Q Manual

5 Assignment Writing - An Overview

5.1 Introduction

As a student within the Faculty of Business and Economics, you will be asked to complete a number of assignments.

This section of the Q Manual is intended to assist you in the preparation of assignments relevant to business, economics and related disciplines. In addition, lecturers will also have their specific requirements, and so it is essential that you consult subject outlines in conjunction with the following information.

5.2 Defining the type of assignment

Prior to attempting any assignment it is essential to understand its nature. Below is an explanation for some of the different types of assignments that you may be given.

5.2.1 Case study

A case is a description of an administrative decision or problem.

The use of case studies is a widely accepted means of bringing theoretical concepts and practical situations together. Usually it is not possible to take a class group into an organisation and observe the subject matter of management or organisational behaviour in real-life; hence, a written case study outlining a realistic situation is the best available alternative.

When reading and studying a case study it is possible to take two different approaches. The first of these is the analytical approach where a case structure is examined in order to try and understand what has happened and why. In this approach you do not identify problems or attempt to develop solutions. The second approach is the problem-oriented method. In this approach a case is analysed to identify the major problems that exist, the causes of and possible solutions to the problems, and finally, a recommendation is made regarding the best solution to implement.

5.2.2 Summary

A short version of a text which aims to give the reader a clear and concise idea of the most crucial information contained within the text. A summary should always be written in your own words.

5.2.3 Critique (critical review)

A critical review involves analysing and evaluating a text. It is subjective as you must make judgements and comments about the text. It requires an introduction, summary of the contents of the text and a critical reaction to the text.

5.2.4 Thesis/dissertation

This document is prepared to meet the requirements for graduate degrees and usually describes completed research. It is based on primary (first hand) and secondary (sources which examine what others have done) research. It is usually divided into chapters and has a specific format.

5.2.5 Essays and reports

Two main types of assignments which you may be asked to write are essays and reports. The differences between essays and reports are illustrated below:

Essays

Usually a question or proposition.
Written for the lecturer.
Based on reading, sometimes field work.
Lecturer usually more intent on the question/proposition.
Can be more subjective, but will need the impersonality suited to an academic study.
Success depends on interest of argument, relating one point to the next.

Reports

Often a problem or case study.
Can be written for a `client'.
Can be based on practical work/field work.
Always written in sections. Important to know what they are and what goes in them.
Lecturers can see your response to be based upon developing research skills.
Must be objective.
Point form often used.
Precision is important.

Source: Clerehan, R. (1990), Study Skills Handbook for Tertiary Students, Monash University, Melbourne, p. 37.

Note that unless instructed otherwise, both business essays and reports contain headings.

5.3 Important words and phrases in assignment and exam questions

The terms listed below appear frequently in the phrasing of essay questions. You should know their meaning and answer accordingly.

Account for topic ABC¹ Explain and justify why topic ABC is as it is.

Give an account of topic ABC¹ Provide a statement of facts, that relate to topic ABC, in sequence or in report form.

Analyse topic ABC¹ Describe the various parts of topic ABC and explain how they work together, or whether they work together. Give points for and against.

Compare² Look for qualities or characteristics that resemble each other. Emphasise similarities and in some cases also mention differences.

Contrast² Stress the differences between things, qualities, events, or problems.

Compare and contrast² Describe first the major similarities, and then the major differences, between two or more things.

Criticise² Express your judgement about the merit or truth of the factors or views mentioned. Give the results of your analysis of these factors, discussing their limitations and good points.

Critique² (e.g. an article) Provide a summary of the article and express your opinion about various aspects of the article. Such aspects include strengths and weaknesses of the article, clarity of argument, use of evidence. In doing so, you must provide concrete support for your opinion, for example, appeals to authority, examples and statistics.

Define² Give clear, concise and authoritative meanings. Do not give details, but make sure to give the limits of the definition. Show how the thing you are defining differs from things in other classes.

Describe² Recount, characterise, sketch, or relate in sequence or story form.

Diagram² Give a drawing, chart, plan, or graphic answer. Usually you should label a diagram. In some cases, add a brief explanation or description.

Discuss² Examine, analyse carefully, and give reasons for and against. Be complete, and give details.

Elaborate on¹ Write about a statement or a quotation that is part of the question. Explain the statement or quotation in more detail and then state your point of view concerning it.

Enumerate² Write in list or outline form, giving points concisely one by one.
Evaluate² Carefully appraise the problem, citing both advantages and limitations. Emphasise the appraisal of authorities and, to a lesser degree, your personal evaluation.

Evaluate the validity²of (statement X)¹ You must explain what is wrong with the statement before going on to state your opinion.

Explain² Clarify, interpret and spell out the material you present. Give reasons for differences of opinion or of results, and try to analyse causes.

Illustrate² Use a figure, picture, diagram or concrete example to explain or clarify a problem.

Interpret² Translate, give examples of, solve, or comment on a subject, usually giving your judgement about it.

Justify² Prove or give reasons for decisions or conclusions, taking pains to be convincing.

List² As in `enumerate' - write an itemised series of concise statements.

Outline² Organise a description under main points and subordinate points, omitting minor details and stressing the arrangement or classification of things.

Prove² Establish that something is true by citing factual evidence or giving clear logical reasons.

Relate² Show how things are related to, or connected with each other, or how one causes another, correlates with another, or is like another.

Review² Examine a subject critically, analysing and commenting on the important statements to be made about it.

State² Present the main points in a brief, clear sequence, usually omitting details, illustrations or examples.

