the reader can expect from the rest of the work. 1 The key is to be concise and to the point, providing enough information to engage the reader without delving into excessive detail. 

The essay introduction is crucial as it sets the tone for the entire piece and provides the reader with a roadmap of what to expect. Here are key elements to include in your essay introduction: 

• Hook : Start with an attention-grabbing statement or question to engage the reader. This could be a surprising fact, a relevant quote, or a compelling anecdote. 
• Background information : Provide context and background information to help the reader understand the topic. This can include historical information, definitions of key terms, or an overview of the current state of affairs related to your topic. 
• Thesis statement : Clearly state your main argument or position on the topic. Your thesis should be concise and specific, providing a clear direction for your essay. 

Before we get into how to write an essay introduction, we need to know how it is structured. The structure of an essay is crucial for organizing your thoughts and presenting them clearly and logically. It is divided as follows: 2  

• Introduction:  The introduction should grab the reader’s attention with a hook, provide context, and include a thesis statement that presents the main argument or purpose of the essay.  
• Body:  The body should consist of focused paragraphs that support your thesis statement using evidence and analysis. Each paragraph should concentrate on a single central idea or argument and provide evidence, examples, or analysis to back it up.  
• Conclusion:  The conclusion should summarize the main points and restate the thesis differently. End with a final statement that leaves a lasting impression on the reader. Avoid new information or arguments. 

Here’s a step-by-step guide on how to write an essay introduction: 

• Start with a Hook : Begin your introduction paragraph with an attention-grabbing statement, question, quote, or anecdote related to your topic. The hook should pique the reader’s interest and encourage them to continue reading. 
• Provide Background Information : This helps the reader understand the relevance and importance of the topic. 
• State Your Thesis Statement : The last sentence is the main argument or point of your essay. It should be clear, concise, and directly address the topic of your essay. 
• Preview the Main Points : This gives the reader an idea of what to expect and how you will support your thesis. 
• Keep it Concise and Clear : Avoid going into too much detail or including information not directly relevant to your topic. 
• Revise : Revise your introduction after you’ve written the rest of your essay to ensure it aligns with your final argument. 

Here’s an example of an essay introduction paragraph about the importance of education: 

Education is often viewed as a fundamental human right and a key social and economic development driver. As Nelson Mandela once famously said, “Education is the most powerful weapon which you can use to change the world.” It is the key to unlocking a wide range of opportunities and benefits for individuals, societies, and nations. In today’s constantly evolving world, education has become even more critical. It has expanded beyond traditional classroom learning to include digital and remote learning, making education more accessible and convenient. This essay will delve into the importance of education in empowering individuals to achieve their dreams, improving societies by promoting social justice and equality, and driving economic growth by developing a skilled workforce and promoting innovation. 

This introduction paragraph example includes a hook (the quote by Nelson Mandela), provides some background information on education, and states the thesis statement (the importance of education). 

This is one of the key steps in how to write an essay introduction. Crafting a compelling hook is vital because it sets the tone for your entire essay and determines whether your readers will stay interested. A good hook draws the reader in and sets the stage for the rest of your essay.  

• Avoid Dry Fact : Instead of simply stating a bland fact, try to make it engaging and relevant to your topic. For example, if you’re writing about the benefits of exercise, you could start with a startling statistic like, “Did you know that regular exercise can increase your lifespan by up to seven years?” 
• Avoid Using a Dictionary Definition : While definitions can be informative, they’re not always the most captivating way to start an essay. Instead, try to use a quote, anecdote, or provocative question to pique the reader’s interest. For instance, if you’re writing about freedom, you could begin with a quote from a famous freedom fighter or philosopher. 
• Do Not Just State a Fact That the Reader Already Knows : This ties back to the first point—your hook should surprise or intrigue the reader. For Here’s an introduction paragraph example, if you’re writing about climate change, you could start with a thought-provoking statement like, “Despite overwhelming evidence, many people still refuse to believe in the reality of climate change.” 

Including background information in the introduction section of your essay is important to provide context and establish the relevance of your topic. When writing the background information, you can follow these steps: 

• Start with a General Statement:  Begin with a general statement about the topic and gradually narrow it down to your specific focus. For example, when discussing the impact of social media, you can begin by making a broad statement about social media and its widespread use in today’s society, as follows: “Social media has become an integral part of modern life, with billions of users worldwide.” 
• Define Key Terms : Define any key terms or concepts that may be unfamiliar to your readers but are essential for understanding your argument. 
• Provide Relevant Statistics:  Use statistics or facts to highlight the significance of the issue you’re discussing. For instance, “According to a report by Statista, the number of social media users is expected to reach 4.41 billion by 2025.” 
• Discuss the Evolution:  Mention previous research or studies that have been conducted on the topic, especially those that are relevant to your argument. Mention key milestones or developments that have shaped its current impact. You can also outline some of the major effects of social media. For example, you can briefly describe how social media has evolved, including positives such as increased connectivity and issues like cyberbullying and privacy concerns. 
• Transition to Your Thesis:  Use the background information to lead into your thesis statement, which should clearly state the main argument or purpose of your essay. For example, “Given its pervasive influence, it is crucial to examine the impact of social media on mental health.” 

A thesis statement is a concise summary of the main point or claim of an essay, research paper, or other type of academic writing. It appears near the end of the introduction. Here’s how to write a thesis statement: 

• Identify the topic:  Start by identifying the topic of your essay. For example, if your essay is about the importance of exercise for overall health, your topic is “exercise.” 
• State your position:  Next, state your position or claim about the topic. This is the main argument or point you want to make. For example, if you believe that regular exercise is crucial for maintaining good health, your position could be: “Regular exercise is essential for maintaining good health.” 
• Support your position:  Provide a brief overview of the reasons or evidence that support your position. These will be the main points of your essay. For example, if you’re writing an essay about the importance of exercise, you could mention the physical health benefits, mental health benefits, and the role of exercise in disease prevention. 
• Make it specific:  Ensure your thesis statement clearly states what you will discuss in your essay. For example, instead of saying, “Exercise is good for you,” you could say, “Regular exercise, including cardiovascular and strength training, can improve overall health and reduce the risk of chronic diseases.” 

Examples of essay introduction 

Here are examples of essay introductions for different types of essays: 

Argumentative Essay Introduction Example:  

Topic: Should the voting age be lowered to 16? 

“The question of whether the voting age should be lowered to 16 has sparked nationwide debate. While some argue that 16-year-olds lack the requisite maturity and knowledge to make informed decisions, others argue that doing so would imbue young people with agency and give them a voice in shaping their future.” 

Expository Essay Introduction Example  

Topic: The benefits of regular exercise 

“In today’s fast-paced world, the importance of regular exercise cannot be overstated. From improving physical health to boosting mental well-being, the benefits of exercise are numerous and far-reaching. This essay will examine the various advantages of regular exercise and provide tips on incorporating it into your daily routine.” 

Text: “To Kill a Mockingbird” by Harper Lee 

“Harper Lee’s novel, ‘To Kill a Mockingbird,’ is a timeless classic that explores themes of racism, injustice, and morality in the American South. Through the eyes of young Scout Finch, the reader is taken on a journey that challenges societal norms and forces characters to confront their prejudices. This essay will analyze the novel’s use of symbolism, character development, and narrative structure to uncover its deeper meaning and relevance to contemporary society.” 

• Engaging and Relevant First Sentence : The opening sentence captures the reader’s attention and relates directly to the topic. 
• Background Information : Enough background information is introduced to provide context for the thesis statement. 
• Definition of Important Terms : Key terms or concepts that might be unfamiliar to the audience or are central to the argument are defined. 
• Clear Thesis Statement : The thesis statement presents the main point or argument of the essay. 
• Relevance to Main Body : Everything in the introduction directly relates to and sets up the discussion in the main body of the essay. 

Writing a strong introduction is crucial for setting the tone and context of your essay. Here are the key takeaways for how to write essay introduction: 3  

• Hook the Reader : Start with an engaging hook to grab the reader’s attention. This could be a compelling question, a surprising fact, a relevant quote, or an anecdote. 
• Provide Background : Give a brief overview of the topic, setting the context and stage for the discussion. 
• Thesis Statement : State your thesis, which is the main argument or point of your essay. It should be concise, clear, and specific. 
• Preview the Structure : Outline the main points or arguments to help the reader understand the organization of your essay. 
• Keep it Concise : Avoid including unnecessary details or information not directly related to your thesis. 
• Revise and Edit : Revise your introduction to ensure clarity, coherence, and relevance. Check for grammar and spelling errors. 
• Seek Feedback : Get feedback from peers or instructors to improve your introduction further. 

The purpose of an essay introduction is to give an overview of the topic, context, and main ideas of the essay. It is meant to engage the reader, establish the tone for the rest of the essay, and introduce the thesis statement or central argument.  

An essay introduction typically ranges from 5-10% of the total word count. For example, in a 1,000-word essay, the introduction would be roughly 50-100 words. However, the length can vary depending on the complexity of the topic and the overall length of the essay.

An essay introduction is critical in engaging the reader and providing contextual information about the topic. To ensure its effectiveness, consider incorporating these key elements: a compelling hook, background information, a clear thesis statement, an outline of the essay’s scope, a smooth transition to the body, and optional signposting sentences.  

The process of writing an essay introduction is not necessarily straightforward, but there are several strategies that can be employed to achieve this end. When experiencing difficulty initiating the process, consider the following techniques: begin with an anecdote, a quotation, an image, a question, or a startling fact to pique the reader’s interest. It may also be helpful to consider the five W’s of journalism: who, what, when, where, why, and how.   For instance, an anecdotal opening could be structured as follows: “As I ascended the stage, momentarily blinded by the intense lights, I could sense the weight of a hundred eyes upon me, anticipating my next move. The topic of discussion was climate change, a subject I was passionate about, and it was my first public speaking event. Little did I know , that pivotal moment would not only alter my perspective but also chart my life’s course.” 

Crafting a compelling thesis statement for your introduction paragraph is crucial to grab your reader’s attention. To achieve this, avoid using overused phrases such as “In this paper, I will write about” or “I will focus on” as they lack originality. Instead, strive to engage your reader by substantiating your stance or proposition with a “so what” clause. While writing your thesis statement, aim to be precise, succinct, and clear in conveying your main argument.  

To create an effective essay introduction, ensure it is clear, engaging, relevant, and contains a concise thesis statement. It should transition smoothly into the essay and be long enough to cover necessary points but not become overwhelming. Seek feedback from peers or instructors to assess its effectiveness. 

References  

• Cui, L. (2022). Unit 6 Essay Introduction.  Building Academic Writing Skills . 
• West, H., Malcolm, G., Keywood, S., & Hill, J. (2019). Writing a successful essay.  Journal of Geography in Higher Education ,  43 (4), 609-617. 
• Beavers, M. E., Thoune, D. L., & McBeth, M. (2023). Bibliographic Essay: Reading, Researching, Teaching, and Writing with Hooks: A Queer Literacy Sponsorship. College English, 85(3), 230-242. 

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Undergraduate Writing: Collaborative Assignments

Introduction.

