To succeed with writing assignments (and benefit from them) you first have to understand their learning-related purposes.
As you write for the hypothetical audience of peer junior scholars, you’re demonstrating to your professor how far you’ve gotten in analyzing your topic.
Academic papers, in which scholars report the results of their research and thinking to one another, are the lifeblood of the scholarly world, carrying useful ideas and information to all parts of the academic corpus.
Unless there is a particular audience specified in the assignment, you would do well to imagine yourself writing for a group of peers who have some introductory knowledge of the field but are unfamiliar with the specific topic you’re discussing.
” As I briefly discussed in Chapter 1, most instructors do a lot to make their pedagogical goals and expectations transparent to students: they explain the course learning goals associated with assignments, provide grading rubrics in advance, and describe several strategies for succeeding. Some professors make a point to give very few parameters about an assignment—perhaps just a topic and a length requirement—and they likely have some good reasons for doing so.
Here are some possible reasons: It is understandably frustrating when you feel you don’t know how to direct your efforts to succeed with an assignment.
Understanding your audience like this also resolve the audience mismatch that Elbow describes.
As he notes, “You don’t write Another basic tenet of good communication is clarifying the purpose of the communication and letting that purpose shape your decisions.
Here are some tips: If a professor provides a grading rubric with an assignment prompt, thank your lucky stars (and your professor).
If the professor took the trouble to prepare and distribute it, you can be sure that he or she will use it to grade your paper.