Students made themselves worthy of marks by way of accomplishing both big and small tasks. Big tasks are most likely advanced sorts like MBA assignments; while small tasks are everyday pieces like the undergrad’s assignment courseworks, or assignments (for short).
In this endeavour, it is reasonable to hypothesise that students had long learned the ‘tricks of the trade.’ With the years long exposed to do paper-stuff, students learn to make simple assessments and prioritise the big deal, from the not-so big a deal.
In essence, they (might) need not read tips on how to write assignments, or perhaps they do. For one, not all assignments are the same. They may get to carry the same word count, formats, or even deadlines (of which is unfortunate), but no two assignment is ever alike.
What’s more, if they think that secondary education-assignment is the same with higher education-assignment, then they seriously needed a wake-up call. In fact, they must continue to learn how to write assignments, as it never stops (unless the student stops schooling).
- Learn to attack a given question or assignment task.
- Assess the difficulty of the given so as to effectively estimate and allocate a working time for the assignment.
- Optimise the advantage of accessible mediums of sources.
- Integrate resourceful orientation in methodically using networks of information.
- Measure students’ own ability to deliver what is asked.
- Adjusting work to constructive comments as well as being highly receptive of them.
Indeed, gathering the guts to continuously work on how to write assignments is part of the students’ basics. However, they often fail to understand the necessity of upgrading assignment knowledge and habits. Yet this is the reality of higher education – the opportunity to get back on track regardless of the number of lost times.
Effective Academic Writing 