In Walden courses, students may be asked to complete collaborative assignments. Working with others requires skills above and beyond that of writing alone: time management, delegation, and respectful communication, among others. This page provides tips for two popular collaborative assignments: group papers and peer review .

Group Papers

Group assignments can be particularly challenging in an online environment. Therefore, it is important to have a plan in place so that the work goes smoothly and is completed on time.

In the initial planning session for your group paper, consider these actions:

1. Define roles. Who will perform what aspects of the writing process? These roles will change depending on the size of the group and the particular assignment. As an example: With a group of five, you might choose one overall manager, a researcher, several writers, and an editor. These roles will change depending on the size of the group and the particular assignment. Check with your instructor about whether the assignment already includes predetermined roles.

2. Establish deadlines. Be aware of the assignment's due date and set some mini-deadlines leading up to it. Creating these deadlines along the way will prevent the group from scrambling at the last minute and submitting a less-than-polished draft. 

3. Set communication rules. How will group members communicate? Perhaps the instructor will set up a private classroom discussion space for you. If not, determine whether you will communicate by e-mail, phone, instant messaging, Skype, or some other method. As an example: To exchange drafts and materials, you could use e-mail, Google Drive, or Dropbox. Be sure to get contact information so that if a group member is not participating, you can reach out to him or her.

4. Brainstorm and outline. For a successful group paper, all members must be invested in the topic. Together, brainstorm ideas for approaching the assignment, allowing each member to share his or her perspective. Based on these ideas, come to a consensus on the overall argument or purpose that will guide the paper. Collaborate on an outline that covers all required areas of the assignment and that supports your argument.

As you work together, follow these tips:

1. Read each other's work. Believe it or not, many groups never actually read the entire paper as a whole. If each member is only interested in his or her contribution, the paper will not flow well. It will read like many different voices rather than one strong, unified voice. The group should make sure that the paper is focused, that the parts fit together and that the tone remains formal. As an example: Does the body of the paper do what the introduction says it will? Does each paragraph build on the previous one?

2. Let the instructor know. If someone is not participating according to the group rules and you have attempted communication with no answer, contact your course instructor for guidance and resolution.

3. Proofread. With a lot of different hands on a document, things like punctuation, spelling, and grammar can get forgotten. Most importantly, make sure phrases taken directly from a source are enclosed in quotation marks to avoid plagiarism. See our Proofreading and Revising page for more specific techniques.

4. Ask the Writing Center. Getting feedback is always important, but it can be especially useful for group writing. Propose to the student responsible for editing the paper that he or she make an appointment with the Writing Center for feedback. That way, someone outside of the group can offer suggestions. The Writing Center is a great resource for resolving questions about the writing aspect of group work too. As an example: If you and your group members disagree on a grammar, APA, or writing rule, e-mail [email protected] .

Peer Review

Occasionally, you may be paired up with another student to exchange drafts of a paper. The point of this assignment is to practice giving and receiving constructive feedback. With this feedback, the writer can then revise for a stronger final submission. Reading someone else's rough draft is a big responsibility—but it is also an opportunity to trust others and show respect. In approaching a peer review,

Be specific. In order to understand and improve, fellow students need specific (rather than general) feedback.

• Instead of: Nice job! or I liked it!
• Use: You supported your points well with government statistics and information from the course textbook, particularly in the paragraph on the effects of lung cancer. I really believed what you were saying about treatment because of that information.

In the second example, the writer's strength is clearly expressed. The exact paragraph is even mentioned, so that the writer can examine that paragraph and use it as a model for others.

Remove judgment and emotion. In the online environment, we sometimes forget we are conversing with actual people (rather than computers). While giving feedback, make sure you are being respectful and neutral, even if you disagree with what a classmate has written.

• Instead of: Your paper had absolutely no introduction, so I was completely lost. On top of that, the grammar was atrocious!
• Use: It would really help to have an introductory paragraph to provide background and focus. Then the reader would know overall what the paper was about. Also, I was sort of confused when the verbs switched from present to future tense. Was there a reason or was that just a mistake?

Notice how the judgmental language has been removed from the second example and the tone is more friendly and helpful.

Find a balance. If you find yourself responding only negatively or only positively, take a pause and view the paper from the other perspective. Although areas for improvement might be easier to identify, positive feedback is just as important in underscoring your peers' strengths. You might also use positive feedback as a way to suggest improvements in other parts of the paper

• Use: Your thesis statement in the first paragraph was very easy to identify and understand.
• Use: This paragraph's topic sentence is helpful in telling me the focus of the paragraph as a whole. I noticed that you don't always include a topic sentence in all your paragraphs (like paragraph 3). I'd suggest using this topic sentence as an example for adding similar topic sentences to other paragraphs.

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Resource library.

• Examples of Collaborative Learning or Group Work Activities

Getting Started with Designing Group Work Assignments

• Getting Started with Evaluating Group Work
• Team-Based Learning Collaborative

First, think about the course learning outcomes  and how group work might address them. Then consider how groups will be organized, how student learning and group processes will be supported, and how students will be evaluated, if at all.    Short in-class activities may take less planning, but it is still important to consider how the process will play out in a classroom situation.    How will you introduce the activity? How much time is required? How will you debrief as a group? For in-class collaborative activities, focus on  asking effective questions  that engage students in the types of learning you are trying to encourage.    For more involved projects that take place over a longer period of time and for which students will be graded, plan each stage of the group work. 

How Will Groups be Formed?

Allowing students to form their own groups will likely result in uneven groupings. If possible, arrange groups by skills and/or backgrounds. For example, ask students to rate their comfort/ability-level on a number of skills (research, background knowledge of course topics, work experience, etc.) and try to arrange groups that include “experts” in different areas. Another possibility is to do a preliminary assessment and then based on the results, purposefully create groups that blend abilities. 

How Will you Ensure that Students are Productive?

Set aside time early in the semester to allow for icebreakers and team-building activities. Consider using class time for group work to eliminate students having to coordinate meeting times outside of class. Much of the group work can be done collaboratively online, again, lessening the difficulty of coordination. See more on how to manage groups in the next question. 

What Technology Might Assist the Group Work?

If technology use is required, you will need to incorporate learning activities around the use of the technology. At the beginning, do a low stakes activity that helps students become familiar with the technology. If other types of technology can facilitate the group work processes, guide students in its use. 

What can the Students do?

Choose assignment topics or tasks that are related to the real-world and can be connected to students’ lives. For example, have students try to analyze and solve a current local or international problem. Or have students complete tasks that involve using and developing skills that they will likely use in their future professional lives, such as writing a proposal or collaborating online. Here are some other considerations for creating effective group work activities: 

• Break a larger assignment into smaller pieces and set multiple deadlines to ensure that students work toward reaching milestones throughout the process rather than pulling it all together at the last minute.
• Incorporate  peer assessments  at each milestone to encourage self-awareness and to ensure ongoing feedback.
• Tie in-class activities and lectures to the group assignment. For example, during class sessions, provide clues that will assist students in their group projects.
• Be sure to explain how students will be evaluated and  use a rubric  to communicate these expectations. See more on how to evaluate group work in Getting Started with Evaluating Group Work .

Group Presentations and Report Writing

This page contains ideas for supporting students as they prepare group presentations and write reports of their group activity. (Other pages under the Group Work heading discuss the benefits and challenges of group work more generally.)

Your students can learn from the experience and findings of other groups by having groups share the results of their work with the rest of the class through group oral presentations, poster presentations and group reports. If you use group writing, you can ask students to provide feedback on the reports of other groups, based on the specified marking criteria.

Presentations and reports might be about the key issues and findings associated with the group task, or the processes of group work – what worked, what didn’t work, and how the group could improve next time – or they might involve a combination of the two.

Helping students plan for group presentations

It's important to be extremely clear about exactly what you want to see in your students' presentations. Ideally, you will guide them around the most common pitfalls that could prevent them from producing high-quality work. A rubric with specific evaluation criteria can be very helpful as students decide how they want to approach the task. At the very least, you will need to tell them their time or word-count limitations and the degree to which you want them to rely on formal, scholarly sources.

You can also give your students some simple guidelines for giving group presentations, to enhance the quality of their future presentations both at university and professionally. You might like to give them the following questions on planning their group presentation. Allow them time in class to discuss the questions and plan their presentations. You might ask them to submit their question responses, so that you can provide some formative feedback before they present.

Student handout 1

In addition, you could provide groups with a checklist, such as the one below, to help them develop a thoughtful and engaging presentation.

Student handout 2

Griffiths University's Oral Communication Toolkit contains resources for you as you support your students in learning oral-presentation skills, as well as a number of handouts that students might find useful when preparing presentations. These include:

• Basic principles of effective communication
• A checklist to help students prepare for oral presentations
• Guidelines for giving seminar presentations
• A planning tool to help students structure their presentation
• Tips for speaking to an audience
• Guidelines for producing visual aids
• Guidelines for answering questions.

Supporting students in writing a group report

Writing a group report requires effective organisation, time management and communication skills. Students often find report writing on their own challenging, and group writing can be even more intimidating if students are not given some guidelines on how to approach it. Without guidelines, one or two students in a group often end up writing the group report, and this can create workload issues, and resentment when marks are distributed.

Support students in writing a group report by providing guidelines for structuring the report and dividing the workload – who will write what sections and take responsibility for tasks such as editing, proofreading and publishing.

Students' approach to a group writing task will depend on the nature of the task. One of the following three options may suit:

Option 1 – One student in the group writes the report on behalf of the group.

This option can result in the writer taking on too much of the workload. It may be suitable, however, if the non-writing members of the group have been given responsibility for other major tasks. The advantages include:

• Groups can choose the best writer in their group.
• The report will have a consistent style.
• The writing will take up less of the group’s time (although it is time consuming for the writer).

The obvious disadvantage is that students, particularly those who could improve their writing skills, do not get the opportunity to practise their writing. In addition, the report does always not benefit from the diverse ideas and experience of the group, and having one writer doesn’t in itself prepare students for a team presentation.

Option 2 – Group members write one section of the report each.

Students divide the task into sections. Each student writes one section, and then the group assembles the report by piecing the sections together.

This might be a suitable option if students are writing about their particular areas of research or expertise. Students may consider this approach more equitable. It also breaks the task down into more-manageable sections.

However, it does not require students to work collaboratively on the report in terms of developing its ideas and shaping its overall structure. Also, it may be difficult to link the sections together and make the report flow; some sections may require more time and effort than others; it may be difficult to coordinate; and students do not get the opportunity to explore other sections through the writing process. Like Option 1, this approach does not always allow students to draw on the collective ideas and diverse experience of the group.

Option 3 – Students write the report collaboratively and experience various roles

While this option may be more time-consuming, it gives students the opportunity to experience report writing as a staged process involving several drafts, revision, rewriting and, importantly, the giving and receiving of feedback.

The following handout makes suggestions for how students might approach a collaborative group report.

Student handout 3

Reporting on group processes.

When students review and report on the processes of group work, they reflect on their experiences as a group and understand better what makes a group work well together.

You can ask students to write their report as individuals or as a team (or perhaps a combination of the two). Encourage them to draw on specific incidents and examples and take an analytical approach (rather than a descriptive one). Instead of focusing on content, students should consider the group's methods and processes and assess their effectiveness. That is, concentrating on how the group worked as a whole rather than on individual members' actions.

