assignment 4 6

Assignment 4.6 | Week-6 | Programming for Everybody (Getting Started with Python) By Coursera

Assignment 4.6 | Week-6 | Programming for Everybody (Getting Started with Python) By Coursera

Coursera Programming for Everybody (Getting Started with Python) Week 6  Assignment 4.6 

 Question:      4.6 Write a program to prompt the user for hours and rate per hour using input to compute gross pay. Pay should be the normal rate for hours up to 40 and time-and-a-half for the hourly rate for all hours worked above 40 hours. Put the logic to do the computation of pay in a function called computepay() and use the function to do the computation. The function should return a value. Use 45 hours and a rate of 10.50 per hour to test the program (the pay should be 498.75). You should use input to read a string and float() to convert the string to a number. Do not worry about error checking the user input unless you want to – you can assume the user types numbers properly. Do not name your variable sum or use the sum() function.

Assignment 4.6 | Week-6 | Programming for Everybody (Getting Started with Python) By Coursera

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@kusumamahesh123

kusumamahesh123 commented Jun 14, 2020

thank you its working

Sorry, something went wrong.

@yaswanth67

yaswanth67 commented Jun 14, 2020 via email

@arun95gangwar

arun95gangwar commented Jul 3, 2020

hrs = input("Enter Hours:") rate = input("Enter rate:") h=float(hrs) r=float(rate) def computepay(h,r): if h>40: fix=r h extra=(h-40) (r*0.5) pay=fix+extra

total=computepay(h,r) print("Pay",total)

@AbhilashaSharma14

AbhilashaSharma14 commented Jul 24, 2020

def computepay(h,r): if h<=40: pay=h r elif h>40: pay=40 r+(h-40) r 1.5 return(pay)

hrs = input("Enter Hours:") h = float(hrs) rate = input("Enter rate:") r = float(rate) p = computepay(h,r) print(p)

@my-name-arch

my-name-arch commented Jul 27, 2020

input("Enter Hours:") h=float(hrs) rate=input("enter rate") r=float(rate) def computepay(h,r): if h<=40: pay=hr elif h>=40: pay=40r+(h-40)1.5r return (pay) p=computepay(h,r): print("Pay",p) I don;t see what is wrong with this code. It comes up as a parse error. Can someone please help

@AhmedSaidi99

AhmedSaidi99 commented Aug 8, 2020

hrs = input("Enter Hours:") h = float(hrs) rate = input("Enter rate:") r = float(rate) p = computepay(h,r) print("Pay", p)

@MimAhmed

MimAhmed commented Aug 12, 2020

hrs = input("Enter Hours:") hour_float = float(hrs) rate = input("Enter rate:") rate_float = float(rate) final_pay = computepay(hour_float ,rate_float) print(final_pay)

@HaamzaHM

HaamzaHM commented Oct 17, 2020

hrs = input("Enter Hours:") h = float(hrs) rate = input("Enter rate:") r = float(rate) p = computepay(h,r) print("Pay",p)

@Japarna

Japarna commented Oct 20, 2020

hrs= input("enter the hours:") rate=input("enter the rate per hour:") hrs=float(hrs) rate=float(rate) def computepay(hours,rate): if hrs <= 40: pay=hrs

pay=computepay(hrs,rate) print('Pay',pay)

@JohnLeMay4

JohnLeMay4 commented Oct 28, 2020

Why isn't this working? It is literally what Chuck did in the video and it works in my command prompt:

def computepay(hours, rate) : #print("In computepay", hours, rate) if hours > 40 : reg = rate * hours otp = (hours - 40.0) * (rate * 0.5) pay = reg + otp else: pay = hours * rate #print("Returning",pay) return pay sh = input("Enter Hours: ") sr = input("Enter Rate: ") fh = float(sh) fr = float(sr) xp = computepay(fh,fr)

print("Pay:",xp)

Why isn't this working? It is literally what Chuck did in the video and it works in my command prompt: def computepay(hours, rate) : #print("In computepay", hours, rate) if hours > 40 : reg = rate * hours otp = (hours - 40.0) * (rate * 0.5) pay = reg + otp else: pay = hours * rate #print("Returning",pay) return pay sh = input("Enter Hours: ") sr = input("Enter Rate: ") fh = float(sh) fr = float(sr) xp = computepay(fh,fr) print("Pay:",xp)

IT WAS THE COLON IN THE FINAL PRINT STATEMENT. I AM GOING TO SLEEP. Whew.

