By Tara Pauliny, Ph.D, Faculty, General Education

Q: I have a writing assignment and I don’t know where to start. What should I do first?

A: The first thing to do when approaching a writing assignment is to consider the context–the “big picture.” That is, review the assignment carefully and ask yourself a series of questions:

  • What is the purpose of this assignment? What am I being asked to accomplish?
    • Pay close attention to what the assignment says about this and also any other information your instructor has given you. Do not guess or make assumptions. Read the directions carefully and make notes for yourself. If you still have questions after you do this, reach out to your instructor–but make sure you start this process early. Don’t ask clarifying questions the day before a major assignment is due.
    • As you consider the assignment’s purpose, ask yourself what you need to do to fulfill that purpose. For example, if the purpose is to forward a thesis about a text, what evidence do you need to offer that argument? Do you need peer-reviewed sources? How many? 
  • What is the context in which I am writing? In other words, what genre am I writing in and what are the parameters of that genre?
    • Different academic disciplines use different writing genres. For example, in a biology class you might be asked to write a lab report, while in a literature class you might be asked to write an analytical essay, and in a sociology class you might be asked to write a research report. All of these assignments have different expectations, requirements, and formats.
    • Once you determine the genre or style in which you are writing, make sure you understand what is expected. You can find information about different genres on the Purdue Online Writing Lab, The Excelsior Writing Lab, or other university writing centers. You should also look through your class notes and class resources–most likely your instructor has provided this information to you. If you have done all of this and still have questions, reach out to your instructor for clarification. 
  • Who is my audience, how do I want to present my work to them,  and how might I adjust to their expectations?
    • Of course your audience for any class is your instructor and possibly your classmates, but you should also think about your audience more widely. For instance, when you are writing in a specific discipline, your audience is other people who work in that discipline. This is what you need to follow the conventions and expectations of that particular field. Consider, too, the type of assignment you are producing. Is it digital? Will it be posted to an open website or shared in some other way? If so, your potential audience is larger than your class, so consider that as you write.

Q: OK, I have considered the assignment’s audience, context, and purpose. What’s next?

A:  The next step is to make a writing plan. There are many ways to do this, so it is good to try a few options and see what works best for you, but here’s one suggestion:

  • First, consider the scope and time frame of the project. Is this a long, involved project that includes outside research and a few drafts and revisions or is this a smaller, more limited project? Consider how long it will take you to complete the project and don’t forget to build in time for research, analysis, getting feedback, revising, and editing–all of these steps are part of the writing process. Work backward from the due date and make a schedule for yourself.
  • When you establish a writing schedule, be realistic! If you plan to do more than is possible, you may get discouraged or fall behind. Instead, create a reasonable schedule and build in breaks–especially when you are drafting. Giving yourself a bit of time between drafts can help you see the project more clearly. 
  • If you deviate from your plan or find that you need to make adjustments to it, that is not a problem. This is a normal part of the process.

Q: Great, I am doing all of these things. Any other advice?

A: Yes! 

  • Remember that writing is hard. It takes time and effort. Try not to get discouraged and keep at it.
  • Remember that procrastination is not your friend. Instead, make a reasonable plan and stick to it. Make it a habit and your writing will improve and you may even begin to enjoy it more.
  • Find a writing process that works for you. Some people like to work for short periods every day (this is suggested by writing experts) but you can also try longer sessions on fewer days. Just try to avoid writing the entire project all at once; this rarely works out well. You need time to consider ideas, to utilize evidence, and to proofread and edit. 
  • Set yourself up for success. If you need quiet to work, try to find a space without distractions or use noise canceling headphones. If you like to work around others, consider working in the library, a computer lab, a coffee shop, or with friends.
  • Consider building in time for others to read your work and offer comments; try taking a draft to a writing tutor or having someone whose writing you trust read it for you.
  • Don’t beat yourself up. Again: writing is hard work. All writers struggle and get stuck. Moving through doubt and frustration is part of the process. 
  • Celebrate your wins. When you have a good writing session, enjoy it. Make note of what you did and why it worked so you can reproduce it. When you find a process that works for you, stick with it. When you write something you are proud of, take a moment to congratulate yourself.