Ask your students to reflect on their own individual role within the group: what their contribution was, what role(s) they played, how well they fulfilled their responsibilities and how they could work more effectively in groups in the future.

Use some or all of the following questions to provide a framework for students to report on the processes of group work.

Student handout 4

• Academic presentations: Group presentations
• Student Presentations in a large class setting
• Tips and Strategies Supporting Learners’ Oral Presentations

Aguilera, A., Schreier, J. & Saitow, C. (2017). Using iterative group presentations in an introductory biology course to enhance student engagement and critical thinking . American Biology Teacher , 79(6), 450-445.

Brady, C. & Jung, H. (2019). Group presentations as a site for collective modeling activity . Mathematical and Statistical Science Faculty Research and Publications. Marquette University.

Kawamura, M. (2019). Perceived difficulties in group presentations: Action research as an intervention . International Journal of Learning and Teaching , 5(2), 119-124.

• Active learning spaces
• Blended and online
• Brainstorming
• Case studies
• Flipped classroom
• Ideas for Effective Group Work
• Preparing for Group Work
• Reflective Listening
• Constructive Feedback
• Structuring Group Discussion
• Managing Groups
• Presentations & Report Writing
• Reviewing Group Member Contributions
• Identifying Group Issues
• Dealing with Group Issues
• Facilitating & Monitoring
• Questioning
• Simulations
• Teaching diverse groups
• Helping Students Reflect
• Teaching Settings

Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

Definition and Introduction

Case analysis is a problem-based teaching and learning method that involves critically analyzing complex scenarios within an organizational setting for the purpose of placing the student in a “real world” situation and applying reflection and critical thinking skills to contemplate appropriate solutions, decisions, or recommended courses of action. It is considered a more effective teaching technique than in-class role playing or simulation activities. The analytical process is often guided by questions provided by the instructor that ask students to contemplate relationships between the facts and critical incidents described in the case.

Cases generally include both descriptive and statistical elements and rely on students applying abductive reasoning to develop and argue for preferred or best outcomes [i.e., case scenarios rarely have a single correct or perfect answer based on the evidence provided]. Rather than emphasizing theories or concepts, case analysis assignments emphasize building a bridge of relevancy between abstract thinking and practical application and, by so doing, teaches the value of both within a specific area of professional practice.

Given this, the purpose of a case analysis paper is to present a structured and logically organized format for analyzing the case situation. It can be assigned to students individually or as a small group assignment and it may include an in-class presentation component. Case analysis is predominately taught in economics and business-related courses, but it is also a method of teaching and learning found in other applied social sciences disciplines, such as, social work, public relations, education, journalism, and public administration.

Ellet, William. The Case Study Handbook: A Student's Guide . Revised Edition. Boston, MA: Harvard Business School Publishing, 2018; Christoph Rasche and Achim Seisreiner. Guidelines for Business Case Analysis . University of Potsdam; Writing a Case Analysis . Writing Center, Baruch College; Volpe, Guglielmo. "Case Teaching in Economics: History, Practice and Evidence." Cogent Economics and Finance 3 (December 2015). doi:https://doi.org/10.1080/23322039.2015.1120977.

How to Approach Writing a Case Analysis Paper

The organization and structure of a case analysis paper can vary depending on the organizational setting, the situation, and how your professor wants you to approach the assignment. Nevertheless, preparing to write a case analysis paper involves several important steps. As Hawes notes, a case analysis assignment “...is useful in developing the ability to get to the heart of a problem, analyze it thoroughly, and to indicate the appropriate solution as well as how it should be implemented” [p.48]. This statement encapsulates how you should approach preparing to write a case analysis paper.

Before you begin to write your paper, consider the following analytical procedures:

• Review the case to get an overview of the situation . A case can be only a few pages in length, however, it is most often very lengthy and contains a significant amount of detailed background information and statistics, with multilayered descriptions of the scenario, the roles and behaviors of various stakeholder groups, and situational events. Therefore, a quick reading of the case will help you gain an overall sense of the situation and illuminate the types of issues and problems that you will need to address in your paper. If your professor has provided questions intended to help frame your analysis, use them to guide your initial reading of the case.
• Read the case thoroughly . After gaining a general overview of the case, carefully read the content again with the purpose of understanding key circumstances, events, and behaviors among stakeholder groups. Look for information or data that appears contradictory, extraneous, or misleading. At this point, you should be taking notes as you read because this will help you develop a general outline of your paper. The aim is to obtain a complete understanding of the situation so that you can begin contemplating tentative answers to any questions your professor has provided or, if they have not provided, developing answers to your own questions about the case scenario and its connection to the course readings,lectures, and class discussions.
• Determine key stakeholder groups, issues, and events and the relationships they all have to each other . As you analyze the content, pay particular attention to identifying individuals, groups, or organizations described in the case and identify evidence of any problems or issues of concern that impact the situation in a negative way. Other things to look for include identifying any assumptions being made by or about each stakeholder, potential biased explanations or actions, explicit demands or ultimatums , and the underlying concerns that motivate these behaviors among stakeholders. The goal at this stage is to develop a comprehensive understanding of the situational and behavioral dynamics of the case and the explicit and implicit consequences of each of these actions.
• Identify the core problems . The next step in most case analysis assignments is to discern what the core [i.e., most damaging, detrimental, injurious] problems are within the organizational setting and to determine their implications. The purpose at this stage of preparing to write your analysis paper is to distinguish between the symptoms of core problems and the core problems themselves and to decide which of these must be addressed immediately and which problems do not appear critical but may escalate over time. Identify evidence from the case to support your decisions by determining what information or data is essential to addressing the core problems and what information is not relevant or is misleading.
• Explore alternative solutions . As noted, case analysis scenarios rarely have only one correct answer. Therefore, it is important to keep in mind that the process of analyzing the case and diagnosing core problems, while based on evidence, is a subjective process open to various avenues of interpretation. This means that you must consider alternative solutions or courses of action by critically examining strengths and weaknesses, risk factors, and the differences between short and long-term solutions. For each possible solution or course of action, consider the consequences they may have related to their implementation and how these recommendations might lead to new problems. Also, consider thinking about your recommended solutions or courses of action in relation to issues of fairness, equity, and inclusion.
• Decide on a final set of recommendations . The last stage in preparing to write a case analysis paper is to assert an opinion or viewpoint about the recommendations needed to help resolve the core problems as you see them and to make a persuasive argument for supporting this point of view. Prepare a clear rationale for your recommendations based on examining each element of your analysis. Anticipate possible obstacles that could derail their implementation. Consider any counter-arguments that could be made concerning the validity of your recommended actions. Finally, describe a set of criteria and measurable indicators that could be applied to evaluating the effectiveness of your implementation plan.

Use these steps as the framework for writing your paper. Remember that the more detailed you are in taking notes as you critically examine each element of the case, the more information you will have to draw from when you begin to write. This will save you time.

NOTE : If the process of preparing to write a case analysis paper is assigned as a student group project, consider having each member of the group analyze a specific element of the case, including drafting answers to the corresponding questions used by your professor to frame the analysis. This will help make the analytical process more efficient and ensure that the distribution of work is equitable. This can also facilitate who is responsible for drafting each part of the final case analysis paper and, if applicable, the in-class presentation.

Framework for Case Analysis . College of Management. University of Massachusetts; Hawes, Jon M. "Teaching is Not Telling: The Case Method as a Form of Interactive Learning." Journal for Advancement of Marketing Education 5 (Winter 2004): 47-54; Rasche, Christoph and Achim Seisreiner. Guidelines for Business Case Analysis . University of Potsdam; Writing a Case Study Analysis . University of Arizona Global Campus Writing Center; Van Ness, Raymond K. A Guide to Case Analysis . School of Business. State University of New York, Albany; Writing a Case Analysis . Business School, University of New South Wales.

Structure and Writing Style

A case analysis paper should be detailed, concise, persuasive, clearly written, and professional in tone and in the use of language . As with other forms of college-level academic writing, declarative statements that convey information, provide a fact, or offer an explanation or any recommended courses of action should be based on evidence. If allowed by your professor, any external sources used to support your analysis, such as course readings, should be properly cited under a list of references. The organization and structure of case analysis papers can vary depending on your professor’s preferred format, but its structure generally follows the steps used for analyzing the case.

Introduction

The introduction should provide a succinct but thorough descriptive overview of the main facts, issues, and core problems of the case . The introduction should also include a brief summary of the most relevant details about the situation and organizational setting. This includes defining the theoretical framework or conceptual model on which any questions were used to frame your analysis.

Following the rules of most college-level research papers, the introduction should then inform the reader how the paper will be organized. This includes describing the major sections of the paper and the order in which they will be presented. Unless you are told to do so by your professor, you do not need to preview your final recommendations in the introduction. U nlike most college-level research papers , the introduction does not include a statement about the significance of your findings because a case analysis assignment does not involve contributing new knowledge about a research problem.

Background Analysis

Background analysis can vary depending on any guiding questions provided by your professor and the underlying concept or theory that the case is based upon. In general, however, this section of your paper should focus on:

• Providing an overarching analysis of problems identified from the case scenario, including identifying events that stakeholders find challenging or troublesome,
• Identifying assumptions made by each stakeholder and any apparent biases they may exhibit,
• Describing any demands or claims made by or forced upon key stakeholders, and
• Highlighting any issues of concern or complaints expressed by stakeholders in response to those demands or claims.

These aspects of the case are often in the form of behavioral responses expressed by individuals or groups within the organizational setting. However, note that problems in a case situation can also be reflected in data [or the lack thereof] and in the decision-making, operational, cultural, or institutional structure of the organization. Additionally, demands or claims can be either internal and external to the organization [e.g., a case analysis involving a president considering arms sales to Saudi Arabia could include managing internal demands from White House advisors as well as demands from members of Congress].

Throughout this section, present all relevant evidence from the case that supports your analysis. Do not simply claim there is a problem, an assumption, a demand, or a concern; tell the reader what part of the case informed how you identified these background elements.

Identification of Problems

In most case analysis assignments, there are problems, and then there are problems . Each problem can reflect a multitude of underlying symptoms that are detrimental to the interests of the organization. The purpose of identifying problems is to teach students how to differentiate between problems that vary in severity, impact, and relative importance. Given this, problems can be described in three general forms: those that must be addressed immediately, those that should be addressed but the impact is not severe, and those that do not require immediate attention and can be set aside for the time being.

All of the problems you identify from the case should be identified in this section of your paper, with a description based on evidence explaining the problem variances. If the assignment asks you to conduct research to further support your assessment of the problems, include this in your explanation. Remember to cite those sources in a list of references. Use specific evidence from the case and apply appropriate concepts, theories, and models discussed in class or in relevant course readings to highlight and explain the key problems [or problem] that you believe must be solved immediately and describe the underlying symptoms and why they are so critical.