@sisysl

sisysl commented Jan 22, 2021

hrs = input("Enter Hours:") h = float(hrs) rate = input("Enter rate:") r = float(rate) def computepay(h,r): if h<=40: pay=h_r elif h>40: pay=40_r+(h-40)_r_1.5 return(pay) p = computepay(h,r) print('Pay',p)
not working

It is working, try again.

Be careful for indent when use function.

@ozguripekci

ozguripekci commented Jun 15, 2021

@sooryansatheesh

sooryansatheesh commented Jun 21, 2021

#Perfectly Working 💙 #function def computepay(hours, per_rate_hours): #overtime if (hours>40): pay = hours * per_rate_hours overtime = (hours - 40) * (0.5 * per_rate_hours) payment = pay + overtime else: payment = hours * per_rate_hours return payment #code begins hours = input("Enter Hours: ") per_rate_hours = input("Enter Per Rate Hour: ") #try and except try: f_hours= float(hours) f_per_rate_hours=float(per_rate_hours) except: print("Error") quit() final_pay = computepay(f_hours, f_per_rate_hours) print("Pay", final_pay)

You will get an error "You have to prompt for the data"...

def computepay(): hours = float(input("Enter Hours:")) rate_per_hour = float(input("Enter Rate per hour:")) if hours>40: pay=(40 rate_per_hour)+((hours-40) rate_per_hour 1.5) else :pay=(hours rate_per_hour) return pay

print("Pay",computepay()) quit()

my code above gives the exact answer but the autograder rejects it by telling that you must prompt for the data

@MuhammadShayan17

MuhammadShayan17 commented Jul 19, 2021

it's because of the indent issue in line 6; the return function should be backwards, and with the de-indent apart from the above line.. Then I hope that the above code would have worked just right and fine.. :)

The only thing I find wrong in this programming code is the "indent" thing, as I think, you totally forgot about using indents and all..

Hmm, right, but along with this, I guess, there's also the indent thing issue here.. But nvm, all's good when the end's good I guess.. :/

def computepay(): hours = float(input("Enter Hours:")) rate_per_hour = float(input("Enter Rate per hour:")) if hours>40: pay=(40_rate_per_hour)+((hours-40)_rate_per_hour_1.5) else :pay=(hours_rate_per_hour) return pay print("Pay",computepay()) quit() my code above gives the exact answer but the autograder rejects it by telling that you must prompt for the data

Just look for the indent here, I guess. Apart from this, I think the autograder might also be not scanning and coding the double function you've put and typed out there, so yeaah...

ozguripekci commented Jul 19, 2021

Sometimes, "copy and paste" is not working. You need to write all code one-by-one on your IDE. And sometimes because of the "copy and paste", indent problems come through. Best wishes guys.

@iamfusta

iamfusta commented Oct 31, 2021

#fixed TR_iamfusta

hrs = input("Enter Hours:") h = float(hrs) rate = input("Enter rate:") r = float(rate)

def computepay(h,r): if h<=40: pay=hr elif h>40: pay=40*r+(h-40) r 1.5 return(pay) p = computepay(h,r) print('Pay',p)

@dynamodave789

dynamodave789 commented Apr 21, 2022

def computepay(h, r): if h <= 40: pay = h * r elif h > 40: pay = (40*r+(h-40) 1.5 r) return(pay)

hrs = input("Enter Hours: ") h = float(hrs) rate = input("Enter Rate: ") r = float(rate) p = computepay(h, r) print("Pay", p)

@eddshine

eddshine commented May 6, 2022 • edited

Here's my code: (Only 9 lines of code plus it's very easy to understand)

Have fun! :)

@aliimran-ux

aliimran-ux commented Jun 16, 2022

This is perfect code 👍

@sunnyfisher429

sunnyfisher429 commented Jun 26, 2022

how can i fix this ?

hrs= input("Enter Hours:") rates=input("Enter hours:") h=float(hrs) r=float(rates)

def computepay(hrs,rates) if h>=40: p=(40+(fh-40)) r (fr 1.5) else h<=40: p=h r return(p)

sp=computepay(h,r) print ('Pay',p)

@imranlondon

imranlondon commented Sep 17, 2022 • edited

Pay and over time caculater.

def computepay(hours, rates): if hours <= 40: print(hours * rates) else: print ((hours - 40) * (rates * 1.5) + (40 * rates))

If hours are more than 40, the mean user did over time, and the rate differs from the actual rate. So, first, we count extra hours from 40, then multiply with different rates and then the original hours at the regular rate. Then combine both.

