writing assignment help

writing assignment help

Writing Assignment Help

1. Importance of Writing Assignments

Teachers and lecturers utilize writing assignments on a regular basis to develop and evaluate the writing and investigative skills of their students. Whether used in writing classes or as a part of the learning experience in subject areas, writing assignments will help every student in a way that software or standardized tests can’t. Instructors also can use writing to show what students are through the writing methods and to tailor their teaching to suit individual needs. Students may find massive benefits not just from the initial writing exercises, however conjointly from the designing part of the assignment. Students can learn how to make writing a part of their lives, whether or not by career or personal leisure, and all steps in between. And teachers will realize a wealth of technology and media resources out there for making inventive and fascinating assignments. Students can find specific assignments or set of assignments that they will address within the example center. This can give opportunities to debate their work with different students and utilize the teacher’s facilitate in drafting, revising, editing, and proofreading. It can even facilitate students in the longer term by providing feedback mechanisms that are repeatable and will be utilized at any purpose within the writing method. Every writing assignment can offer students a chance to observe and develop a ability that’s valuable, not only within the skilled world, however in the world at massive. Every assignment will be a learning tool and students will be ready to realize ways in that to be inventive on every assignment. This will facilitate create a mental setting in which students will not solely be successful in this category, however particularly in future things.

2. Common Challenges Faced in Writing Assignments

In writing assignments, there are a few procedural steps. It is something to do with the topic and what is already known or found about it. There is an initiation in which the topic is being selected, then there is planning and research, and finally a rough working and a proper written work. However, this planned procedure may not be accepted for everyone, as it is condition and course specific. There are many difficulties encountered by students while writing assignments on different topics. It may be a case of improper knowledge of the students about the topic of the assignment, lack of time, and the workload could be the main hurdles in the way of writing the assignments. Quality of task may also be improved as a result of which the low information and pure work could be generated. It is seen that many of the students are worried, as they are not able to finish their assignment on time. The experienced coaches help the students in providing the online assignment help. These coaches could be doctors, professors, lecturers, or the person of this profession. This help may be provided in both the modes, for the completion of the task or for showing the path. Many of the online helps are offered on the website. The students may take this help, but they also need their course professors’ help, so that they should use the correct material and make proper use of the learned things. The students, who are interested in the media, may be given an activity in which they are asked to identify our TV clients. In this way, they would have to look at what we are trying to describe and then they will have to evaluate the person they had chosen for the given assignment. In this procedure, help for the online assignments is found to be very effective for the students. When the frequent writing is being described, most of the students find it a requirement to present different kinds of writing like persuasive, narrative, descriptive, and expository. For the assignment of the narrative, some children may write their personal narratives and some may write fiction stories. Some of the children are keen to write narrative, but they are not aware of the structure so they end up getting bad marks. Next, comes the response writing, many students may get the response writing help and assignments which are associated with the literature research and some of the personal response and the specialists in this online help have highlighted the value of deep thinking and discussing the responses in the real terms. The team projects assigned to students help in the development of various skills like group efficiency, improvement of mental abilities, and mutual understanding. This help is usually provided by experienced tutors. The students, who are involved in the group projects like the debate, the problem-based investigations, and the cooperative things, can get the best results and the good expressions in the group meetings. This help involves the team projects for the assignment, which provides assistance to the students in the development of different skills, such as group proficiency, improvement of mental abilities, and mutual understanding. These are the main difficulties which students face during the writing of the assignments. However, the experienced tutors like the doctors, professors, or the lecturers help the students in providing the online assignment help.

