{"id":397,"date":"2019-12-07T11:40:57","date_gmt":"2019-12-07T11:40:57","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/coreqenglish1\/chapter\/writing-in-college\/"},"modified":"2025-01-21T22:06:03","modified_gmt":"2025-01-21T22:06:03","slug":"writing-assignments","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/englishcomp1\/chapter\/writing-assignments\/","title":{"raw":"Writing Assignments","rendered":"Writing Assignments"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives<\/h3>\r\n<ul>\r\n \t<li>Describe common types and expectations of writing tasks given in a college class<\/li>\r\n<\/ul>\r\n<\/div>\r\n\r\n[caption id=\"attachment_1031\" align=\"alignright\" width=\"366\"]<img class=\"wp-image-1031\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/904\/2016\/10\/13213223\/15483911602_23fe8ed6b8_z-300x200.jpg\" alt=\"Man writing in a notebook sitting on a couch.\" width=\"366\" height=\"244\" \/> <strong>Figure 1<\/strong>. All college classes require some form of writing. Investing some time in refining your writing skills so that you are a more confident, skilled, and efficient writer will pay dividends in the long run.[\/caption]\r\n<h2 class=\"p1\">What to Do With Writing Assignments<\/h2>\r\n<p class=\"p1\">Writing assignments can be as varied as the instructors who assign them. Some assignments are explicit about what exactly you\u2019ll need to do, in what order, and how it will be graded. Some assignments are very 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\u2019s important to remember that your first resource for getting clarification about an assignment is your instructor\u2014they will be very willing to talk out ideas with you to be sure you\u2019re prepared at each step to do well with the writing.<\/p>\r\n<p class=\"p1\">Most writing in college will be a direct response to class materials\u2014an assigned reading, a discussion in class, or 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.<\/p>\r\n\r\n<h3 class=\"p1\">Summary Assignments<\/h3>\r\n<p class=\"p1\">Being asked to summarize a source is a common task\u00a0in 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.<\/p>\r\n<p class=\"p1\">An effective summary does the\u00a0following:<\/p>\r\n\r\n<ul>\r\n \t<li class=\"p1\">reflects your accurate understanding of a source\u2019s thesis or purpose<\/li>\r\n \t<li class=\"p1\">differentiates between major and minor ideas in a source<\/li>\r\n \t<li class=\"p1\">demonstrates your ability to identify key phrases to quote<\/li>\r\n \t<li class=\"p1\">shows your ability to effectively paraphrase most of the source\u2019s ideas<\/li>\r\n \t<li class=\"p1\">captures the tone, style, and distinguishing features of a source<\/li>\r\n \t<li class=\"p1\">does not reflect your personal opinion about the source<\/li>\r\n<\/ul>\r\nThat 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. A summary is meant to be completely neutral.\r\n<p class=\"p1\">In college-level writing, assignments that are <em>only<\/em> summary are rare. That said, many types of writing tasks contain at least some element of summary, from a biology\u00a0report that explains what happened during a\u00a0chemical process, to an analysis essay that requires you to explain\u00a0what several prominent positions about gun control are,\u00a0as a component of\u00a0comparing them against one another.<\/p>\r\n\r\n<div class=\"textbox examples\">\r\n<h3>Writing Effective Summaries<\/h3>\r\n<h4 class=\"p1\"><span class=\"s1\"><b>Start with a Clear Identification of the Work<\/b><\/span><\/h4>\r\n<p class=\"p1\"><span class=\"s1\">This automatically lets your readers know your intentions and that you're covering the work of another author.<\/span><\/p>\r\n\r\n<ul class=\"ul1\">\r\n \t<li class=\"li1\"><span class=\"s1\">Clearly identify (in the present tense) the background information needed for your summary: the type of work, title, author, and main point. Example: <\/span>\r\n<ul>\r\n \t<li class=\"li1\"><span class=\"s1\"><i>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.<\/i><\/span><\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<h4 class=\"p1\"><span class=\"s1\"><b>Summarize the Piece as a Whole<\/b><\/span><\/h4>\r\n<p class=\"p1\"><span class=\"s1\">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 <i>the article claims,<\/i> <i>the author suggests, etc.<\/i><\/span><\/p>\r\n\r\n<ul class=\"ul1\">\r\n \t<li class=\"li1\"><span class=\"s1\">Present the material in a neutral fashion.\u00a0Your 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.<\/span><\/li>\r\n \t<li class=\"li1\"><span class=\"s1\">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.