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Understanding Assignment Expectations

Dawn Atkinson

Chapter Overview

To craft a well-written technical document, you must first understand expectations for the piece in terms of purpose, audience, genre, writing style, content, design, referencing style, and so forth. This same truth applies to an academic assignment: you will be able to proceed with your writing task in a more straightforward way if you dedicate some time to understanding what the assignment asks before you begin to plan and write it. This chapter aims to help you deconstruct writing assignment prompts—in other words, carefully consider them by looking closely at their component parts—and use specifications, feedback, and rubrics to meet assignment requirements. Using the definition provided by Carnegie Mellon University’s Eberly Center for Teaching Excellence and Educational Innovation (2019, para. 1), a rubric specifies how levels of skillfulness on an assignment relate to grading criteria and, thus, to performance standards.

What does the assignment ask you to do?

College professors oftentimes provide students with directions or prompts that outline requirements for assignments. Read these instructions thoroughly when you first receive them so that you have time to clear up any uncertainties before the assignment is due. While reading, look for words that will help you focus on the task at hand and define its scope; many assignment instructions use key words or phrases, such as those presented in the following list, which is adapted from Learn Higher (2015, “Key Words in the Title”), to establish expectations.

The words and phrases listed indicate the purpose for an assignment and communicate what it should contain (its content). Use the list to clarify your task for the assignment; however, if you are still not sure what the assignment asks you to do after identifying its key words and phrases and defining their meanings, arrange an appointment with your instructor to discuss your questions. Think of your instructor as a vital resource who can help to clarify your uncertainties and support your academic success.

What are the assignment specifications?

In addition to looking for key words and phrases in your assignment directions, also pay attention to other specifics that communicate expectations. The following list, adapted from Learn Higher (2019, “Be Practical”), identifies such specifics.

• When is the assignment due?
• Do you need to submit a draft before you submit the final copy for grading? If so, when is the draft due?
• Are you required to submit a paper copy of the assignment, an electronic copy, or both?
• What is the word limit?
• Are you required to use sources? If so, what kind and how many?
• What referencing style are you required to use?
• Who is the audience for the assignment?
• What design requirements do you need to follow?
• Does the assignment specify that you should use a certain document type (a genre)?

Although the directions for your assignment may not provide specific directions about writing style, you can likely determine the level of formality expected in the document by identifying its genre. For example, essays, letters, and reports tend to use formal language to communicate confidently and respectfully with readers, whereas emails and social media posts may use less formal language since they offer quick modes of interaction.

What does past assignment feedback indicate about the instructor’s priorities?

If you have received feedback on past papers, look through the comments carefully to determine what the instructor considers important in terms of assignment preparation and grading. You may notice similar comments on multiple assignments, and these themes can point to things you have done well—and should thus aim to demonstrate in future assignments—and common areas for improvement. While reviewing the feedback, make a note of these themes so you can consult your notes when preparing upcoming assignments.

To avoid feeling overwhelmed by feedback, you might also prioritize the themes you intend to address in your next writing assignment by using a template, such as that provided in Figure 1, when making notes. If you have questions about past feedback comments when making notes, seek help before preparing your upcoming assignment.

What positive aspects of your past assignments do you want to demonstrate in your next assignment?

  Punctuation (area for improvement): Which three punctuation issues do you intend to address when writing your next assignment? Record your responses below. In addition, locate pages in your textbook that will help you address these issues, and record the pages below.

Sentence construction (area for improvement): Which three sentence construction issues do you intend to address when writing your next assignment? Record your responses below. In addition, locate pages in your textbook that will help you address these issues, and record the pages below.

Citations and references (area for improvement): Which three citation and referencing issues do you intend to address when writing your next assignment? Record your responses below. In addition, locate pages in your textbook that will help you address these issues, and record the pages below.

Figure 1. Template for prioritizing feedback comments on past assignments

Most college writing instructors spend considerable time providing feedback on assignments and expect that students will use the feedback to improve future work. Show your instructor that you respect his or her effort, are invested in your course, and are taking responsibility for your own academic success by using past feedback to improve future assignment outcomes.

What assessment criteria apply to the assignment?

If your instructor uses a rubric to identify the grading criteria for an assignment and makes the rubric available to students, this resource can also help you understand assignment expectations. Although rubrics vary in format and content, in general they outline details about what an instructor is looking for in an assignment; thus, you can use a rubric as a checklist to ensure you have addressed assignment requirements.