3. Strategies for Effective Writing Assignments

One way to make assignments more meaningful, Mr. Smith believes, is to give students more choices. For example, an assignment that asks students to trace the changing meanings of a word over time—as in the first assignment Mr. Smith describes—could be tailored to the texts the instructor is teaching, but it could also be adapted to students’ individual interests and experiences or to the particular topics and questions being pursued in the class. Similarly, a point of view paper allows students to write about personal experiences, historical events, contemporary news, or more theoretical kinds of things, which allows them to write about what they want to know about and introduces noise into their writing process. Flexibility is good for students and may be uncomfortable for us; we are paid to read papers that allow us to get through that stack in the most efficient way. But remember this: students are the ones doing the learning. Helping students reframe the writing task and think of themselves as writers can be liberating to professors, too, particularly if we are engaged in our own writing projects. It may disrupt our usual schedule and require us to think more. However, if we start seeing our students—and ourselves—as writers, then the activity of teaching will look and feel more like the activity of learning. He advises that as an instructor, we should specify the audience in the assignment. And also, it would be helpful if we explain the students what a ‘good writing’ is within the current field. If we value a certain kind of argument, we should give students a chance to practice population in a low-stakes setting. And also, teaching them the danger—the less successful way of doing population in the field will help them to understand the importance of this criteria as well. If the main goal is to help students find and weigh evidence, largely free assignments asking students to pose their own questions may not allow students to practice the main components of develop evidence-based. He notes that even small changes in our discussion of writing assignments—like replacing ‘you’ with ‘we’—can signal cooperation and collaboration instead of teacher versus students. Students need to see themselves as engaged in a reciprocal relationship. As Mr. Smith mentions, when students know that we are not simply ordering them to do a series of mindless tasks—that we have thought about the rationale for an assignment and that we are interested in what they are writing—they are more likely to engage with the assignment and put more effort into their work. He also suggests that we can discuss the assignment guidelines and selection criteria in class and they will make the students feel more comfortable with the assignment. It is especially important to give students clear instructions about what we want, and the constraints of the assignment. For example, if they are going to do a close reading of a passage from a text, tell them clearly. Tell them how and what they are going to write in academic as well as in intellectual terms. In that way they are less likely to be anxious and produce a “safe” but uninspired, proforma work. However, if they know why they are writing, they are more likely to maintain their focus and develop a purposeful project. He points out that when students are handed down an assignment, they usually try to figure out what the teacher wants. The anxiety that ‘I have to figure out what the teacher wants’ may have an effect on many aspects of the writing. That’s why Mr. Smith thinks that assignment should be focused on ‘how and why’ rather than ‘what’—how to do a good job and why this instruction is important—so that students are actively engaged in a learning process, and they are going to highly motivated to learn those ‘what’.

4. Tips for Overcoming Writer’s Block

If you do not believe in the idea you are going to write about, it will be hard for you to indulge yourself in writing about it. Try to look at the ideas you have written down and try to put them into groups. Randomly connect ideas using arrows. When you feel like you have nothing else to write on that idea, leave it and try to move onto another idea. Sometimes it is best to step away, take a short break, and look at what you have written with fresh eyes. Don’t sit and glare at the computer screen. Go for a walk, grab a cup of coffee, or do something productive. This could help to relax your mind and also give you a new point of view when you get back to work. Try to force yourself to come up with something. The thing about being creative is that it often isn’t enough to just land a good idea. You have to capture that one idea, turn it into something that you can work with, and then take it from a raw idea to a finished product. Set yourself a goal and try to stick to it. The belief that writing is a process of continuous discovery, often you don’t know how to express an idea. Give yourself permission to write badly. That piece of writing you’re working on, that you felt was good and now you’re staring at it with horror, is not a reflection of you as a writer but just a stage in the process. Do not strive for the perfect writing that first time around. Work on something else for a while, it may give your brain a chance to go over what you have already written. Writing is a muscle. If you don’t use it regularly, it will get stiff and weak. The most important thing is remembering you have the ability to write; it is simply a matter of putting these distractions aside and making yourself do so.

5. Resources for Additional Writing Support

For anyone who is interested in the writing supports that are available online, as well as the tutor-led writing workshops that are available in the Chicago area, you can explore the resources below. You can also find more information on the resources that are available on campus on the Academic and Accessibility Resources page. “Hope for New Writers” is a resource page put together by the NEIU English Department. The page provides a list of writing resources as well as some more specific suggestions for people who may be interested in taking up writing for the first time. Students can access additional resources through the Academy for College Excellence (ACE). ACE offers dedicated client service specialist, writing tutorial services and tutoring advisors in addition to the use of student computers and private study space. Students can log in to the ACE support service center in order to learn more about the resources that are available. The Student Disability Services department provides reasonable accommodations for students with medical, physical, or learning disabilities on the basis of disability documentation provided. If you need special disability support in your writing or tutoring collaboration, you can contact the Student Disability Services department for more information on the types of services that are available. The Department of English also provides a list of writing resources that are available online, including references for citation guides, grammar and style notes, and editing and proofreading hints. Students may find these resources useful for general advice or as an exploration of new areas of interest in writing. Students may also have access to some campus-based resources such as peer tutoring and computer facilities. However, students should contact the individual writing centers to make an appointment or check the availability of computers for student use. Students can also benefit from the services of English faculty and graduate teaching assistants during their posted office hours. Students should refer to the departmental notices, individual instructor syllabus guidelines or contact the main office for further details about when these services are available. These resources, as well as NEIU’s writing workshops, should be noted on your campus resources page. Students may also be able to access the student learning portal, known as D2L Brightspace. Students can access their course materials, check their grades and submit assignments. Some courses also offer the use of the writing assistant and ePortfolio learning tools, which are designed to help students progress in writing and reflection activities. It includes a “Grammarly” link, which is a free digital writing assistant that can help students make their writing clear and effective, get suggestions for grammar and vocabulary, and learn from interactive writing support. Students can access this through the Student Services tab, from the Academic Support page and following the “Free Digital Grammarly” link.