<\/span><\/li>\r\n<\/ul>\r\n<h4 class=\"p1\"><span class=\"s1\"><b>Conclude with a Final Statement<\/b><\/span><\/h4>\r\n<p class=\"p1\"><span class=\"s1\">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.<\/span><\/p>\r\n\r\n<ul class=\"ul1\">\r\n \t<li class=\"li1\"><span class=\"s1\">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.<\/span><\/li>\r\n<\/ul>\r\n<\/div>\r\n<h3 class=\"p1\">Defined-Topic Assignments<\/h3>\r\n<p class=\"p1\">Many writing tasks will\u00a0ask you to address a particular topic or a narrow set of topic options.\u00a0Defined-topic writing assignments are used primarily to identify your familiarity with the subject matter. (Discuss the use of dialect in\u00a0<em>Their Eyes Were Watching God<\/em>, for example.)<\/p>\r\n<p class=\"p1\"><span class=\"s1\">Remember, even when you\u2019re asked to \u201cshow how\u201d or \u201cillustrate,\u201d you\u2019re still being asked to make an argument. You must shape and focus your discussion or analysis so that it supports a <b>claim <\/b>that you discovered and formulated and that all of your discussion and explanation develops and supports.\u00a0<\/span><\/p>\r\n\r\n<h3 class=\"p1\">Undefined-Topic Assignments<\/h3>\r\nAnother writing assignment you\u2019ll potentially encounter is one in which the topic may be only broadly identified (\u201cwater conservation\u201d in an ecology course, for instance, or \u201cthe Dust Bowl\u201d in a U.S. History course), or even completely open (\u201ccompose an argumentative research essay on a subject of your choice\u201d).\r\n\r\nWhere defined-topic essays demonstrate your knowledge of the <em>content<\/em>, undefined-topic assignments are used to demonstrate your <em>skills\u2014<\/em>your ability to perform academic research, to synthesize ideas, and to apply the various stages of the writing process.\r\n<p class=\"p1\">The first hurdle with this type of task is to find a focus that interests you. Don\u2019t just pick something you feel will be \u201ceasy to write about\u201d or that you think you already know a lot about \u2014those almost always turn out to be false assumptions. Instead, you\u2019ll 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.<\/p>\r\n<p class=\"p1\">The same getting-started ideas described for\u00a0defined-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\u2019s writing center) to help brainstorm ideas and make sure you\u2019re on track.<\/p>\r\n\r\n<h3 class=\"p1\">Understanding the Assignment and Getting Started<\/h3>\r\n[caption id=\"attachment_1001\" align=\"alignright\" width=\"300\"]<img class=\"wp-image-1001 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/904\/2016\/10\/13213225\/8416811863_758c0eea1d_z-300x200.jpg\" alt=\"Woman sitting on a sofa with a statistics book next to her, reading another book.\" width=\"300\" height=\"200\" \/> <strong>Figure 2<\/strong>. Many writing assignments will have a specific prompt that sends you first to your textbook, and then to outside resources to gather information.[\/caption]\r\n\r\nOften, the handout or other written text explaining the assignment\u2014what professors call the <strong>writing prompt<\/strong>\u2014will explain the purpose of the assignment, the required parameters (length, number, and type of sources, referencing style, etc.), and the criteria for evaluation.\r\n\r\nAlso, 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.\r\n\r\nSometimes\u2014especially when you are new to a field\u2014you will encounter a baffling situation in which you comprehend every single sentence in the prompt but still have absolutely no idea how to approach the assignment. No one is doing anything wrong in a situation like that. It just means that further discussion of the assignment is required. Below are some tips:\r\n<ol>\r\n \t<li><strong>Focus on the verbs.<\/strong> Look for verbs like compare, explain, justify, reflect, or the all-purpose analyze. You\u2019re not just producing a paper as an artifact; you\u2019re 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?<\/li>\r\n \t<li><strong>Put the assignment in context.<\/strong> Many professors think in terms of assignment sequences. Think about where your assignment 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 in your own way.<\/li>\r\n \t<li><strong>Try a free-write.<\/strong> A free-write is when you just write, without stopping, for a set period of time. The \u201cfree\u201d part is what you write\u2014it can be whatever comes to mind. The idea is that if you just make yourself write, you can\u2019t help but produce some kind of useful nugget. Thus, even if the first eight sentences of your free-write are all variations on \u201cI don\u2019t understand this\u201d or \u201cI\u2019d really rather be doing something else,\u201d eventually you\u2019ll write something like \u201cI guess the main point of this is . . . ,\u201d and you\u2019re off and running.