Analysis Of So You Ve Got A Writing Assignment

Have you ever had trouble with writing and/or understanding a writing assignment? Many students start to panic when the instructor hands them the writing assignments guidelines, then the students that panic tend to block out the instructor going over the assignment, as they overthink the assignment. However, Corrine E. Hinton shared helpful Guidelines for Interpreting Writing Assignments in her article titled, “So You’ve Got A Writing Assignment. So What?”. These guidelines consist of helpful tips before receiving the assignment, reading the assignment over more than once, knowing the purpose and the audience, asking yourself if you need an argument, the amount and what kind of evidence that is required, and if the approach needed for the writing assignment should be structured by the student or instructor. Hinton introduces Guidelines for Interpreting Writing Assignments, Hinton shares that when students receive a writing assignment, they should not read it at “breakneck speed” and start panicking about not knowing exactly what to do. She’d rather prefer, putting down and stopping everything

Structuring a paper will help create different ideas on how to approach the assignment. Although, the instructor may not allow students to create their own structure, there may be a specific structure that the instructor wants. Hinton goes on to compare a restaurant menu to an writing assignment, “If a restaurant menu listed the desserts up front, you might find the design unfamiliar and the menu difficult to navigate. The same can be said for formalized writing structures including lab reports or literature reviews…” (Hinton 30). If the audience is reading a paper and the structure is mixed up and paragraphs seem to be out of order, then the readers may not want to read it because it would confuse them and be hard for them to find