Table 1 presents a sample rubric for a writing assignment. Notice that performance descriptions and ratings are identified in the horizontal cells of the table and grading criteria are listed in the vertical cells on the left side of the table.

Table 1. A sample writing assignment rubric

Although the rubrics you encounter may not look exactly like Table 1, the language used in a rubric can provide insight into what an instructor considers important in an assignment. In particular, pay attention to any grading criteria identified in the rubric, and consult these criteria when planning, editing, and revising your assignment so that your work aligns with the instructor’s priorities.

What can you determine about assignment expectations by reading an assignment sheet?

Spend a few minutes reviewing the example assignment sheet that follows, or review an assignment sheet that your instructor has distributed. Use the bullet list under the heading “What are the assignment specifications? ” to identify the specifics for the assignment.

Book Selection Email

Later this semester, you will be asked to produce a book review. To complete the assignment, you must select and read a non-fiction book about a science topic written for the general public. The current assignment requires you to communicate your book selection in an email message that follows standard workplace conventions.

Content Requirements

Address the following content points in your email message.

• Identify the book you intend to read and review.
• Tell the reader why you are interested in the book. For example, does it relate to your major? If so, how? Does it address an area that has not been widely discussed in other literature or in the news? Does it offer a new viewpoint on research that has already been widely publicized?
• Conclude by offering to supply additional information or answer the reader’s questions.

You will need to conduct some initial research to address the above points.

Formatting Requirements

Follow these guidelines when composing your email message.

• Provide an informative subject line that indicates the purpose for the communication.
• Choose an appropriate greeting, and end with a complimentary closing.
• Create a readable message by using standard capitalization and punctuation, skipping lines between paragraphs, and avoiding fancy typefaces and awkward font shifts.
• Use APA style when citing and referencing outside sources in your message.

Your instructor will read your email message. Please use formal language and a respectful tone when communicating with a professional.

Grading Category

This assignment is worth 10 points and will figure into your daily work/participation grade.

  Submission Specifications and Due Date

Send your email to your instructor by noon on  _______.

How will you respond to a case study about understanding assignment expectations?

We will now explore a case study that focuses on the importance of understanding assignment expectations. In pairs or small groups, examine the case and complete the following tasks:

• Identify what the student argues in his email and the reasoning and evidence he uses to support his argument.
• Discuss whether you agree with the student’s argument, and supply explanations for your answers.
• Identify possible solutions or strategies that would have prevented the problems discussed in the case study and the benefits that would have been derived from implementing the solutions.
• Present your group’s findings in a brief, informal presentation to the class.

Casey: The Promising Student Who Deflected Responsibility

Casey, a student with an impressive high school transcript, enrolled in an introduction to technical writing course his first semester in college. On the first day of class, the instructor discussed course specifics stated on the syllabus, and Casey noticed that she emphasized the following breakdown of how assignments, daily work/participation, and quiz grades would contribute to the students’ overall grades.

Instructions Assignment                    10%

Report Assignment                             15%

Critical Review Assignment                15%

Researched Argument Assignment    20%

Performance Evaluation Assignment 15%

Daily Work/Participation                   10%

Quizzes                                               15%

Casey also noticed that the instructor had an attendance policy on the syllabus, so he decided that he should attend class regularly to abide by this policy.

  During the semester, the instructor distributed directions for completing the five major course assignments listed above; these sheets provided details about the purpose, audience, genre, writing style, content, design, and referencing format for the assignments. Casey dutifully read through each assignment sheet when he received it and then filed it in his notebook. Although he completed all his course assignments on time, he did not earn grades that he considered acceptable in comparison to the high marks he received on his papers in high school.

When Casey did not receive the final grade he thought he deserved in his introduction to technical writing class, he sent his instructor an email that included the following text.

 I am writing to you about why I deserve an A for my writing class. In my opinion, the requirements for an A should be attendance, on-time submission of assignments, and active participation in class activities.

 Attendance is the most important factor in obtaining an A . Being in class helps with understanding course content—students can ask for clarification during class when they           have doubts about topics covered in class. I think I deserve an A because I attended 27 out of 28 total class meetings during the semester.

On-time submission of assignments is another aspect that I feel I should be graded on.  During the semester, I turned in all my assignments well before deadlines.

The third aspect that I think should be used in determination of my grade is active participation for all in-class activities. My consistent attendance in class indicates that I actively participated in all activities during class time.