<\/li>\r\n \t<li><strong>Ask for clarification<\/strong>. Even the most carefully crafted assignments may need some verbal clarification, especially if you\u2019re new to a course or field. Try to convey to your instructor that you want to learn and that you\u2019re ready to work, and not just looking for advice on how to get an A.<\/li>\r\n<\/ol>\r\n<div class=\"textbox exercises\">\r\n<h3>Link to Learning<\/h3>\r\nEmpire State College offers an\u00a0<a href=\"https:\/\/www.esc.edu\/learning-support\/assignment-calculator\/\" target=\"_blank\" rel=\"noopener\">Assignment Calculator<\/a> to 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 the calculator will help break it down into manageable chunks.\r\n\r\n<\/div>","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives<\/h3>\n<ul>\n<li>Describe common types and expectations of writing tasks given in a college class<\/li>\n<\/ul>\n<\/div>\n<div id=\"attachment_1031\" style=\"width: 376px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-1031\" class=\"wp-image-1031\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/904\/2016\/10\/13213223\/15483911602_23fe8ed6b8_z-300x200.jpg\" alt=\"Man writing in a notebook sitting on a couch.\" width=\"366\" height=\"244\" \/><\/p>\n<p id=\"caption-attachment-1031\" class=\"wp-caption-text\"><strong>Figure 1<\/strong>. All college classes require some form of writing. Investing some time in refining your writing skills so that you are a more confident, skilled, and efficient writer will pay dividends in the long run.<\/p>\n<\/div>\n<h2 class=\"p1\">What to Do With Writing Assignments<\/h2>\n<p class=\"p1\">Writing assignments can be as varied as the instructors who assign them. Some assignments are explicit about what exactly you\u2019ll need to do, in what order, and how it will be graded. Some assignments are very 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\u2019s important to remember that your first resource for getting clarification about an assignment is your instructor\u2014they will be very willing to talk out ideas with you to be sure you\u2019re prepared at each step to do well with the writing.<\/p>\n<p class=\"p1\">Most writing in college will be a direct response to class materials\u2014an assigned reading, a discussion in class, or 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.<\/p>\n<h3 class=\"p1\">Summary Assignments<\/h3>\n<p class=\"p1\">Being asked to summarize a source is a common task\u00a0in 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.<\/p>\n<p class=\"p1\">An effective summary does the\u00a0following:<\/p>\n<ul>\n<li class=\"p1\">reflects your accurate understanding of a source\u2019s thesis or purpose<\/li>\n<li class=\"p1\">differentiates between major and minor ideas in a source<\/li>\n<li class=\"p1\">demonstrates your ability to identify key phrases to quote<\/li>\n<li class=\"p1\">shows your ability to effectively paraphrase most of the source\u2019s ideas<\/li>\n<li class=\"p1\">captures the tone, style, and distinguishing features of a source<\/li>\n<li class=\"p1\">does not reflect your personal opinion about the source<\/li>\n<\/ul>\n<p>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. A summary is meant to be completely neutral.<\/p>\n<p class=\"p1\">In college-level writing, assignments that are <em>only<\/em> summary are rare. That said, many types of writing tasks contain at least some element of summary, from a biology\u00a0report that explains what happened during a\u00a0chemical process, to an analysis essay that requires you to explain\u00a0what several prominent positions about gun control are,\u00a0as a component of\u00a0comparing them against one another.<\/p>\n<div class=\"textbox examples\">\n<h3>Writing Effective Summaries<\/h3>\n<h4 class=\"p1\"><span class=\"s1\"><b>Start with a Clear Identification of the Work<\/b><\/span><\/h4>\n<p class=\"p1\"><span class=\"s1\">This automatically lets your readers know your intentions and that you&#8217;re covering the work of another author.<\/span><\/p>\n<ul class=\"ul1\">\n<li class=\"li1\"><span class=\"s1\">Clearly identify (in the present tense) the background information needed for your summary: the type of work, title, author, and main point. Example: <\/span>\n<ul>\n<li class=\"li1\"><span class=\"s1\"><i>In the featured article &#8220;Five Kinds of Learning,&#8221; the author, Holland Oates, justifies his opinion on the hot topic of learning styles &#8212; and adds a few himself.