Alternative Solutions

This section is where you provide specific, realistic, and evidence-based solutions to the problems you have identified and make recommendations about how to alleviate the underlying symptomatic conditions impacting the organizational setting. For each solution, you must explain why it was chosen and provide clear evidence to support your reasoning. This can include, for example, course readings and class discussions as well as research resources, such as, books, journal articles, research reports, or government documents. In some cases, your professor may encourage you to include personal, anecdotal experiences as evidence to support why you chose a particular solution or set of solutions. Using anecdotal evidence helps promote reflective thinking about the process of determining what qualifies as a core problem and relevant solution .

Throughout this part of the paper, keep in mind the entire array of problems that must be addressed and describe in detail the solutions that might be implemented to resolve these problems.

Recommended Courses of Action

In some case analysis assignments, your professor may ask you to combine the alternative solutions section with your recommended courses of action. However, it is important to know the difference between the two. A solution refers to the answer to a problem. A course of action refers to a procedure or deliberate sequence of activities adopted to proactively confront a situation, often in the context of accomplishing a goal. In this context, proposed courses of action are based on your analysis of alternative solutions. Your description and justification for pursuing each course of action should represent the overall plan for implementing your recommendations.

For each course of action, you need to explain the rationale for your recommendation in a way that confronts challenges, explains risks, and anticipates any counter-arguments from stakeholders. Do this by considering the strengths and weaknesses of each course of action framed in relation to how the action is expected to resolve the core problems presented, the possible ways the action may affect remaining problems, and how the recommended action will be perceived by each stakeholder.

In addition, you should describe the criteria needed to measure how well the implementation of these actions is working and explain which individuals or groups are responsible for ensuring your recommendations are successful. In addition, always consider the law of unintended consequences. Outline difficulties that may arise in implementing each course of action and describe how implementing the proposed courses of action [either individually or collectively] may lead to new problems [both large and small].

Throughout this section, you must consider the costs and benefits of recommending your courses of action in relation to uncertainties or missing information and the negative consequences of success.

The conclusion should be brief and introspective. Unlike a research paper, the conclusion in a case analysis paper does not include a summary of key findings and their significance, a statement about how the study contributed to existing knowledge, or indicate opportunities for future research.

Begin by synthesizing the core problems presented in the case and the relevance of your recommended solutions. This can include an explanation of what you have learned about the case in the context of your answers to the questions provided by your professor. The conclusion is also where you link what you learned from analyzing the case with the course readings or class discussions. This can further demonstrate your understanding of the relationships between the practical case situation and the theoretical and abstract content of assigned readings and other course content.

Problems to Avoid

The literature on case analysis assignments often includes examples of difficulties students have with applying methods of critical analysis and effectively reporting the results of their assessment of the situation. A common reason cited by scholars is that the application of this type of teaching and learning method is limited to applied fields of social and behavioral sciences and, as a result, writing a case analysis paper can be unfamiliar to most students entering college.

After you have drafted your paper, proofread the narrative flow and revise any of these common errors:

• Unnecessary detail in the background section . The background section should highlight the essential elements of the case based on your analysis. Focus on summarizing the facts and highlighting the key factors that become relevant in the other sections of the paper by eliminating any unnecessary information.
• Analysis relies too much on opinion . Your analysis is interpretive, but the narrative must be connected clearly to evidence from the case and any models and theories discussed in class or in course readings. Any positions or arguments you make should be supported by evidence.
• Analysis does not focus on the most important elements of the case . Your paper should provide a thorough overview of the case. However, the analysis should focus on providing evidence about what you identify are the key events, stakeholders, issues, and problems. Emphasize what you identify as the most critical aspects of the case to be developed throughout your analysis. Be thorough but succinct.
• Writing is too descriptive . A paper with too much descriptive information detracts from your analysis of the complexities of the case situation. Questions about what happened, where, when, and by whom should only be included as essential information leading to your examination of questions related to why, how, and for what purpose.
• Inadequate definition of a core problem and associated symptoms . A common error found in case analysis papers is recommending a solution or course of action without adequately defining or demonstrating that you understand the problem. Make sure you have clearly described the problem and its impact and scope within the organizational setting. Ensure that you have adequately described the root causes w hen describing the symptoms of the problem.
• Recommendations lack specificity . Identify any use of vague statements and indeterminate terminology, such as, “A particular experience” or “a large increase to the budget.” These statements cannot be measured and, as a result, there is no way to evaluate their successful implementation. Provide specific data and use direct language in describing recommended actions.
• Unrealistic, exaggerated, or unattainable recommendations . Review your recommendations to ensure that they are based on the situational facts of the case. Your recommended solutions and courses of action must be based on realistic assumptions and fit within the constraints of the situation. Also note that the case scenario has already happened, therefore, any speculation or arguments about what could have occurred if the circumstances were different should be revised or eliminated.

Bee, Lian Song et al. "Business Students' Perspectives on Case Method Coaching for Problem-Based Learning: Impacts on Student Engagement and Learning Performance in Higher Education." Education & Training 64 (2022): 416-432; The Case Analysis . Fred Meijer Center for Writing and Michigan Authors. Grand Valley State University; Georgallis, Panikos and Kayleigh Bruijn. "Sustainability Teaching using Case-Based Debates." Journal of International Education in Business 15 (2022): 147-163; Hawes, Jon M. "Teaching is Not Telling: The Case Method as a Form of Interactive Learning." Journal for Advancement of Marketing Education 5 (Winter 2004): 47-54; Georgallis, Panikos, and Kayleigh Bruijn. "Sustainability Teaching Using Case-based Debates." Journal of International Education in Business 15 (2022): 147-163; .Dean,  Kathy Lund and Charles J. Fornaciari. "How to Create and Use Experiential Case-Based Exercises in a Management Classroom." Journal of Management Education 26 (October 2002): 586-603; Klebba, Joanne M. and Janet G. Hamilton. "Structured Case Analysis: Developing Critical Thinking Skills in a Marketing Case Course." Journal of Marketing Education 29 (August 2007): 132-137, 139; Klein, Norman. "The Case Discussion Method Revisited: Some Questions about Student Skills." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 30-32; Mukherjee, Arup. "Effective Use of In-Class Mini Case Analysis for Discovery Learning in an Undergraduate MIS Course." The Journal of Computer Information Systems 40 (Spring 2000): 15-23; Pessoa, Silviaet al. "Scaffolding the Case Analysis in an Organizational Behavior Course: Making Analytical Language Explicit." Journal of Management Education 46 (2022): 226-251: Ramsey, V. J. and L. D. Dodge. "Case Analysis: A Structured Approach." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 27-29; Schweitzer, Karen. "How to Write and Format a Business Case Study." ThoughtCo. https://www.thoughtco.com/how-to-write-and-format-a-business-case-study-466324 (accessed December 5, 2022); Reddy, C. D. "Teaching Research Methodology: Everything's a Case." Electronic Journal of Business Research Methods 18 (December 2020): 178-188; Volpe, Guglielmo. "Case Teaching in Economics: History, Practice and Evidence." Cogent Economics and Finance 3 (December 2015). doi:https://doi.org/10.1080/23322039.2015.1120977.

Writing Tip

Ca se Study and Case Analysis Are Not the Same!

Confusion often exists between what it means to write a paper that uses a case study research design and writing a paper that analyzes a case; they are two different types of approaches to learning in the social and behavioral sciences. Professors as well as educational researchers contribute to this confusion because they often use the term "case study" when describing the subject of analysis for a case analysis paper. But you are not studying a case for the purpose of generating a comprehensive, multi-faceted understanding of a research problem. R ather, you are critically analyzing a specific scenario to argue logically for recommended solutions and courses of action that lead to optimal outcomes applicable to professional practice.

To avoid any confusion, here are twelve characteristics that delineate the differences between writing a paper using the case study research method and writing a case analysis paper:

• Case study is a method of in-depth research and rigorous inquiry ; case analysis is a reliable method of teaching and learning . A case study is a modality of research that investigates a phenomenon for the purpose of creating new knowledge, solving a problem, or testing a hypothesis using empirical evidence derived from the case being studied. Often, the results are used to generalize about a larger population or within a wider context. The writing adheres to the traditional standards of a scholarly research study. A case analysis is a pedagogical tool used to teach students how to reflect and think critically about a practical, real-life problem in an organizational setting.
• The researcher is responsible for identifying the case to study; a case analysis is assigned by your professor . As the researcher, you choose the case study to investigate in support of obtaining new knowledge and understanding about the research problem. The case in a case analysis assignment is almost always provided, and sometimes written, by your professor and either given to every student in class to analyze individually or to a small group of students, or students select a case to analyze from a predetermined list.
• A case study is indeterminate and boundless; a case analysis is predetermined and confined . A case study can be almost anything [see item 9 below] as long as it relates directly to examining the research problem. This relationship is the only limit to what a researcher can choose as the subject of their case study. The content of a case analysis is determined by your professor and its parameters are well-defined and limited to elucidating insights of practical value applied to practice.
• Case study is fact-based and describes actual events or situations; case analysis can be entirely fictional or adapted from an actual situation . The entire content of a case study must be grounded in reality to be a valid subject of investigation in an empirical research study. A case analysis only needs to set the stage for critically examining a situation in practice and, therefore, can be entirely fictional or adapted, all or in-part, from an actual situation.
• Research using a case study method must adhere to principles of intellectual honesty and academic integrity; a case analysis scenario can include misleading or false information . A case study paper must report research objectively and factually to ensure that any findings are understood to be logically correct and trustworthy. A case analysis scenario may include misleading or false information intended to deliberately distract from the central issues of the case. The purpose is to teach students how to sort through conflicting or useless information in order to come up with the preferred solution. Any use of misleading or false information in academic research is considered unethical.
• Case study is linked to a research problem; case analysis is linked to a practical situation or scenario . In the social sciences, the subject of an investigation is most often framed as a problem that must be researched in order to generate new knowledge leading to a solution. Case analysis narratives are grounded in real life scenarios for the purpose of examining the realities of decision-making behavior and processes within organizational settings. A case analysis assignments include a problem or set of problems to be analyzed. However, the goal is centered around the act of identifying and evaluating courses of action leading to best possible outcomes.
• The purpose of a case study is to create new knowledge through research; the purpose of a case analysis is to teach new understanding . Case studies are a choice of methodological design intended to create new knowledge about resolving a research problem. A case analysis is a mode of teaching and learning intended to create new understanding and an awareness of uncertainty applied to practice through acts of critical thinking and reflection.
• A case study seeks to identify the best possible solution to a research problem; case analysis can have an indeterminate set of solutions or outcomes . Your role in studying a case is to discover the most logical, evidence-based ways to address a research problem. A case analysis assignment rarely has a single correct answer because one of the goals is to force students to confront the real life dynamics of uncertainly, ambiguity, and missing or conflicting information within professional practice. Under these conditions, a perfect outcome or solution almost never exists.
• Case study is unbounded and relies on gathering external information; case analysis is a self-contained subject of analysis . The scope of a case study chosen as a method of research is bounded. However, the researcher is free to gather whatever information and data is necessary to investigate its relevance to understanding the research problem. For a case analysis assignment, your professor will often ask you to examine solutions or recommended courses of action based solely on facts and information from the case.
• Case study can be a person, place, object, issue, event, condition, or phenomenon; a case analysis is a carefully constructed synopsis of events, situations, and behaviors . The research problem dictates the type of case being studied and, therefore, the design can encompass almost anything tangible as long as it fulfills the objective of generating new knowledge and understanding. A case analysis is in the form of a narrative containing descriptions of facts, situations, processes, rules, and behaviors within a particular setting and under a specific set of circumstances.
• Case study can represent an open-ended subject of inquiry; a case analysis is a narrative about something that has happened in the past . A case study is not restricted by time and can encompass an event or issue with no temporal limit or end. For example, the current war in Ukraine can be used as a case study of how medical personnel help civilians during a large military conflict, even though circumstances around this event are still evolving. A case analysis can be used to elicit critical thinking about current or future situations in practice, but the case itself is a narrative about something finite and that has taken place in the past.
• Multiple case studies can be used in a research study; case analysis involves examining a single scenario . Case study research can use two or more cases to examine a problem, often for the purpose of conducting a comparative investigation intended to discover hidden relationships, document emerging trends, or determine variations among different examples. A case analysis assignment typically describes a stand-alone, self-contained situation and any comparisons among cases are conducted during in-class discussions and/or student presentations.

