Overview of Assignments

To be graded, each assignment should be handed in on time and include the final version (on top), the rough draft, and the peer review sheet. Except for the practice paragraph, students select their own topics.

The paragraph topics can be found in the Composition Lab Computer File. This assignment focuses on the use of objective language and descriptive detail. It also requires that the writer determine the audience and analyze what the audience needs/wants to know.


Especially important are a good topic sentence and sentence-to-sentence transitions (review "Transitions" in Lannon, pp. 646-648). The paragraph should be written in third person (see "Clarifying the Point of View" in the Packet).


The final version of the practice paragraph should be at least 1/2 page, double spaced, but no longer than 1 page.

Expanded Definition (10%)

Three examples of expanded definitions are included in the Packet; additional examples found in Lannon are also good, but longer than required for this course. Two examples written by students in previous courses can be found in the Composition Lab Computer File or on Reserve in the Knight Library.


Students choose their own topic for this assignment and should keep in mind that defining something abstract (such as a concept or idea) is more difficult than defining something concrete (an item or thing, for example).


A full title appears at the top--not "The Thing," but "Definition of the Thing" or "How the Thing Looks and Works," or something more creative/interesting.


The expanded definition begins with a sentence definition, which is the topic sentence of the first paragraph. In all, at least four of the strategies for expanding a definition, found in Lannon, should be used. Determining what the audience might find interesting about the topic is an important consideration in choosing which strategies to use. One strategy must be a visual, which should be placed in text and labeled correctly. Good topic sentences and transitions are important.


The definition should be written in third person. The final version, not counting visuals, should be 1 1/2 - 2 pages, double spaced.

Description (15%)

The descriptions included in Lannon are good examples, but are somewhat longer than required for this course. Use the variation of the basic outline found in Lannon instead, as it is more streamlined for a short description.


The topic for this document should be an item with at least three, but no more than six, parts. Students should avoid items with parts that have many subparts, as well as those that have internal parts (such as electronic or electrical devices).


Following the descriptive/informative title, the description begins with an introduction. A sentence definition is the topic sentence of the first paragraph. Similar strategies as those used in the expanded definition are used in the introduction. The final sentence of the introduction contains a list of major parts. In the body, the writer defines and describes each part in turn. The conclusion consists of a description of how the parts are interrelated and of one operating cycle when the item is used.


This assignment requires a visual of the item as a whole and of each part. At least two levels of headings must be used. The description should be written in third person. The final version for this course should be 3-4 pages, not counting space for visuals or headings (i.e., 3-4 pages of text).

Process Explanation (20%)

The process analysis may be a set of instructions, a description of how an experiment was conducted, or a description of how something works or how something happens in nature.


Because these documents vary widely, this assignment cannot be adequately described here. Specifics will be given in class about organization, spacing, and use of second person imperative when writing instructions. In addition, two examples written by students in a previous class are on reserve in the Knight Library.


Generally, the topic should be a process with three to six major steps. Visuals should complement each step, and at least two levels of headings are necessary. The final version for this class should be 4-6 pages, not counting space for visuals or headings (i.e., 4-6 pages of text).

Memo Proposal (10%)

 Two examples of a memo proposal can be found here (see Model #1 and Model #2). Additional examples of memo format can be found in Lannon and will be covered in class.


As a type of business communication, memos are single spaced, with double spacing between paragraphs.

The proposal should include history and background information, why the topic is (or should be) of interest to the intended audience, a list of major topics to be covered, a beginning list of primary and secondary sources, and a hypothesis if one is being used.


The memo proposal for this course should be 1-2 pages long.

Progress Report (10%)

The sample progress reports found here are better examples than those in the text (see Model #3 and Model #4).


The progress report should begin with some brief background material, reminding the reader about the topic. It also includes a description of work already accomplished, any problems encountered, solutions to the problems, work yet to be completed, and an assurance that the project will be completed on time.


The progress report, as a type of business correspondence, is single spaced (double spacing between paragraphs). For this class, the progress report should be 1 1/2-2 pages long.

Final Report (35%)

Two examples of the final report are on reserve in the Knight Library. In addition, a description of the parts of the report can be accessed here.


For this class, the suggested length for the body of the report is 10-12 pages double spaced. A report shorter than 10 pages usually indicates an inadequate research effort. Reports may be longer than the suggested length, but students should check with the instructor well in advance of the turn in date if they think their report will be longer than 15 pages.

Last Updated 09/23/01