<\/i><\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h4 class=\"p1\"><span class=\"s1\"><b>Summarize the Piece as a Whole<\/b><\/span><\/h4>\n<p class=\"p1\"><span class=\"s1\">Omit nothing important and strive for overall coherence through appropriate transitions. Write using &#8220;summarizing language.&#8221; Your reader needs to be reminded that this is not your own work. Use phrases like <i>the article claims,<\/i> <i>the author suggests, etc.<\/i><\/span><\/p>\n<ul class=\"ul1\">\n<li class=\"li1\"><span class=\"s1\">Present the material in a neutral fashion.\u00a0Your opinions, ideas, and interpretations should be left in your brain &#8212; don&#8217;t put them into your summary. Be conscious of choosing your words. Only include what was in the original work.<\/span><\/li>\n<li class=\"li1\"><span class=\"s1\">Be concise. This is a summary &#8212; it should be much shorter than the original piece. If you&#8217;re working on an article, give yourself a target length of 1\/4 the original article.<\/span><\/li>\n<\/ul>\n<h4 class=\"p1\"><span class=\"s1\"><b>Conclude with a Final Statement<\/b><\/span><\/h4>\n<p class=\"p1\"><span class=\"s1\">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&#8217;s standpoint.<\/span><\/p>\n<ul class=\"ul1\">\n<li class=\"li1\"><span class=\"s1\">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.<\/span><\/li>\n<\/ul>\n<\/div>\n<h3 class=\"p1\">Defined-Topic Assignments<\/h3>\n<p class=\"p1\">Many writing tasks will\u00a0ask you to address a particular topic or a narrow set of topic options.\u00a0Defined-topic writing assignments are used primarily to identify your familiarity with the subject matter. (Discuss the use of dialect in\u00a0<em>Their Eyes Were Watching God<\/em>, for example.)<\/p>\n<p class=\"p1\"><span class=\"s1\">Remember, even when you\u2019re asked to \u201cshow how\u201d or \u201cillustrate,\u201d you\u2019re still being asked to make an argument. You must shape and focus your discussion or analysis so that it supports a <b>claim <\/b>that you discovered and formulated and that all of your discussion and explanation develops and supports.\u00a0<\/span><\/p>\n<h3 class=\"p1\">Undefined-Topic Assignments<\/h3>\n<p>Another writing assignment you\u2019ll potentially encounter is one in which the topic may be only broadly identified (\u201cwater conservation\u201d in an ecology course, for instance, or \u201cthe Dust Bowl\u201d in a U.S. History course), or even completely open (\u201ccompose an argumentative research essay on a subject of your choice\u201d).<\/p>\n<p>Where defined-topic essays demonstrate your knowledge of the <em>content<\/em>, undefined-topic assignments are used to demonstrate your <em>skills\u2014<\/em>your ability to perform academic research, to synthesize ideas, and to apply the various stages of the writing process.<\/p>\n<p class=\"p1\">The first hurdle with this type of task is to find a focus that interests you. Don\u2019t just pick something you feel will be \u201ceasy to write about\u201d or that you think you already know a lot about \u2014those almost always turn out to be false assumptions. Instead, you\u2019ll 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.<\/p>\n<p class=\"p1\">The same getting-started ideas described for\u00a0defined-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\u2019s writing center) to help brainstorm ideas and make sure you\u2019re on track.<\/p>\n<h3 class=\"p1\">Understanding the Assignment and Getting Started<\/h3>\n<div id=\"attachment_1001\" style=\"width: 310px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-1001\" class=\"wp-image-1001 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/904\/2016\/10\/13213225\/8416811863_758c0eea1d_z-300x200.jpg\" alt=\"Woman sitting on a sofa with a statistics book next to her, reading another book.\" width=\"300\" height=\"200\" \/><\/p>\n<p id=\"caption-attachment-1001\" class=\"wp-caption-text\"><strong>Figure 2<\/strong>. Many writing assignments will have a specific prompt that sends you first to your textbook, and then to outside resources to gather information.<\/p>\n<\/div>\n<p>Often, the handout or other written text explaining the assignment\u2014what professors call the <strong>writing prompt<\/strong>\u2014will explain the purpose of the assignment, the required parameters (length, number, and type of sources, referencing style, etc.), and the criteria for evaluation.<\/p>\n<p>Also, don&#8217;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.<\/p>\n<p>Sometimes\u2014especially when you are new to a field\u2014you will encounter a baffling situation in which you comprehend every single sentence in the prompt but still have absolutely no idea how to approach the assignment. No one is doing anything wrong in a situation like that. It just means that further discussion of the assignment is required. Below are some tips:<\/p>\n<ol>\n<li><strong>Focus on the verbs.