Taking input from user.

hours = float(input("Enter hours :")) rates = float(input("Enter rates :"))

called function

computepay(hours,rates)

@sbedoyac

sbedoyac commented Nov 4, 2022

Thaks for that comment, it was the solution

@CristianoFIlho

CristianoFIlho commented Dec 23, 2022

def computepay(hours, rate): if hours <= 40: return hours * rate else: overtime_hours = hours - 40 overtime_pay = overtime_hours * (rate * 1.5) return 40 * rate + overtime_pay

hours = float(input("Enter the number of hours worked: ")) rate = float(input("Enter the rate per hour: ")) gross_pay = computepay(hours, rate) print("Pay %.2f" % gross_pay)

@programmarself

programmarself commented Jun 23, 2023

its works 100%. def computepay(h,r): if h<=40: pay=h r elif h>40: pay=40 r+(h-40) r 1.5 return(pay)

@silo3605

silo3605 commented Jan 19, 2024 • edited

This worked for me perfectly, most of the times it has to do with indentations, or Colons or " " improperly placed. def computepay(h, r): if hours <= 40: pay = hours * rate else: pay = 40 * rate + (hours - 40) * rate * 1.5 return pay

hours = float(input("Enter hours: ")) rate = float(input("Enter rate per hour: "))

p = computepay(10, 20) print("Pay", p)

Note: There are indentations in this code: if, else and returned must be aligned; pay, pay must also be aligned. If using python 3, hit the tab key once, which should place if right between f in def and space and c in computepay(h,r): The first pay should be right beneath hours of the if statement. The second pay should be beneath se of the else: and lastly return pay should be in alignment with else: so it should be if hours, else: and return pay aligned correctly and the same for pay by using the space bar in your pc. There two spaces after lines:6 and 10

assignment 4.6 python for everybody

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The Writing Center • University of North Carolina at Chapel Hill

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 he or she 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 her 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, he or she still has 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 she already knows 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 she or he expects.

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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Humanities LibreTexts

4.3: Writing Assignments

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Learning Objectives

  • Describe common types and expectations of writing tasks given in a college class

Man writing in a notebook sitting on a couch.

What to Do With Writing Assignments

Writing assignments can be as varied as the instructors who assign them. Some assignments are explicit about what exactly you’ll need to do, in what order, and how it will be graded. Others are more open-ended, leaving you to determine the best path toward completing the project. Most fall somewhere in the middle, containing details about some aspects but leaving other assumptions unstated. It’s important to remember that your first resource for getting clarification about an assignment is your instructor—she or he will be very willing to talk out ideas with you, to be sure you’re prepared at each step to do well with the writing.

Writing in college is usually a response to class materials—an assigned reading, a discussion in class, an experiment in a lab. Generally speaking, these writing tasks can be divided into three broad categories: summary assignments, defined-topic assignments, and undefined-topic assignments.

Link to Learning

This Assignment Calculator can help you plan ahead for your writing assignment. Just plug in the date you plan to get started and the date it is due, and it will help break it down into manageable chunks.

Summary Assignments

Being asked to summarize a source is a common task in many types of writing. It can also seem like a straightforward task: simply restate, in shorter form, what the source says. A lot of advanced skills are hidden in this seemingly simple assignment, however.

An effective summary does the following:

  • reflects your accurate understanding of a source’s thesis or purpose
  • differentiates between major and minor ideas in a source
  • demonstrates your ability to identify key phrases to quote
  • demonstrates your ability to effectively paraphrase most of the source’s ideas
  • captures the tone, style, and distinguishing features of a source
  • does not reflect your personal opinion about the source

That last point is often the most challenging: we are opinionated creatures, by nature, and it can be very difficult to keep our opinions from creeping into a summary, which is meant to be completely neutral.