Summarise² Give the main points or facts in condensed form, such as the summary of a chapter, omitting details and illustrations.

Trace² In narrative form describe progress, development, or historical events from some point of origin.

Sources: 1. Smith M. and Smith, G. (1998), A Study Skills Handbook, Oxford University Press, Melbourne, pp.117-188.

2. Bird, C. and Bird, D.M. (1945), Learning More by Effective Study, Appleton-Century Crofts, New York, pp.195-198.

5.4 The Writing Process

Step 1: Identify the purpose of the written assignment

The purpose of the assignment is essential as it will tell you the type of material it should contain. For example, are you going to describe (descriptive approach) a topic or argue in favour of one aspect of the topic (argumentative approach)?

Step 2: Identify the readers and their needs

This is essential as it will affect the method in which you organise your assignment and also the extent to which you must define vocabulary and/or provide background information. Generally speaking, your readers at university are your tutors and an imaginary reader. Who is this reader? When you write an essay, imagine that you are explaining something to someone who:

is intelligent enough to be one of your colleagues;
has a reasonable amount of common sense;
knows almost nothing about your subject.

If you follow this simple guideline, you will not fall into the trap of wasting time explaining things that any sensible person knows, but at the same time you will explain things about your subject that need clarification.

The best way that you can make this system work is to imagine that a real person is going to read the essay - not to mark it, but to gain an understanding of what you are writing about.

Source: Smith, M. and Smith, G. (1998), A Study Skills Handbook, Oxford University Press, Melbourne, p.119.

Step 3: Researching

When you have an assignment topic to research, it is essential that you develop a systematic and organised method of collecting relevant information.

The textbook and its references are usually a good place to start; however, scanning current professional journals and magazines can generate a broader understanding of the topic.

Usually you will only need to search for books and journal articles on your topic, although sometimes other formats contain valuable information, for example, newspaper articles, videos, models and charts.

To locate relevant journal articles, you may need to use abstract and index databases such as ABI Global, Australasian Business Intelligence (ABIX), or APAIS.

The library provides access to a range of other subject-related abstract databases that may be relevant to your assignment. In addition, the Business Periodicals Ondisc BPO) and OVID databases provide full text articles for about 500 business journals.

The library runs classes in the efficient use of the catalogue and electronic databases and you are encouraged to attend these sessions. For further information, you should speak to the staff at the Information Desk.

Step 4: Outlining

Once you have identified the purpose of your assignment and the readers, you should draw up an outline. The basic structure for the outline of written assignments, is the division of three sections: (i) introduction (ii) body (iii) conclusion. When outlining you should list all points and ideas under these three headings.

Step 5: Writing the draft(s)

Having researched and outlined your assignment, you next step is to write a draft of the assignment. At this stage, your aim is to write your ideas on paper and not strive for perfection (e.g. correct grammar, spelling, punctuation).

Step 6: Editing

After completing the draft(s), you should now revise spelling, grammar and punctuation and ensure that your ideas are clearly and concisely presented.

Step 7: The finished product

After polishing the style and organisation of your assignment, consider using headings and white space to improve the overall appearance of your assignment.

5.5 Presentation of assignments

5.5.1 Style of presentation

Your goal in writing an assignment should be to convey information and ideas in a readable, well organised fashion. Suggestions to help you do this are set out below.

5.5.2 Legibility

If possible, type your assignment or alternatively, write clearly in ink. Write on one side of the paper only.

5.5.3 Page numbering

Number the pages of your assignment using Arabic numerals (1, 2, 3, etc.) for the body of the paper. Small Roman numerals (i, ii, iii, etc.) may be used for the preliminary pages.

5.5.4 Margins

Leave a three centimetre margin at the left of each page, except preliminary and title pages.

5.5.5 Numbering systems

There are several different ways of numbering the sections of a report, but the one adopted almost universally in Australia is the decimal system. Under this system, each chapter bears a major number, then each section bears a decimal point of its chapter, each subsection a lower decimal point, each paragraph another point lower.

Decimal Outline

Alpha-numeric Outline

a.
b. (1)

Note:

5.6 Heading the sections

Most assignments (e.g. reports) are organised by sections and each one is given a heading designating the content of that section. The headings may range from first-degree to fifth-degree. Although there is no single correct style for headings, it is important that the style of headings adopted is consistent throughout the report or assignment. As a general rule, the size and style of subheadings should reflect the degree of emphasis required.

Title
The title is generally in bold capitals centred on the page. Its use is limited to the title page and the first page of the text.

First-Degree Headings
Major sections of the report are given first-degree headings. These are usually left-aligned on the page. There are a number of different styles. They can be all in capitals; or the first letter of each word is capitalised, with the exception of articles (a, an, the), prepositions (in, on, of, etc.), and conjunctions (and, but, or, for, etc.); or alternatively the first letter of the first word only is capitalised. These headings are usually bold, but the type size is slightly smaller than that used for the title.

Second-Degree Headings
Divisions of first-degree headings are second-degree headings. Usually only the first letter of the first word is capitalised. The type size is generally the same as that used in the text, although the heading may be in bold.

Third-Degree Headings
When a section with a second-degree heading is subdivided, a third-degree heading is used. This heading should be smaller or less prominent than a second-degree heading.

Fourth-Degree Headings
These are used for minor subdivisions in the text. They are generally the same size and font as the main body of the text, but they may be italicised. The run-on style may be used for these headings, where the heading is followed by two spaces and then the text continues on the same line.

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