<\/strong> Look for verbs like compare, explain, justify, reflect, or the all-purpose analyze. You\u2019re not just producing a paper as an artifact; you\u2019re 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?<\/li>\n<li><strong>Put the assignment in context.<\/strong> Many professors think in terms of assignment sequences. Think about where your assignment 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 in your own way.<\/li>\n<li><strong>Try a free-write.<\/strong> A free-write is when you just write, without stopping, for a set period of time. The \u201cfree\u201d part is what you write\u2014it can be whatever comes to mind. The idea is that if you just make yourself write, you can\u2019t help but produce some kind of useful nugget. Thus, even if the first eight sentences of your free-write are all variations on \u201cI don\u2019t understand this\u201d or \u201cI\u2019d really rather be doing something else,\u201d eventually you\u2019ll write something like \u201cI guess the main point of this is . . . ,\u201d and you\u2019re off and running.<\/li>\n<li><strong>Ask for clarification<\/strong>. Even the most carefully crafted assignments may need some verbal clarification, especially if you\u2019re new to a course or field. Try to convey to your instructor that you want to learn and that you\u2019re ready to work, and not just looking for advice on how to get an A.<\/li>\n<\/ol>\n<div class=\"textbox exercises\">\n<h3>Link to Learning<\/h3>\n<p>Empire State College offers an\u00a0<a href=\"https:\/\/www.esc.edu\/learning-support\/assignment-calculator\/\" target=\"_blank\" rel=\"noopener\">Assignment Calculator<\/a> to 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 the calculator will help break it down into manageable chunks.<\/p>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-397\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Outcome: Writing in College. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Writing in College: From Competence to Excellence. <strong>Authored by<\/strong>: Amy Guptill. <strong>Provided by<\/strong>: SUNY Open Textbooks. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/textbooks.opensuny.org\/writing-in-college-from-competence-to-excellence\/\">http:\/\/textbooks.opensuny.org\/writing-in-college-from-competence-to-excellence\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Image of man writing. <strong>Authored by<\/strong>: Matt Zhang. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/flic.kr\/p\/pAg6t9\">https:\/\/flic.kr\/p\/pAg6t9<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/\">CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li><li>Writing Strategies. <strong>Provided by<\/strong>: Lumen Learning. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/courses.lumenlearning.com\/lumencollegesuccess\/chapter\/writing-strategies\/\">https:\/\/courses.lumenlearning.com\/lumencollegesuccess\/chapter\/writing-strategies\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Image of woman reading. <strong>Authored by<\/strong>: Aaron Osborne. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/flic.kr\/p\/dPLmVV\">https:\/\/flic.kr\/p\/dPLmVV<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Image of sketches of magnifying glass. <strong>Authored by<\/strong>: Matt Cornock. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/flic.kr\/p\/eBSLmg\">https:\/\/flic.kr\/p\/eBSLmg<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><li>How to Write a Summary. <strong>Authored by<\/strong>: WikiHow. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/www.wikihow.com\/Write-a-Summary\">http:\/\/www.wikihow.com\/Write-a-Summary<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>How to Write. <strong>Provided by<\/strong>: WikiHow. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Image of typing. <strong>Authored by<\/strong>: Kiran Foster. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/flic.kr\/p\/9M2WW4\">https:\/\/flic.kr\/p\/9M2WW4<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":29,"menu_order":3,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Writing in College: From Competence to Excellence\",\"author\":\"Amy Guptill\",\"organization\":\"SUNY Open Textbooks\",\"url\":\"http:\/\/textbooks.opensuny.org\/writing-in-college-from-competence-to-excellence\/\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of man writing\",\"author\":\"Matt Zhang\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/pAg6t9\",\"project\":\"\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Outcome: Writing in 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