After reviewing all the aspects I think are the prerequisites for an A , I feel that I deserve an A for my writing class.

After his instructor replied to the email by suggesting that Casey review the syllabus for further information about how his final grade was calculated, he complained bitterly to his friends about the instructor.

  The university that Casey attended required students to complete end-of-course evaluations at the end of each semester. Upon receiving his final course grade in introduction to technical writing, he gave the instructor a poor review on the evaluation. In the review, he indicated that he oftentimes did not understand assignment requirements and was not sure who to turn to for help.

How will you demonstrate adherence to APA conventions?

To understand how to construct APA in-text citations and references in accordance with established conventions, review the following online modules.

• “APA Refresher: In-Text Citations 7th Edition” (Excelsior Online Writing Lab, 2020a) at https://owl.excelsior.edu/writing-refresher/apa-refresher/in-text-citations/
• “APA Refresher: References 7th Edition” (Excelsior Online Writing Lab, 2020b) at https://owl.excelsior.edu/writing-refresher/apa-refresher/references/

How will you relate the case study to points made in the rest of the chapter and in an essay?

Read an essay entitled “So You’ve Got a Writing Assignment. Now What?” (Hinton, 2010) at https://wac.colostate.edu/docs/books/writingspaces1/hinton–so-youve-got-a-writing-assignment.pdf ; this essay expands upon a number of ideas raised in the current textbook chapter. Afterwards, write a response memo for homework. Address the items listed below in your memo, and cite and reference any outside sources of information that you use.

• Explain how the case study presented in this chapter relates to points made elsewhere in the chapter and in the essay in terms of understanding assignment expectations.
• Explain how this chapter, the case study, and the essay are relevant and useful to your own work in college. Do the texts offer new ways to approach writing assignments? Do they call into question unhelpful beliefs you hold about your own success in writing courses or in college? Do they offer solutions to problems you have encountered in college classes? How might you combine the points made in the texts with helpful practices you already demonstrate?

Consult the “Writing Print Correspondence” chapter of this textbook for guidance when writing and formatting your memo.

Remember to edit, revise, and proofread your document before submitting it to your instructor. The following multipage handout, produced by the Writing and Communication Centre, University of Waterloo (n.d.), may help with these efforts.

https://uwaterloo.ca/writing-and-communication-centre/sites/ca.writing-and-communication-centre/files/uploads/files/active_and_passive_voice_0.pdf

Active / Passive Voice

Strong, precise verbs are fundamental to clear and engaging academic writing. However, there is a rhetorical choice to be made about whether you are going to highlight the subject that performs the action or the action itself. In active voice , the subject of the sentence performs the action. In passive voice , the subject of the sentence receives the action. Recognizing the differences between active and passive voice, including when each is generally used, is a part of ensuring that your writing meets disciplinary conventions and audience expectations.

Helpful Tip: traditionally, writers in STEM fields have used passive voice because the performer of an action in a scientific document is usually less important than the action itself. In contrast, arts and humanities programs have stressed the importance of active voice. However, these guidelines are fluid, and STEM writers are increasingly using active voice in their writing. When in doubt, consult academic publications in your field and talk to your instructor – doing these things should give you a good sense of what’s expected.

Active voice explained

Active voice emphasizes the performer of the action, and the performer holds the subject position in the sentence. Generally, you should choose active voice unless you have a specific reason to choose passive voice (see below for those instances).

e.g., Participants completed the survey and returned it to the reader.

In the above sentence, the performer of the action (participants) comes before the action itself (completed).

Passive voice explained

Passive voice emphasized the receiver of the action, and the subject of the sentence receives the action. When using passive voice, the performer of the action may or may not be identified later in the sentence.

• e.g. The survey was completed. In the above sentence, the people who performed the action (those who completed the survey) are not mentioned.

Helpful Tip: One popular trick for detecting whether or not your sentence is in passive voice is to add the phrase by zombies after the verb in your sentence; if it makes grammatical sense, your sentence is passive. If not, your sentence is active.  Passive: The trip was taken [by zombies].  Active: Mandy taught the class [by zombies].

When to choose passive voice

Deciding whether or not you should use passive voice depends on a number of factors, including disciplinary conventions, the preferences of your instructor or supervisor, and whether the performer of the action or the action itself is more important. Here are some general guidelines to help you determine when passive voice is appropriate:

• The performer is unknown or irrelevant e.g., The first edition of Freud’s The Interpretation of Dreams was published in 1900.
• The performer is less important than the action e.g., The honey bees were kept in a humidified chamber at room temperature overnight.