The Case Analysis . Fred Meijer Center for Writing and Michigan Authors. Grand Valley State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Ramsey, V. J. and L. D. Dodge. "Case Analysis: A Structured Approach." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 27-29; Yin, Robert K. Case Study Research and Applications: Design and Methods . 6th edition. Thousand Oaks, CA: Sage, 2017; Crowe, Sarah et al. “The Case Study Approach.” BMC Medical Research Methodology 11 (2011):  doi: 10.1186/1471-2288-11-100; Yin, Robert K. Case Study Research: Design and Methods . 4th edition. Thousand Oaks, CA: Sage Publishing; 1994.

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Ideas for Great Group Work

Many students, particularly if they are new to college, don’t like group assignments and projects. They might say they “work better by themselves” and be wary of irresponsible members of their group dragging down their grade. Or they may feel group projects take too much time and slow down the progression of the class. This blog post by a student— 5 Reasons I Hate Group Projects —might sound familiar to many faculty assigning in-class group work and longer-term projects in their courses.

We all recognize that learning how to work effectively in groups is an essential skill that will be used by students in practically every career in the private sector or academia. But, with the hesitancy of students towards group work and how it might impact their grade, how do we make group in-class work, assignments, or long-term projects beneficial and even exciting to students?

The methods and ideas in this post have been compiled from Duke faculty who we have consulted with as part of our work in Learning Innovation or have participated in one of our programs. Also included are ideas from colleagues at other universities with whom we have talked at conferences and other venues about group work practices in their own classrooms.

Have clear goals and purpose

Students want to know why they are being assigned certain kinds of work – how it fits into the larger goals of the class and the overall assessment of their performance in the course. Make sure you explain your goals for assigning in-class group work or projects in the course. You may wish to share:

• Information on the importance of developing skills in group work and how this benefits the students in the topics presented in the course.
• Examples of how this type of group work will be used in the discipline outside of the classroom.
• How the assignment or project benefits from multiple perspectives or dividing the work among more than one person.

Some faculty give students the option to come to a consensus on the specifics of how group work will count in the course, within certain parameters. This can help students feel they have some control over their own learning process and and can put less emphasis on grades and more on the importance of learning the skills of working in groups.

Choose the right assignment

Some in-class activities, short assignments or projects are not suitable for working in groups. To ensure student success, choose the right class activity or assignment for groups.

• Would the workload of the project or activity require more than one person to finish it properly?
• Is this something where multiple perspectives create a greater whole?
• Does this draw on knowledge and skills that are spread out among the students?
• Will the group process used in the activity or project give students a tangible benefit to learning in and engagement with the course?

Help students learn the skills of working in groups

Students in your course may have never been asked to work in groups before. If they have worked in groups in previous courses, they may have had bad experiences that color their reaction to group work in your course. They may have never had the resources and support to make group assignments and projects a compelling experience.

One of the most important things you can do as an instructor is to consider all of the skills that go into working in groups and to design your activities and assignments with an eye towards developing those skills.

In a group assignment, students may be asked to break down a project into steps, plan strategy, organize their time, and coordinate efforts in the context of a group of people they may have never met before.

Consider these ideas to help your students learn group work skills in your course.

• Give a short survey to your class about their previous work in groups to gauge areas where they might need help: ask about what they liked best and least about group work, dynamics of groups they have worked in, time management, communication skills or other areas important in the assignment you are designing.
• Allow time in class for students in groups to get to know each other. This can be a simple as brief introductions, an in-class active learning activity or the drafting of a team charter.
• Based on the activity you are designing and the skills that would be involved in working as a group, assemble some links to web resources that students can draw on for more information, such as sites that explain how to delegate and share responsibilities, conflict resolution, or planning a project and time management. You can also address these issues in class with the students.
• Have a plan for clarifying questions or possible problems that may emerge with an assignment or project.   Are there ways you can ask questions or get draft material to spot areas where students are having difficulty understanding the assignment or having difficulty with group dynamics that might impact the work later?

Designing the assignment or project

The actual design of the class activity or project can help the students transition into group work processes and gain confidence with the skills involved in group dynamics.   When designing your assignment, consider these ideas.

• Break the assignment down into steps or stages to help students become familiar with the process of planning the project as a group.
• Suggest roles for participants in each group to encourage building expertise and expertise and to illustrate ways to divide responsibility for the work.
• Use interim drafts for longer projects to help students manage their time and goals and spot early problems with group projects.
• Limit their resources (such as giving them material to work with or certain subsets of information) to encourage more close cooperation.
• Encourage diversity in groups to spread experience and skill levels and to get students to work with colleagues in the course who they may not know.

Promote individual responsibility

Students always worry about how the performance of other students in a group project might impact their grade. A way to allay those fears is to build individual responsibility into both the course grade and the logistics of group work.

• Build “slack days” into the course. Allow a prearranged number of days when individuals can step away from group work to focus on other classes or campus events. Individual students claim “slack days” in advance, informing both the members of their group and the instructor. Encourage students to work out how the group members will deal with conflicting dates if more than one student in a group wants to claim the same dates.
• Combine a group grade with an individual grade for independent write-ups, journal entries, and reflections.
• Have students assess their fellow group members. Teammates is an online application that can automate this process.
• If you are having students assume roles in group class activities and projects, have them change roles in different parts of the class or project so that one student isn’t “stuck” doing one task for the group.

Gather feedback

To improve your group class activities and assignments, gather reflective feedback from students on what is and isn’t working. You can also share good feedback with future classes to help them understand the value of the activities they’re working on in groups.

• For in-class activities, have students jot down thoughts at the end of class on a notecard for you to review.
• At the end of a larger project, or at key points when you have them submit drafts, ask the students for an “assignment wrapper”—a short reflection on the assignment or short answers to a series of questions.

Further resources

Information for faculty

Best practices for designing group projects (Eberly Center, Carnegie Mellon)

Building Teamwork Process Skills in Students (Shannon Ciston, UC Berkeley)

Working with Student Teams   (Bart Pursel, Penn State)

Barkley, E.F., Cross, K.P., and Major, C.H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco: Jossey-Bass.

Johnson, D.W., Johnson, R., & Smith, K. (1998). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company.

Thompson, L.L. (2004). Making the team: A guide for managers. Upper Saddle River, NJ: Pearson Education Inc.

Information for students

10 tips for working effectively in groups (Vancouver Island University Learning Matters)

Teamwork skills: being an effective group member (University of Waterloo Centre for Teaching Excellence)

5 ways to survive a group project in college (HBCU Lifestyle)

Group project tips for online courses (Drexel Online)

Group Writing (Writing Center at UNC-Chapel Hill)

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

1-College Writing

Sample Writing Assignments

Write a manifesto:  A manifesto is a public declaration of one’s intentions, motives or point of views. Your full manifesto should be at least 1000 words (contributed by you), though some will be thousands of words.  Most importantly, it should be clear that you reflected deeply and wrote something worth writing.  Ideally, this will be an important reflection on your life and be something that you will want to read again later in your life to remind yourself of who you were and what you learned.  Your manifesto should have the following four parts:

Part 1. Goals — What are your core goals for yourself, your future, and for how you will contribute to the world?  Describe at least 3 goals. Part 2. Joining/Working in Society –If you were applying to a job, what position would it be? It can be a position that already exists, or it can be something you invent. How does this position relate to goals in Part 1?

Explain why this position is important and what core social/political/institutional/environmental/etc. issues it addresses. Give some background on the issues (why they exist, how your position will improve things and in which ways).  Use conceptual models, like the triad of realization or the barrel model, to explain why such issues exists. Part 3. Photo Representation — Take (or find) a photo of yourself (or something else) that represents you, your manifesto. Add the photo to your write-up. Part 4. Your Journey — Reflect on each of one of the big ideas from this class (at least 1 paragraph per idea) and how those ideas changed the way you live or might help you in the future (with family, friends, in school, at work, with significant others, with strangers, as a citizen, as a human, etc.). Consider what you read, watched and did for each challenge and how each changed you. The goal is to use anthropological concepts and ways of thinking to express your personal reflections and learning.

Write a 2-page paper conducting an analysis on the Starbucks Global Responsibility Report (posted to Carmen).
One site that may prove to be helpful in your analysis that looks at how global companies ranked against the Global Reporting Initiative’s standards is: 
http://database.globalreporting.org/search 
 This is an individual assignment and collaboration of any kind among classmates is not permitted. Tips: Use class materials to bolster your arguments where appropriate Do not try to analyze everything. Select the topics that you feel are the most important and focus on them Utilize multiple sources to strengthen your argument Utilize appendices to provide additional details about the topic that you are analyzing Structure your paper to have a logical flow of information, easy to understand Use proper spelling and grammar; the paper should not have errors Include a Cover page Include a Works cited Page (minimum of 3 sources, not including the Starbucks report) Double-space your paper, using Garamond 12-point font, and 1” margins all around.

Parts One: Analysis C hoose ONE of the following four areas of the Starbucks CSR report to discuss in further detail:

1.     Analysis of a specific item within the “sustainable coffee” section. Is this a best practice in the industry? What are other organizations doing on this front? How do Starbucks efforts compare?

2.     Analysis of a specific item within the “greener retail” section. Is this a best practice in the industry? What are other organizations doing on this front? How do Starbucks efforts compare?

3.     Analysis of a specific item within the “creating opportunities” section. Is this a best practice in the industry?  What are other organizations doing on this front? How do Starbucks efforts compare?

4.     Analysis of a specific item within the “strengthening communities” section.  Is this a best practice in the industry?  What are other organizations doing on this front? How do Starbucks efforts compare?

Part Two:  Recommendation Given your analysis, what recommendation(s) do you have for the organization and why? Your recommendations should be directly linked and supported by the data that was provided in your analysis. Be specific

What do atoms look like?  Using words and/or a sketch communicate your current understanding of the atom’s structure.  What specific evidence, or types of evidence, did scientists use to determine the structure of the atom?  Use your textbook as a source and at least one other source.  Your paper should be 1 ½ – 2 pages (double-spaced).  Cite all sources you consulted at the end of the paper.