In college-level writing, assignments that are only summary are rare. That said, many types of writing tasks contain at least some element of summary, from a biology report that explains what happened during a chemical process, to an analysis essay that requires you to explain what several prominent positions about gun control are, as a component of comparing them against one another.

Writing Effective Summaries

Start with a clear identification of the work.

This automatically lets your readers know your intentions and that you’re covering the work of another author.

  • In the featured article “Five Kinds of Learning,” the author, Holland Oates, justifies his opinion on the hot topic of learning styles — and adds a few himself.

Summarize the Piece as a Whole

Omit nothing important and strive for overall coherence through appropriate transitions. Write using “summarizing language.” Your reader needs to be reminded that this is not your own work. Use phrases like the article claims, the author suggests, etc.

  • Present the material in a neutral fashion. Your opinions, ideas, and interpretations should be left in your brain — don’t put them into your summary. Be conscious of choosing your words. Only include what was in the original work.
  • Be concise. This is a summary — it should be much shorter than the original piece. If you’re working on an article, give yourself a target length of 1/4 the original article.

Conclude with a Final Statement

This is not a statement of your own point of view, however; it should reflect the significance of the book or article from the author’s standpoint.

  • Without rewriting the article, summarize what the author wanted to get across. Be careful not to evaluate in the conclusion or insert any of your own assumptions or opinions.

Understanding the Assignment and Getting Started

Woman sitting on a sofa with a statistics book next to her, reading another book.

Often, the handout or other written text explaining the assignment—what professors call the assignment prompt —will explain the purpose of the assignment and the required parameters (length, number and type of sources, referencing style, etc.).

Also, don’t forget to check the rubric, if there is one, to understand how your writing will be assessed. After analyzing the prompt and the rubric, you should have a better sense of what kind of writing you are expected to produce.

Sometimes, though—especially when you are new to a field—you will encounter the baffling situation in which you comprehend every single sentence in the prompt but still have absolutely no idea how to approach the assignment! In a situation like that, consider the following tips:

  • Focus on the verbs . Look for verbs like compare, explain, justify, reflect , or the all-purpose analyze . You’re not just producing a paper as an artifact; you’re conveying, in written communication, some intellectual work you have done. So the question is, what kind of thinking are you supposed to do to deepen your learning?
  • Put the assignment in context . Many professors think in terms of assignment sequences. For example, a social science professor may ask you to write about a controversial issue three times: first, arguing for one side of the debate; second, arguing for another; and finally, from a more comprehensive and nuanced perspective, incorporating text produced in the first two assignments. A sequence like that is designed to help you think through a complex issue. If the assignment isn’t part of a sequence, think about where it falls in the span of the course (early, midterm, or toward the end), and how it relates to readings and other assignments. For example, if you see that a paper comes at the end of a three-week unit on the role of the Internet in organizational behavior, then your professor likely wants you to synthesize that material.
  • Try a free-write . A free-write is when you just write, without stopping, for a set period of time. That doesn’t sound very “free”; it actually sounds kind of coerced, right? The “free” part is what you write—it can be whatever comes to mind. Professional writers use free-writing to get started on a challenging (or distasteful) writing task or to overcome writer’s block or a powerful urge to procrastinate. The idea is that if you just make yourself write, you can’t help but produce some kind of useful nugget. Thus, even if the first eight sentences of your free write are all variations on “I don’t understand this” or “I’d really rather be doing something else,” eventually you’ll write something like “I guess the main point of this is…,” and—booyah!—you’re off and running.
  • Ask for clarification . Even the most carefully crafted assignments may need some verbal clarification, especially if you’re new to a course or field. Professors generally love questions, so don’t be afraid to ask. Try to convey to your instructor that you want to learn and you’re ready to work, and not just looking for advice on how to get an A.

Defined-Topic Assignments

Many writing tasks will ask you to address a particular topic or a narrow set of topic options. Defined-topic writing assignments are used primarily to identify your familiarity with the subject matter. (Discuss the use of dialect in Their Eyes Were Watching God , for example.)

Remember, even when you’re asked to “show how” or “illustrate,” you’re still being asked to make an argument. You must shape and focus your discussion or analysis so that it supports a claim that you discovered and formulated and that all of your discussion and explanation develops and supports.