The first sentence in the above quotation is active voice (where the performers want to be highlighted).

Helpful Tip: rhetorical choices often have an ethical dimension. For instance, passive voice may be used by people, organizations, or governments to obscure information or avoid taking direct responsibility. If someone says “the money was not invested soundly,” the decision to not identify the performer of the action (“the accountant did not invest the money soundly”) may be a deliberate one. For this reason, it is crucial that we question the choices we make in writing to ensure that our choices results in correct, clear, and appropriate messaging.

Converting passive voice to active voice

If you are proofreading in order to convert passive voice to active voice in your writing, it is helpful to remember that

• Active = performer of action + action
• Passive = action itself (may or may not identify the performer afterwards)

Here are some sample revisions:

• Passive: It is argued that… Active: Smith argues that…
• Passive: A number of results were shown… Active: These results show…
• Passive : Heart disease is considered the leading cause of death in North America. Active: Research points to heart disease as the leading cause of death in North America.

Eberly Center, Teaching Excellence & Educational Innovation, Carnegie Mellon University. (2019). Grading and performance rubrics . https://www.cmu.edu/teaching/designteach/teach/rubrics.html

Excelsior Online Writing Lab. (2020a). APA Refresher: In-Text Citations 7th Edition [PowerPoint slides]. License: CC-BY 4.0 .  https://owl.excelsior.edu/writing-refresher/apa-refresher/in-text-citations/

Excelsior Online Writing Lab. (2020b). APA Refresher: References 7th Edition [PowerPoint slides]. License: CC-BY 4.0 .  https://owl.excelsior.edu/writing-refresher/apa-refresher/references/

Hinton, C.E. (2010). So you’ve got a writing assignment. Now what? In C. Lowe, & P. Zemliansky (Eds.), Writing spaces: Readings on writing (Vol. 1, pp. 18-32). Parlor Press. License: License: CC-BY-NC-SA-3.0 . https://wac.colostate.edu/docs/books/writingspaces1/hinton–so-youve-got-a-writing-assignment.pdf

Learn Higher. (2015). Instruction words in essay questions . License: CC-BY-SA 3.0 . http://www.learnhigher.ac.uk/learning-at-university/assessment/instruction-words-in-essay-questions/

Learn Higher. (2019). Assessment: Step-by-step . License: CC-BY-SA 3.0 . http://www.learnhigher.ac.uk/learning-at-university/assessment/assessment-step-by-step/

Writing and Communication Centre, University of Waterloo. (n.d.). Active and passive voice . License: CC-BY-SA 4.0 . https://uwaterloo.ca/writing-and-communication-centre/sites/ca.writing-and-communication-centre/files/uploads/files/active_and_passive_voice_0.pdf

Mindful Technical Writing Copyright © 2020 by Dawn Atkinson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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There is neither a template nor shortcut for writing a research paper; again, the process is, amongst other things, one of practice, experience, and organization, and begins with the student properly understanding the assignment at hand.

As many college students know, the writer may find himself composing three quite different research papers for three quite different courses all at the same time in a single semester. Each of these papers may have varying page lengths, guidelines, and expectations.

Therefore, in order for a student to become an experienced researcher and writer, she must not only pay particular attention to the genre, topic, and audience, but must also become skilled in researching, outlining, drafting, and revising.

For a discussion of where to begin one's research, see Research: Overview .

Outlining is an integral part of the process of writing. For a detailed discussion see Developing an Outline .

Drafting is one of the last stages in the process of writing a research paper. No drafting should take place without a research question or thesis statement; otherwise, the student will find himself writing without a purpose or direction. Think of the research question or thesis statement as a compass. The research the student has completed is a vast sea of information through which he must navigate; without a compass, the student will be tossed aimlessly about by the waves of sources. In the end, he might discover the Americas (though the journey will be much longer than needed), or—and what is more likely—he will sink.

For some helpful ideas concerning the initial stages of writing, see Starting the Writing Process .