Select a topic and research question relevant to the issues discussed and studied this semester. Submit your topic and question for approval.  Once it has been approved, begin your project by:

–researching your topic using at least five current economics research articles from peer-reviewed journals that offer empirical results.

–describing what each one of the articles is,

–analyzing how each is related to your question,

–what results it brings.

This must be a cohesive project.  You may see articles having completely different results for the same question.  You need to find out what makes it different.  You might consider looking at economic journals NBER working paper series, and SSRN working paper series. A list of economic journals can be found here:  http://ideas.repec.org/top/top.journals.simple.html

Also, in addition, the Undergraduate Economic Review may also have interesting and good information for you.  As long as you are in the OSU network or through the OSU library webpage, you should have access to all journal articles for free.  Google Scholar is a good way to start searching for journal articles.

This should be a stand-alone document. It should fully describe your development activity to someone unfamiliar with your project.

Overall Format:
Font: body text 12 point, line space of 1.5, text in figures and tables must be legible Margins: 1 inch on all sides
Number all pages (hide number on title page) and sections/subsections.
Figures and tables should be numbered, captioned, and referenced in body of report. Use Word format. Writing style: clarity of presentation and format, grammar, use of language, and transitions will factor into the overall score.  Proofread the work of your team members.  Use effective and appropriate visuals.  Design choice, strategies, reasons and/or rationale and analysis should be clearly stated.  Be quantitative and precise wherever possible. Parts: I.  Initial content (10%):

·                Title Page: (1 page)
Document title, team project and member names, course number, and date

·                Table of Contents: (1 page)
Include a list of figures and tables

·                Executive Summary: (1 page)
Summarize design and implementation and highlight key points of report. This should be a summary of the key points- not a summary of the organization or the kinds of points.

II.  Introduction (5%) (1-2 pages):  Purpose of report, background and motivation, statement of problem, overview of remainder of document

III.  Technical (60%) (10-20 pages) should contain (not necessarily in this order)

o   Additional description of concept of the product and solution (if needed beyond intro)

o   Requirements, specifications, and features- quantitative statements of functionality and performance should be used whenever possible

o   Alternate features or functionality that were considered and rejected

o   Design- functional block diagram, schematics, software block or flow diagrams, and other diagrams or figures, and appropriate documentation, simulations, analysis, and commentary (overall product and modules or subsystems as appropriate).

o   Alternate designs or solutions that were considered and rejected

o   Analysis and applicability of constraints: i.e. economic, environmental, social, political, health and safety, manufacturability, sustainability.

o   Identify and discuss standards and regulatory issues (IEEE, FCC, UL, …)

o   Description of prototype- consider including photographs. Don’t forget construction and mechanical/physical layout design and implementation.

o   Validation: analysis, simulation, and testing (individual components, subsystems, and overall product).  This. May include plans, data, analysis, and results (quantitative), and/or verification of prototype against requirements, specifications, and constraints

IV.   Project Management (20%) (3-7 pages)

o    Task list, timeline, schedule, and/or Gantt chart, and individual or group assignments and responsibilities as appropriate. You should include discussion of development path timeline (i.e. what changed over the course of the project).

o   Resources: Required Hardware/Components/Equipment/Facilities (including test equipment), budget and expenses

o   Risks- previously identified risks, potential problems, and mitigation strategies

o   Challenges, issues, and problems encountered and their solution. V.    Conclusion- summary and benefits of this product/solution, possible future enhancements, recommendations for next steps (5%) (1-2 pages)

VI.  Bibliography and References- web pages, books, reports, articles, etc.

VII.  Appendices as needed (software source code, data sheets, etc.)

This assignment will give you the opportunity to read and familiarize yourself with various secondary sources and to reflect on and plan how you might integrate these effectively into your Secondary Source Integration Paper. This assignment will also provide practice in using the MLA Works Cited format. Your annotated bibliography should be single-spaced, typed in 12-point front, and set to 1” margins.

Find four or five secondary sources that are timely, useful, credible, and relevant to your primary source.

• At least one of your sources should be from a scholarly, peer-reviewed journal
• Other secondary sources might include articles from newspapers or magazines; books or book chapters; television, film, or radio documentaries; credible websites, etc. With some popular sources, particularly websites, there may be debate about their credibility. A news site such as The Atlantic or The New York Times will usually be considered credible by readers; a personal blog will usually be considered less credible. That is not to say that you cannot use a source like a blog, but rather that you will need to make a much stronger argument for why this source should be perceived and treated as credible.
• READ YOUR SOURCES CAREFULLY. When you are initially searching for sources, it is fine to simply skim them. However, once you have decided to include a source in your Annotated Bibliography, make sure you have read it thoroughly and attentively.

For each source, create a correctly formatted Works Cited entry in MLA style . (See the MLA Handbook or the Purdue OWL (http://owl.english.purdue.edu/owl/resource/747/01/) for details.)

After each entry, create an annotation for each source. These annotations should be thorough and detailed, about 300 words per source. In each annotation, you should:

• Describe the source (where it comes from, who wrote it, how a reader might determine its reliability, etc.).
• Provide a detailed summary of the author’s main argument. For instance, do not simply say that an article is “about personal confidence.” What, specifically, does the article say about personal confidence? Demonstrate that you understand the central argument each source is marking.
• Detail how you see this secondary source connecting to either your primary source itself or a broader topic suggested by your primary source. Explain this connection thoroughly to your reader, and be as specific as possible.
• Discuss how this source may relate to your argument and how you might use this source in later writing assignments in this class.

Write a 5-7 pp. (double-spaced, standard fonts and margins) description and brief analysis of one of the 4 scenes we discussed in class this semester.  The point of this assignment is to give you an opportunity to watch very closely, translate what you notice into the standard terms and categories of film studies, and begin to make an argument about the significance of what you’ve noticed. There are three parts to this assignment:

1) Before you begin to write, please watch the scene you’ve decided to work on at least five times to do each of these:

5 times (at least) to understand what’s going on in terms of the narrative and the overall effect of the scene 5 times (at least) pausing after each shot to observe and take notes on every aspect of its cinematography 5 times to observe and take notes on every aspect of its editing

5 times to observe and take notes on every aspect of its mise-en-scène Then look over your notes and coordinate them, so that you have a clear understanding of what happens with all of these aspects in each shot .

2) Once you have done all the watching and re-watching and note-taking for part 1, start writing. Describe the cinematography, editing, and mise-en-scène of the first shot. Be sure to note any changes that occur during the shot. Then do the same with the second shot, the third shot, and so on. Number your shots. Please use the technical vocabulary you have learned in lecture and from your reading. The most important part of learning how film works is training your eyes and you will not be able to do that successfully unless you can carefully scrutinize a film and notice every detail.

3) Once you have done your shot-by-shot description, please write a brief (one page, included within the 5-7 pp. total) analysis of the significance of the major elements of what you’ve described. Some possible questions to pursue would include: How do these various elements work together? Why do they matter? What emotions do they produce in you? What do they get you thinking about? How does this scene (done in this way) fit into the film as a whole?

Objective :  The Term Paper helps you develop/demonstrate your knowledge about map use and analysis. It assesses your understanding of basic methods of spatial data-gathering, presentation and interpretation. It also asks you to demonstrate the value of geographic knowledge and how it can be used to analyze real-world, critical problems.

What is a “White Paper”?  The term White Paper is often used to refer to government or corporate reports, usually indicating that the document is somehow authoritative and informative in nature. It is often used to argue a specific position or propose a solution to a problem with a fairly broad audience in mind. The language and terminology used may be somewhat technical, but in a way that most people can understand. Here are some examples of professional white papers, clearly above and beyond what I expect from you, but hopefully they can give some ideas. http://download2.nemetschek.net/www_misc/2010/VW_GIS_Whitepaper.pdf http://bit.ly/YLBFcT http://www.esri.com/library/whitepapers/pdfs/esri-location-analytics-for-bi.pdf

The Assignment The goals of this assignment are to assess your (1) understanding of basic methods for spatial data-gathering, presentation, and interpretation; (2) ability to interpret maps in order to analyze and critically evaluate the spatial structure of and relationships among spatial phenomena; (3)  ability to apply statistical ideas to seek explanations for unusual or interesting patterns on maps, and (4) 
ability to evaluate the impact of spatial data sampling and uncertainty on map use

In completing this assignment you should 1) demonstrate your familiarity with basic methods of spatial data-gathering, presentation, and interpretation such that you can analyze and critically evaluate the spatial structure of and relationships among spatial phenomena in a selected area of interest; 2) gain some experience researching and extracting information to understand a topic in enough depth to be able to share your knowledge with others; and 3) gain some experience in writing for a professional audience.

In the paper you should present a map-centered argument in an area of your interest (e.g. international relations, politics, geology, criminology, philosophy, biology, anthropology, business, law, history, environmental science). Ideally this will be a topic you already know something about, so that you can contribute with your existing knowledge, but it can also be something you have to research from scratch. You could for example compare some existing examples of map use in the area of interest and make a recommendation based on some evidence. You should make a critical examination and analysis of one or more statistical arguments and, for example, compare and contrast relevant examples with not so useful ones. Make sure to acknowledge sources in your presentation.

Paper Requirements :
 Three to four double-spaced pages, (not to exceed 1000 -1200 words) with one inch margin all the way around with 12 point font. References, figures and tables are not included in that limit.  Use MS-Word.

Content Requirements

I.        Introduction : What is the topic, subject area, or problem that you will address? Briefly summarize your proposition.

II.     Background, Examples, and Proposition : Provide a summary of relevant and essential 
information that enables the audience to grasp the subject you are examining. This needs to include a description of a geographic situation or phenomenon that has been mapped, a description of the map analysis including the use of any statistical concepts, and a discussion of what conclusions or arguments can be made based on the presented material including justification.

III. Conclusion : Speculate and make recommendations for future work and include any advice to the audience may seem  relevant.

                                                                                                                                                                Length: 1200 – 1500 words, not including footnotes Papers must be typed (12-point font) and double-spaced, with at least one-inch margins on all sides. Use footnotes in Chicago Style to cite sources. You do not need to provide a bibliography. Paper I:

Choose one of the numbered primary sources in Documents in American History (DAH) and write up your position on the document, making sure to include in your analysis:

1. the context and likely origin of the document;

2. the likely audience for the document and factors that motivated the creator;

3. the tone set by the document and the sorts of inferences that you might draw regarding the creator, the intended audience, and additional persons, events, or issues to which the document refers;

4. reference to and strategic use of at least two other documents in DAH that deal with similar events or themes;

5. factors influencing creator worldview and potential biases (e.g., Does/Do the creator[s] have any reason to avoid telling the truth as she/he/they saw it?); and

6. the overall importance, reliability, and explanatory power of the document (e.g., How might a historian use this document? How significant might the document be in constructing an interpretation of an event, group, or person? What other kinds of documents would you want to examine to corroborate its claims?).

All of these factors are interrelated, so be sure to touch on each in a coherent, well-written essay. Remember that the primary goal of this assignment is to develop and practice your skills in analysis, argument, and writing.  The paper will be evaluated using the attached rubric. Note that roughly two-thirds of the score (80 points) will be based on analytical indicators and the remainder (45 points) on evidence of writing quality.

