ENGLISH · LESSON 06 OF 20
Read an assignment before collecting material
What this lesson helps you do
Identify the requested action, evidence and boundaries of a university assignment.
Before this lesson
This lesson builds on:
The explanation
An assignment usually contains an action, a subject and limits. Describe asks for an organised account of features or events. Compare asks for similarities and differences on a common basis. Evaluate asks for a judgement supported by criteria and evidence. These general meanings help, but the lecturer’s rubric and instructions control what is required in a particular course.
Separate the topic from the task. A task about study spaces may require a recommendation, not an essay containing everything known about libraries. Record the audience, required format, length and source requirements. If a crucial requirement is unclear, ask for clarification before assuming it.
Turn the instructions into a short plan showing how each part will be addressed. This is planning the work, not predicting a grade. A polished paragraph can still miss the assignment if it performs the wrong action. Keep the required decision visible while reading and drafting.
Language pattern
- Pattern
- Action + subject + criteria + evidence + deliverable + limits.
- What it does
- Translate the instruction into a concrete plan.
- Limits
- The same command word can be used differently across courses; check the actual rubric.
A first worked example
Compare on the same basis
Situation. Invented instruction: Compare two campus study spaces in terms of noise and opening hours. Use observations from one week.
The comparison will describe noise and opening hours for both spaces over the same week. One paragraph will compare noise; a second will compare opening hours. A short conclusion will state which differences matter for the specified use.
Why it works
- Both places are compared against the same criteria.
- The observation period is held constant.
- The plan avoids unsupported claims about examination performance.
What it shows: A common basis makes the comparison fair and relevant.
A second worked example
Evaluate rather than merely describe
Situation. Invented instruction: Evaluate whether a recorded introduction should supplement an in-person workshop, using access and opportunities for discussion as criteria.
A recording can improve access for students who miss the introduction, but it offers fewer immediate opportunities for discussion. A combined format is therefore worth considering, provided that students can ask follow-up questions during the workshop.
Why it works
- The response judges against the two named criteria.
- It considers a benefit and a limitation.
- The recommendation is conditional, rather than a universal claim.
What it shows: The judgement should later be supported by the evidence the assignment requires.
Common mistakes
Draft (not correct): The title mentions libraries, so any information about libraries is relevant.
Revision: Select information that helps answer the requested comparison or judgement.
Relevance depends on the task, not only the subject.
Draft (not correct): A high word count guarantees a strong response.
Revision: Cover the required parts clearly within the specified length.
Length is a constraint, not evidence of quality.
Keep in mind
- Find the action before researching.
- Use the same criteria for comparable options.
- Clarify important missing requirements.
Foundation lesson; not an official syllabus, accredited CEFR placement, or score prediction.
Next: Read for structure before reading every detail. Identify a passage’s main purpose and distinguish its central point from supporting detail.
Original Bayt Al-Fuad teaching text and invented examples; not publisher lesson text. Aligned with: University Success level differentiation · English Composition — Joel Gonzaga. Sources and credits.