Revising, Editing, Proofreading

Revising is the process consisting of:

• Major, sweeping, changes to the various drafts of a project
• An evaluation of word choice throughout the project
• The removal of paragraphs and sometimes, quite painfully, complete pages of text
• Rethinking the whole project and reworking it as needed

Editing is a process interested in the general appearance of a text, and includes the following:

• Analysis of the consistency of tone and voice throughout the project
• Correction of minor errors in mechanics and typography
• Evaluation of the logical flow of thought between paragraphs and major ideas

This process is best completed toward the final stages of the project, since much of what is written early on is bound to change anyway.

Proofreading is the final stage in the writing process, and consists of a detailed final reread in order to find any mistakes that may have been overlooked in the previous revisions.

For a discussion of proofreading, see Proofreading Your Writing .

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Definition of hand

 (Entry 1 of 3)

Definition of hand  (Entry 2 of 3)

transitive verb

Definition of hand  (Entry 3 of 3)

Examples of hand in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'hand.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

Noun, Verb, and Adverb

Middle English, from Old English; akin to Old High German hant hand

before the 12th century, in the meaning defined at sense 1a(1)

15th century, in the meaning defined at sense 3b

before the 12th century, in the meaning defined above

Phrases Containing hand

• a bird in the hand is worth two in the bush
• a free hand
• a helping hand
• at first hand
• at the hand of
• back of one's hand
• back of the hand
• bear a hand
• bite the hand that feeds one
• by one's own hand
• by the hand
• cap in hand
• close at hand
• died by her own hand
• eat out of one's hand
• eat out of someone's hand
• eldest hand
• force one's hand
• force someone's hand
• four - hand
• four - in - hand
• give / lend me a hand with
• grease the hand of
• had / held the whip hand
• hand and foot
• hand and glove
• hand baggage
• hand blender
• hand down a decision
• hand - eye coordination
• hand - feed
• hand, foot and mouth disease
• hand - holding
• hand in glove
• hand in hand
• hand luggage
• hand - me - down
• hand over fist
• hand - painted
• hand puppet
• hand running
• hand signal
• hand to hand
• hand - to - mouth
• hand waving
• hand - wringing
• hat in hand
• have a hand in
• have (someone) in the palm of one's hand
• helping hand
• in the cup of someone's hand
• in the hollow of one's hand
• invisible hand
• keep one's hand in
• know something like the back of one's hand
• lay a hand on
• left - hand
• lend a hand
• minute hand
• near at hand
• note of hand
• oil the hand
• on every hand
• on one hand
• on the one hand
• on the other hand
• out of hand
• overplay one's hand
• right - hand man
• rule with an iron fist / hand
• running hand
• second hand
• section hand
• set one's hand to
• show one's hand
• sleight of hand
• sweep - second hand
• the task at hand
• the upper hand
• the whip hand
• tip one's hand
• try one's hand
• turn a hand
• turn one's hand
• turn one's hand to
• wait on (someone) hand and foot
• with a heavy hand

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Dictionary Entries Near hand

Cite this entry.

“Hand.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/hand. Accessed 22 Apr. 2024.

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by Gordon Harvey

Students often do their best and hardest thinking, and feel the greatest sense of mastery and growth, in their writing. Courses and assignments should be planned with this in mind. Three principles are paramount:

1. Name what you want and imagine students doing it

However free students are to range and explore in a paper, the general kind of paper you’re inviting has common components, operations, and criteria of success, and you should make these explicit. Having satisfied yourself, as you should, that what you’re asking is doable, with dignity, by writers just learning the material, try to anticipate in your prompt or discussions of the assignment the following queries:

• What is the purpose of this? How am I going beyond what we have done, or applying it in a new area, or practicing a key academic skill or kind of work?
• To what audience should I imagine myself writing?
• What is the main task or tasks, in a nutshell? What does that key word (e.g., analyze, significance of, critique, explore, interesting, support) really mean in this context or this field?
• What will be most challenging in this and what qualities will most distinguish a good paper? Where should I put my energy? (Lists of possible questions for students to answer in a paper are often not sufficiently prioritized to be helpful.)
• What misconceptions might I have about what I’m to do? (How is this like or unlike other papers I may have written?) Are there too-easy approaches I might take or likely pitfalls? An ambitious goal or standard that I might think I’m expected to meet but am not?
• What form will evidence take in my paper (e.g., block quotations? paraphrase? graphs or charts?) How should I cite it? Should I use/cite material from lecture or section?
• Are there some broad options for structure, emphasis, or approach that I’ll likely be choosing among?
• How should I get started on this? What would be a helpful (or unhelpful) way to take notes, gather data, discover a question or idea? Should I do research? 