Pick an entire advertising campaign and analyze it from a linguistic perspective, in 8-10 double-spaced pages. This could be a commercial advertising campaign, a public health campaign, a political campaign, etc. Do not focus on non-linguistic factors. An ad campaign is a series of ads constructed around a single concept, such as the Mac vs. PC ad campaign, Mitt Romney’s ad campaign for the 2012 presidential elections, or The Gecko’s Journey Across America by Geico.

You should develop a positive (descriptive) thesis that pertains to the whole campaign and rests on linguistic evidence. The overarching question we’re trying to answer in this course is how language is manipulated in advertising to effect persuasion, and so your term paper should aim to provide a partial answer to this question with respect to whatever campaign you choose. You must address how presuppositions and implicatures are used in the ad campaign you chose, in addition to whatever other linguistic factors you consider.

Analysis. You should start by making language-related observations about the advertisement pertaining to linguistic situations, the language varieties used, and any other linguistic properties of the advertisement. Based on these observations, which serve as your evidence base, you should articulate higher level positive (descriptive) claims, ultimately culminating in a positive (descriptive) thesis.

For every linguistic observation you make about the advertisement, you should be asking yourself what the advertiser’s intent was in constructing an advertisement with such lin-guistic properties. For example, why did the advertiser choose to construct such-and-such linguistic situation? Why do the participants talk the way they talk? Remember that ultimately we want to understand how language is manipulated in advertising to effect persuasion. As you work on developing higher level claims, including your thesis, consider whether your linguistic observations suggest answers to questions like the following: (1) Who exactly is the ad supposed to persuade–who’s the target audience?  (2) 
What is the advertiser’s overall persuasive approach: List rational reasons for buying the product? Undermine the competition? Associate the product or the 
company with certain abstract, desirable qualities? 
(3)What is the advertiser deliberately or inadvertently communicating about different social groups, social norms, and so on?

Structure of the paper.

The first paragraph is the introductory paragraph in which you present your thesis and give an overview, i.e. state how exactly you will argue for that thesis in the remainder of the paper. The thesis should be positive (descriptive), and at least partly linguistic in character. It should be informative and non-trivial (e.g. “I will argue that this advertisement contains linguistic situations” is NOT a good thesis because it’s obviously true).

The last paragraph is the concluding paragraph in which you should summarize what you’ve done in the paper, including restating your thesis. In this paragraph, you may also generalize (expand) your thesis, make speculative remarks about language and advertising, or even indulge in some normative commentary about the advertisement, or language and advertising in general. 
The intervening three paragraphs, the ‘meat-and-potatoes’ paragraphs, should each center around (a) a linguistic observation about the advertisement based on which you articulate (b) some higher level descriptive claim. These higher level descriptive claims should be jointly supporting your thesis. Your introductory paragraph should explain how exactly these three claims established by the ‘meat-and-potatoes’ paragraphs sup- port your thesis.

Plant Disease Management

Develop a fact sheet to provide information about a plant disease to help home gardeners and farmers identify problems with their plants.  Cite sources.

(Example fact sheets:  https://ohioline.osu.edu/topic/horticulture )

Molds, Mushroom and Mankind

Find an example of fungi in the news and write a summary of the report and the impact on humans and/or the environment. Cite source.

Psychology, as a hub science, has wide-ranging connections to our lives in a number of areas. From understanding romantic relationships to the inner workings of our brain, it seems that psychology is all around us. In fact, you don’t have to search too far to find a media report of psychology research. Sometimes these reports are accurate, and sometimes they greatly misrepresent the work to make things more interesting. And sometimes, they’re something in between. As informed consumers of science, you should be able to critically evaluate media reports in their various forms. This assignment will sharpen your ability to evaluate psychology claims in the popular media.

Learning objectives that will be assessed:

•    RESEARCH METHODS: Explain and identify research methods used in the discipline of psychology; read research articles to understand how researchers test hypotheses

•    CRITICAL THINKING: Recognize and defend against common fallacies in others’ thinking. Assess and evaluate the claims of psychological theories and applications of psychology found in such outlets as textbooks, newspapers, periodicals, and the internet

•    STUDENT SUCCESS AND DEVELOPMENT: Learn how to utilize resources, such as online journal databases and reference guides

Instructions:

Step 1. Find and read a written (not a video) media report of a psychology study. This can be from any mainstream media source ( New York Times , BuzzFeed , etc.).

Step 2. Find the corresponding research article that the media is reporting about (that is, the original research article that the media is reporting on). To find the original article, go to https://library.osu.edu/ and search for the title of the article. If you’re working from off-campus, be sure to click on “Off-campus sign in” under links on the right-hand side. This will allow you to access journals that you need a subscription for.

Read the original article. As you read, note whether the media article accurately reported on the study, and whether there are any differences between the two. For example, did the media exaggerate anything about the study? Did the media leave out information about the study’s methods? Did the journal article give any cautions about how to interpret the results that were ignored by the media? Or did the media do a fair job reporting on it? Focus on the big picture the two articles are conveying.

Step 3. Write a response in which you evaluate the mainstream media article’s treatment of the journal article. See specific questions to address below. Your response should be 500 – 750 words TOTAL (approximately 1 – 1.5 pages, typed in 12 point, Times New Roman font, SINGLE spaced, with one inch margins).

Your response should address EACH of the following questions (use a new paragraph for each):

1.         Provide a brief (a few sentences) summary of the study that is described in the articles.

2.         What type of relevant information, if any, about the study is missing from the media article? Are there any differences in how they reported findings, research methods, or implications of the research?

3.          How important are the differences between the articles? Do they make the media report misleading? Explain.

4.         Do you feel that the headline of the media article is a good representation of the journal article? Explain.

5.         Does reading the journal article change your conclusions/opinions of the findings

as reported in the media article? Why or why not? Be specific. Note: it is okay to refer to yourself using “I” for this assignment!

Include APA style references for both the journal article and the media article on a separate page at the end of your paper, as well as for any other ideas you reference that are not your own.

This semester, we want to provide you with an opportunity to become more aware of the statistical information that is around you every day.  For this journal assignment, your task will be to find and write about at least 10 media reports where statistics is being presented or used in some way.  To receive full credit, you will need to share each of these media reports, and you will need to write about how the media reports relate to information you have learned about in STAT 1350.

Journal Requirements

Your journal may be neatly handwritten or typed.  We prefer for you to type your work, but we also want this assignment to be flexible enough for you to do at any time, in any place.  You never know when you might find the perfect article to write about!

For each of your journal entries, you will need to include a minimum of three things:

• Give the title of the media report and the source for the report (i.e., where you found the report). Include a link to the media report or a copy of the actual media report.
• Include a brief summary of the media report. Imagine that you are attempting to summarize this media report for a friend.
• Discuss how the media report relates what you have learned in STAT 1350. For instance, the media report might provide a nice illustration of a concept you read about in your textbook, or it might relate to an idea or an example that was discussed in lecture.

There is no minimum or maximum word length expected for each journal entry.  As long as you include all three elements listed above, you should receive full credit for your work.

An Introduction to Choosing & Using Sources Copyright © 2015 by Teaching & Learning, Ohio State University Libraries is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

Library Connect

Tips for an effective start to group assignments

• by The Library
• posted November 26, 2020

In the excitement of starting a group assignment, it can be easy to overlook how you’re going to work together as a team.

Below are 3 tips that might help smooth the path to a successful group assignment.  At your first group meeting, all group members should:

• Swap contact details and times each person is available, then set realistic goals together
• Decide group roles and assignment writing roles based on the skills of your team members
• Decide what the process is if someone is not performing as agreed

For more help on getting started with group assignments, check out the  Group Projects  and  Assignment Preparation  pages on the  Library website .

Meeting on campus? The Library has  bookable spaces  that your group can use. Alternatively, you can meet online in Microsoft Teams—if you need help with Teams, more information and support is available here.

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Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

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

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

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

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

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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Example Group Assignments

• Divide students into teams, designating one student as a leader. Have the students apply course concepts to solving a problem and report back to the class. Other groups or students are encouraged to comment on the final solutions of other teams. 2  
• Students complete an assignment that will be assessed by their peers. This is an effective learning assessment tool when there are no right or wrong answers and when several methods can be used to solve a problem.  
• Students complete a draft of an essay or an oral report, then have peers critique and edit.  It’s valuable to have the assessment rubric available to use as an editing guide. 1
• Students read assigned material and come up with questions reflective of their reading. They can post their questions to a designated Blackboard discussion thread, and work on answering the questions individually or in groups. The instructor monitors, redirects, settles disputes, or adds comment to lead the discussion in a new direction or positively reinforce students.  
• Use the jigsaw for complex problem solving. First, separate students into expert groups. Each group is assigned a different piece of the concept to present to the class. In the expert group, the students work on ways to present their piece to the larger class so the class understands the concept. The students teach the class the concept. Assess learning through peer review or individual quizzes. This activity ensures individual responsibility while using collaborative learning. 1
• Students describe someone they admire in their field, contact and interview this person. The assignment is structured so the student learns how to make contacts and report back on their experiences. On a more simple level, students could network with other students in their class to practice networking and learn about what other experiences students are bringing to the class.  
• Wikis help streamline group projects by allowing students to collaborate seamlessly while providing the instructor with a digital footprint of each group member who contributed to the project.
• http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/CLChapter.pdf
• https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/group-work/group-work-classroom-types-small-groups
• http://www.uwlax.edu/catl/studentlearning/presentations/collaborativelearningtechniqueshandout.pdf
• https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/

Quicklinks ‍

Team introduction sample: how to introduce your team to new hires (+ 8 examples) .

A new job can be strange. Meeting new people, wandering around like a tourist, and figuring out the best ways of doing things: 

• Where should you park?
• Is it OK to have lunch at your desk?
• How do you keep track of your expenses?
• Should you take part in the Slack team standup?

It's natural to feel like you're the only one who doesn't know where they're supposed to be or what they're supposed to be doing.

However, a proper introduction alleviates many of these feelings, giving new hires a sense of security and comfort. 

Unfortunately, many introductions are brief and lack purpose:

A quick hello, exchange of names, and a wave goodbye!

As a result, new hires often  feel disconnected from the team and struggle to contribute effectively.  Therefore, introductions should be designed to help new hires feel welcome and promote a sense of belonging.

👋   What are team introductions for new hires?

Introductions are critical for building a cohesive team. A good introduction allows new team members to 

• understand the team's culture, values, and goals. 
• Plus, it allows existing team members to get to know the new hire.

As part of the  pre-boarding or onboarding process,  a structured introduction  establishes a sense of belonging from the beginning .

These introductions are tailored to the new hire and the team and function to 

• make a great first impression 
• get to know one another
• ask questions
• and develop relationships. 

Introducing new hires to your team is more than simply naming them and explaining their roles.

This may seem small, but it is usually the first step in integrating a new employee into your company.

At its best, a workplace is a community.

People come together to cooperate and complete tasks that wouldn't be possible on our own. But as anyone who's ever been part of a team knows, this cooperation doesn't always come naturally. Ultimately, a new hire represents change, which can be challenging to adjust to.

