How to write an ASSIGNMENT
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When writing an assignment following these 10 easy steps as this will help you in future:
*Read and clearly understand what the question is asking you to do, so first use The BUG technique. Put in BOLD the command words, e.g. Analyse, Compare, Define, Describe, Discuss, Explain, Evaluate…etc. Make sure you KNOW what this means!!! (Refer to your Module Handbook or the Student Portal to see what this means)
*Now for the second part: UNDERLINE what you need to analyse, compare, define, describe, explain or evaluate….
*Always look out for the word AND as this means there is something else you need to do… if you fail to do this, you are only answering part of the question!
*Repeat processes above for this part!
*You cannot start unless you know what the question is asking you to do…
2) Read through the Key Words (Essential Content), this will be in your Module Handbook and MUST appear in your answer. This is the key ingredients of your answer… these could be headings, sub-headings or part of your content…. But it MUST be in your answer; otherwise you are talking about something totally different!
3) Go through your slides for the relevant part and WATCH your slides… (Also refer to your class notes that you made for that week!)
4) Do some research and make some notes (including the references),
5) Plan your answer and roughly outline your argument,
6) Write your answer and make sure you reference where you found the information at the same time you are doing your writing… trust me this is much easier and you won’t forget where you found it!
7) Read through your QUESTION again… and now read your ANSWER to make sure you answered the question… This is the G of BUG…. Go back and make sure you answered the question!
8) Make sure you used all the key words (Essential Content)… you can even put them italics, that way you can make sure that you used all the key words!
9) Read it again and make sure it makes sense… and that you are answering the question that was asked…. Remember Graphs, Figures, and Tables are NEVER an answer but only supporting evidence to back up your argument and should be cited in your text and referenced! You need to explain to the reader what it is and the reason why you used it!
10) Put it into Turn It In… then take the Turn it in Report and paraphrase and reference all the highlighted parts!!!!
***Now move on to the next question and make sure you repeat the same 10 step process. Trust me that this is the easiest way to do any assignment! ***
Command Words………………………………….Remember there are others in addition to these!
This is a summary of the key terms used to define the requirements within units.
| Term | Definition |
| Analyse | Present the outcome of methodical and detailed examination either:
● breaking down a theme, topic or situation in order to interpret and study the interrelationships between the parts and/or ● of information or data to interpret and study key trends and interrelationships. Analysis can be through activity, practice, written or verbal presentation. |
| Apply | Put into operation or use.
Use relevant skills/knowledge/understanding appropriate to context. |
| Arrange | Organise or make plans. |
| Assess | Offer a reasoned judgement of the standard/quality of a situation or a skill informed by relevant facts |
| Calculate | Generate a numerical answer with workings shown. |
| Compare | Identify the main factors relating to two or more items/situations or aspects of a subject that is extended to explain the similarities, differences, advantages and disadvantages.
This is used to show depth of knowledge through selection of characteristics. |
| Compose | Create or make up or form |
| Communicate | Convey ideas or information to others.
Create/construct skills to make or do something, for example a display or set of accounts |
| Create/Construct | Skills to make or do something, for example, a display or set of accounts. |
| Critically analyse | Separate information into components and identify characteristics with depth to the justification. |
| Critically evaluate | Make a judgement taking into account different factors and using available knowledge/experience/evidence where the judgement is supported in depth. |
| Define | State the nature, scope or meaning. |
| Describe | Give an account, including all the relevant characteristics, qualities and events. |
| Discuss | Consider different aspects of a theme or topic, how they interrelate, and the extent to which they are important. |
| Demonstrate | Show knowledge and understanding. |
| Design | Plan and present ideas to show the
layout/function/workings/object/system/process |
| Develop | Grow or progress a plan, ideas, skills and understanding |
| Differentiate | Recognise or determine what makes something different |
| Discuss | Give an account that addresses a range of ideas and arguments |
| Evaluate | Work draws on varied information, themes or concepts to consider
aspects, such as: ● strengths or weaknesses ● advantages or disadvantages ● alternative actions ● relevance or significance. Students’ inquiries should lead to a supported judgement showing relationship to its context. This will often be in a conclusion. Evidence will often be written but could be through presentation or activity. |
| Explain | To give an account of the purposes or reasons. |
| Explore | Skills and/or knowledge involving practical research or testing. |
| Identify | Indicate the main features or purpose of something by recognising it and/or being able to discern and understand facts or qualities. |
| Illustrate | Make clear by using examples or provide diagrams. |
| Indicate | Point out, show. |
| Interpret | State the meaning, purpose or qualities of something through the use of images, words or other expression. |
| Investigate | Conduct an inquiry or study into something to discover and examine facts and information. |
| Justify | Students give reasons or evidence to:
● support an opinion ● prove something is right or reasonable. |
| Outline | Set out the main points/characteristics |
| Plan | Consider, set out and communicate what is to be done. |
| Produce | To bring into existence. |
| Reconstruct | To assemble again/reorganise/form an impression. |
| Report | Adhere to protocols, codes and conventions where findings or judgements are set down in an objective way. |
| Review | Make a formal assessment of work produced.
The assessment allows Students to: ● appraise existing information or prior events ● reconsider information with the intention of making changes, if necessary. |
| Show how | Demonstrate the application of certain methods/theories/concepts. |
| Stage and manage | Organisation and management skills, for example, running an event
or a business pitch. |
| State | Express. |
| Suggest | Give possible alternatives, produce an idea, put forward, for example, an idea or plan, for consideration. |
| Undertake/carry out | Use a range of skills to perform a task, research or activity |
Source: Pearson BTEC Levels 4 and 5 Higher Nationals in Business, Specification – Issue 6 – July 2019 © Pearson Education Limited 2019
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