Undefined-Topic Assignments

Another writing assignment you’ll potentially encounter is one in which the topic may be only broadly identified (“water conservation” in an ecology course, for instance, or “the Dust Bowl” in a U.S. History course), or even completely open (“compose an argumentative research essay on a subject of your choice”).

Pencil sketches of a boo, a magnifying glass, and paper.

Where defined-topic essays demonstrate your knowledge of the content , undefined-topic assignments are used to demonstrate your skills— your ability to perform academic research, to synthesize ideas, and to apply the various stages of the writing process.

The first hurdle with this type of task is to find a focus that interests you. Don’t just pick something you feel will be “easy to write about” or that you think you already know a lot about —those almost always turn out to be false assumptions. Instead, you’ll get the most value out of, and find it easier to work on, a topic that intrigues you personally or a topic about which you have a genuine curiosity.

The same getting-started ideas described for defined-topic assignments will help with these kinds of projects, too. You can also try talking with your instructor or a writing tutor (at your college’s writing center) to help brainstorm ideas and make sure you’re on track.

Getting Started in the Writing Process

Writing is not a linear process, so writing your essay, researching, rewriting, and adjusting are all part of the process. Below are some tips to keep in mind as you approach and manage your assignment.

Graphic labeled "The Writing Process." From left to right, it reads: Topic, Prewrite, Evidence, Organize, Draft, Revise, Proofread.

Write down topic ideas. If you have been assigned a particular topic or focus, it still might be possible to narrow it down or personalize it to your own interests.

If you have been given an open-ended essay assignment, the topic should be something that allows you to enjoy working with the writing process. Select a topic that you’ll want to think about, read about, and write about for several weeks, without getting bored.

A computer keyboard and fingers.

If you’re writing about a subject you’re not an expert on and want to make sure you are presenting the topic or information realistically, look up the information or seek out an expert to ask questions.

  • Note: Be cautious about information you retrieve online, especially if you are writing a research paper or an article that relies on factual information. A quick Google search may turn up unreliable, misleading sources. Be sure you consider the credibility of the sources you consult (we’ll talk more about that later in the course). And keep in mind that published books and works found in scholarly journals have to undergo a thorough vetting process before they reach publication and are therefore safer to use as sources.
  • Check out a library. Yes, believe it or not, there is still information to be found in a library that hasn’t made its way to the Web. For an even greater breadth of resources, try a college or university library. Even better, research librarians can often be consulted in person, by phone, or even by email. And they love helping students. Don’t be afraid to reach out with questions!

Write a Rough Draft

It doesn’t matter how many spelling errors or weak adjectives you have in it. Your draft can be very rough! Jot down those random uncategorized thoughts. Write down anything you think of that you want included in your writing and worry about organizing and polishing everything later.

If You’re Having Trouble, Try F reewriting

Set a timer and write continuously until that time is up. Don’t worry about what you write, just keeping moving your pencil on the page or typing something (anything!) into the computer.

Contributors and Attributions

  • Outcome: Writing in College. Provided by : Lumen Learning. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
  • Writing in College: From Competence to Excellence. Authored by : Amy Guptill. Provided by : SUNY Open Textbooks. Located at : textbooks.opensuny.org/writing-in-college-from-competence-to-excellence/. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
  • Image of man writing. Authored by : Matt Zhang. Located at : https://flic.kr/p/pAg6t9 . License : CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives
  • Writing Strategies. Provided by : Lumen Learning. Located at : courses.lumenlearning.com/lumencollegesuccess/chapter/writing-strategies/. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
  • Image of woman reading. Authored by : Aaron Osborne. Located at : https://flic.kr/p/dPLmVV . License : CC BY: Attribution
  • Image of sketches of magnifying glass. Authored by : Matt Cornock. Located at : https://flic.kr/p/eBSLmg . License : CC BY-NC: Attribution-NonCommercial
  • How to Write a Summary. Authored by : WikiHow. Located at : http://www.wikihow.com/Write-a-Summary . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
  • How to Write. Provided by : WikiHow. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
  • Image of typing. Authored by : Kiran Foster. Located at : https://flic.kr/p/9M2WW4 . License : CC BY: Attribution

BUS 5110 PORTFOLIO ASSIGNMENT UNIT 4

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