That's why it's so important to be mindful of the transition period everyone experiences when a new hire comes on board.

A structured introduction, in which the new employee has a chance to meet and get to know each team member, is essential for making everyone feel comfortable working together. 

It allows existing team members to learn about the new hire and what they bring to the table.

📚 Types of team introductions

There are several ways to deliver a team introduction, depending on the size and structure of your company. If it makes sense, team introductions may happen across multiple platforms, including in-person, on the company website, or even on social media. Here are a few examples:

Introductory company-wide email

Standard practice is to  introduce new hires to the team via email . Used to effectively reach a large audience and ensure everyone receives the same information. (You can opt to use different email templates or even an AI email writer to create a rough draft for intro emails and make tweaks as needed.)

Internal team email

For some organizations or teams, a team-specific email may be more appropriate. Ensure everyone on the team knows the new hire and can build relationships from the beginning.

In-person Introduction

It may make more sense to introduce the new hire in person. This can be especially effective for small teams or companies. It helps the new hire feel more comfortable and fosters a better working relationship with their team.

Social media announcements

For companies with an active social media presence, announcing new hires on social media can be a great way to reach a wider audience. This can also help potential customers or clients feel more connected to the company.

Quarterly newsletter

If your company has a quarterly newsletter , this can be an effective way to reach many people with the news of a new hire. Newsletters are often read by people who may not otherwise be aware of the new employee, so it can help to build excitement and engagement around the company.

Company bulletin board or slack channel

Introducing new hires via slack or an internal bulletin board can help to ensure that everyone in the company is aware of the new addition. This can be especially effective for larger companies or those with multiple locations.

Did you know that Slack has a free workflow builder in which you can do just that?

➡️ Read our actionable guide to onboarding workflows on slack

The most important thing is to make sure that everyone is aware of the new hire and connects with them.

💬 Team introduction samples: Use these templates to introduce new hires

Professional vs personal team introduction samples.

This initial introduction  sets the tone for the relationship between the new employee and the team.  It provides an opportunity for the new employee to get to know the team members as people.

The introduction is more likely to focus on each person's traits in an  informal environment,  including hobbies and interests. This helps the new employee know the team members better and feel more comfortable working with them.

While in a more  formal environment , the introduction is likely to focus more on each person's professional skills and experience to help the new employee know who to turn to for help with specific tasks.

Example of an informal team introduction message

I wanted to introduce you to [NAME]. [NAME] has an extensive background in marketing and sales, and he will bring his experience and skills to our brand-channelling initiatives. He has a passion for the environmental sector and intends to adopt a more sustainable approach to our marketing in the future. When he's not working, he enjoys volunteering at his children's school, travelling, and trivia.

I'm sure you will all work with [NAME] to ensure he has a wonderful experience at [company]!

Example of a formal team introduction message

I wanted to introduce you to Matt. Matt has over 15 years of experience working with Fortune 500 organizations, and he will bring his experience and skills to our brand-channelling initiatives.

He has a passion for the environmental sector and intends to adopt a more sustainable approach to our marketing in the future.

Having worked on international initiatives and brand campaigns, [NAME] will be a fantastic addition.

His start date is __________, and I am sure you will all work with Matt to ensure he has an awesome experience at [company]!

Introducing a team member to the entire company

I wanted to introduce you to [NAME]. [NAME] will join our team on __________ as a part of our Manufacturing department. [NAME] has over ten years of experience working in the environmental sector and has been a guest speaker at the Smart Growth for Smart Business Conference.

His start date is _______________, and I am sure you will all work with [NAME] to ensure he has a rewarding experience at [company]!

Introduction to the department

Our marketing team just got bigger! It thrilled us to announce [NAME] will join [company] as a part of our Marketing Department. With a strategic marketing and communications background, [NAME] will help lead many of our internal communications and ensure we have a stronger voice externally.

She'll be working with [NAME] on [Project], and it would be good to get her familiar with [Project] to gather feedback.

I hope you all make her feel at home here!

If you have a moment, please stop by to meet [NAME] and welcome her to [company]!

Introducing several team members at once

Our marketing team just got bigger! So it thrilled us to announce [NAME] and [NAME] will join [company] as a part of our Marketing Department. With a strategic marketing and communications background, [NAME] and [NAME] will help lead many of our internal communications and ensure we have a stronger voice externally.

Having worked on global initiatives and international brand campaigns, [NAME] and [NAME] will be great members to our team.

They both start on ______________, and I am sure you will all work with [NAME] and [NAME] to give them a good warm [COMPANY] welcome.

Introducing a team member to a department that is not their own

[NAME] will join [company] on _______________ as a part of our [department]. [NAME] was a part of [other company] and will be bringing his experience and skills to our brand-channel messaging. I'm sending this email because there is a potential synergy between the work [Name] will work on and your work with [Project].

If you have a moment, please stop by to meet [NAME] and welcome him to [Department]!

Introducing yourself to a new team

Hi everyone!

My Name is [NAME], and I'm a part of the [Department] at [company].

My background is in sustainable development, and I am looking forward to working with you on everything from new communications to our sustainability program.

I have connected with [MANAGER], and I look forward to learning more about what [company] is doing to make a difference.

I look forward to meeting you all properly with you, and if you have a moment, please stop by so we can get to know each other better.

Sample team introduction for a new starter to send

I am looking forward to working with you! My Name is [NAME], and I have been working as a [JOB TITLE] for the last [TIME] years.

I'll be working closely with [DEPARTMENT] on the [PROJECT], and I'm excited to contribute to what looks like incredible work.

You can see my portfolio here: [LINK]

If you see me around, come and say hi. I'd love to learn more about what you do and where you're from. I'll be working from home Monday and Wednesday but will be available for in-person coffee on the other days.

I'm excited about working here, getting to know you all a bit better, and working with you. Thanks,

❓ How to make a new employee feel welcome

It's always exciting to grow your team by bringing on a new employee. However, once the offer has been accepted and all the paperwork is complete, it's time to start thinking about making the new employee feel welcome. 

Once the new hire accepts the offer, make sure they feel like a valued team member.

Regardless of an organization's culture, all employers should follow key principles when introducing new hires. The goal is to help the new hire feel welcome and build meaningful relationships with every team member.

Ensure that they have the knowledge and resources they need to succeed in their role. Create a support network so new hires should have someone to turn to with questions or concerns.

Finally, it is  essential to give new hires time to adjust.  They should not be expected to hit the ground running on their first day.

👥 Stay in touch

The time between an offer and the start date is fraught with anticipation and excitement .

It can also be a period of uncertainty, so maintaining an open dialogue with new hires is essential. 

By staying in touch, you not only show interest and concern, but you have an opportunity to address any questions or concerns before their first day.

This helps cultivate a strong relationship and sets the tone for future interactions. So don't be afraid to pick up the phone or shoot off a quick email - stay in touch with your new hires, and you'll be sure to start off on the right foot.

Tip: Keeping in touch with new hires can be as informal or formal as you like. Depending on organizational setup and convenience, this may happen over email, video call, or in person.

Introducing new team members during the first stage of onboarding provides them with a sense of comfort and accelerates their ability to get up running.

💌 Send information in advance

It can be frustrating to start a new job and feel like you're constantly playing catch-up. You're trying to learn the ropes and get up to speed. It leads to feeling unconfident and lost, which can be tough to shake off.

When given a bunch of new information at once, it's easy to feel overwhelmed. It's much better to receive information in advance to have time to process it and ask any questions you may have.

Potentially employers are concerned about inundating new employees with too much information before starting. However,  81% of new hires want to receive information before starting , and doing so shows you're invested in their success.

It doesn't have to be a lot. Include:

• an overview of information about the company (for example a very brief history and signification behind the company name );
• key facts about the department (e.g. the number of teams);
• key dates, such as the main events of the orientation week;
• a clear idea of what their first day will look like;
• what the job entails.

Having all this information can make a big difference in how smoothly someone settles into a new role.

🛠 Provide early access to systems and products

We've all been there: start a new job, only to find that we don't have access to the systems and products we need to do our work. It's frustrating.

Providing early access to systems and products is one way to help new employees hit the ground running.

Managers should introduce new employees to the tools and systems they'll use and the team they'll work with. This way, they can familiarize themselves with the systems and feel confident knowing the best point of contact for questions.

Tip:  For tools that require formal training, providing a training schedule ahead of time with some idea of what will be covered and who will deliver it is beneficial.

Early access to the systems used daily gives them a sense of ownership as they familiarize themselves with the environment. 

Common systems to give early access to include:

• Task management system
• Customer Relationship Management (CRM) system
• Content management system (CMS)

👬 The team's role in welcoming the new hire

There is a shift in the status quo when a new person joins a company. Managers must always keep this dynamic in mind and work to reduce the distance between new hires and the rest of the team.

Identify the reasons why the new hire will be a solid addition to your team  once they accept their offer.

Existing team members will play a crucial role  in welcoming the new employee as part of the onboarding process. Provide a structured introduction and prepare team members to make the new hire feel comfortable in their new role. 

Team members offer valuable insight into the company culture and answer any questions that a new hire may have. In addition, existing team members can support a smooth transition by taking an active interest in the new hire's development.

Communicate that adding a new team member brings extra energy, new ideas, and fresh perspectives. This opportunity lays the foundation for a solid start to the new employee's professional career at your company.

Tip :  Preboarding software  can help you take care of all the above things on autopilot.

➡️ Introduce and onboard with Zavvy

A company's most valuable asset is its employees. That's why it's essential to make a good impression on new hires from their first day. 

A strong onboarding program will help new employees feel comfortable and included while also conveying the importance of their role within the company. 

➡️ Curious about taking your onboarding experience to the next level? Book a demo and explore our HR onboarding software .

By taking the time to introduce new hires to the team and orient them to the company culture, you can make a lasting impression that will pay dividends for years to come.

🙋 Bonus: How to introduce yourself to new coworkers

Here are a few tips for introducing yourself to new coworkers.

Ideally, your manager will send out a team introduction to the team, so everyone knows who you are, what you'll be doing, and your background. But it's helpful to conduct your introduction too.

Start by asking questions.  Find out what people are interested in and what they like to do in their spare time. This will help you find common ground and start a conversation.

Be genuine and friendly. Let your personality shine through and make sure people feel comfortable talking to you.

Don't be afraid to take the lead.  If you see someone you'll be working closely with, take the initiative and introduce yourself.

You don't have to be a social butterfly to make an excellent first impression on your coworkers . Take the time to get to know a few people and ask questions. As you get to know your coworkers, hold each other accountable to build strong work relationships to help you get ahead in your career.

This way, you'll be able to get to know your team.  Get a bit of background on the person, their current role, and what they do in the office. Be genuinely interested in them.

It kicks off with a positive interaction with your new team.  And if you don't get around to doing an introduction at first, drop your new coworkers an email or call them to say hi and introduce yourself.

It's a small thing.  But it helps to institute a positive relationship early on. And it's much easier to get to know people when you can see them, so don't worry if you're working from home or your home office .

Alex is a marketer at Zavvy. On this blog, he mainly shares insights gained from discussions with selected experts and from helping our customers set up and improve their onboarding or learning programs.

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