2. Take time in class to prepare students to succeed at the paper

Resist the impulse to think of class meetings as time for “content” and of writing as work done outside class. Your students won’t have mastered the art of paper writing (if such a mastery is possible) and won’t know the particular disciplinary expectations or moves relevant to the material at hand. Take time in class to show them: 

• discuss the assignment in class when you give it, so students can see that you take it seriously, so they can ask questions about it, so they can have it in mind during subsequent class discussions;
• introduce the analytic vocabulary of your assignment into class discussions, and take opportunities to note relevant moves made in discussion or good paper topics that arise;
• have students practice key tasks in class discussions, or in informal writing they do in before or after discussions;
• show examples of writing that illustrates components and criteria of the assignment and that inspires (class readings can sometimes serve as illustrations of a writing principle; so can short excerpts of writing—e.g., a sampling of introductions; and so can bad writing—e.g., a list of problematic thesis statements);
• the topics of originality and plagiarism (what the temptations might be, how to avoid risks) should at some point be addressed directly. 

3. Build in process

Ideas develop over time, in a process of posing and revising and getting feedback and revising some more. Assignments should allow for this process in the following ways:

• smaller assignments should prepare for larger ones later;
• students should do some thinking and writing before they write a draft and get a response to it (even if only a response to a proposal or thesis statement sent by email, or described in class);
• for larger papers, students should write and get response (using the skills vocabulary of the assignment) to a draft—at least an “oral draft” (condensed for delivery to the class);
• if possible, meet with students individually about their writing: nothing inspires them more than feeling that you care about their work and development;
• let students reflect on their own writing, in brief cover letters attached to drafts and revisions (these may also ask students to perform certain checks on what they have written, before submitting);
• have clear and firm policies about late work that nonetheless allow for exception if students talk to you in advance.
• Pedagogy Workshops
• Responding to Student Writing
• Commenting Efficiently
• Vocabulary for Discussing Student Writing
• Guides to Teaching Writing
• HarvardWrites Instructor Toolkit
• Additional Resources for Teaching Fellows

Definition of 'at hand'

At hand in american english, at hand in british english, examples of 'at hand' in a sentence at hand, trends of at hand.

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A note on the assignment at hand: The assignments are not designed...

A note on the assignment at hand:

The assignments are not designed to test how well you can parrot back or regurgitate ideas or information but rather how well you have understood them within the context of your identity and life: past, present, and future. The assignments, then, are designed to assist you in better understanding not only the course but the course as it is relative to yourself, others, and life in general. The purpose of these assignments is one of creativity and exploration. They are not meant to exploit you by forcing you to fulfill a requirement that your instructor has deemed essential or valuable. Exploitation is the genesis of all forms of plagiarism, which is neither the function nor the goal of education. Assignments are an invitation towards self-interest and self-discovery—the true definition of selfishness. In other words, it is hoped that you can gain reasonable enjoyment by being in the company of yourself, your thoughts, and your feelings to produce unique and magnificent works of writing art that can be shared with others.

A Note on  reflective writing:

Your writing is an expression of your thinking. Thinking can either be reactive or reflective. Reactive thinking is rooted in what your social environment has given you. What you have received from your social environment are the ways in which you operate and think so as to help you navigate through the various complexities of life. However, such thinking is simply parroting back ideas given to you by your environment with little to no understanding. This will ultimately lead to forming many assumed and biased-laden ideas about yourself, others, and the world in general. This is Plagiarized thinking and the tragic fate of many adults- professional and otherwise.

Reflective thinking is the outcome of your own desire to truly want to understand not only yourself but the grand puzzle called Life. This form of thinking contains depth, substance, and, intense emotions. In the world of philosophy, it is called: Wisdom—a gift from the gods. It is the outcome of an Examined Life.

Reflection is an outcome of quietly examining and observing an idea, an idea, or an experience. To do this, you must first become interested in such a task which is an enormously difficult journey as it demands detached observation that could lead to relative objectivity. This you do not because you want to improve your grade, but simply because you wish to refine your thinking process, your reflective abilities, and the manner you observe the world around you. And, ultimately, because you wish to understand and refine yourself, your life, and the experiences that life will gift you. This requires much time and patience-- about ten-to-fifteen years of serious and honest study and practice. Once you have mastered the art of thinking, your writing will slowly but gradually improve in depth and meaning.  

This is your story, your maze, and your LIFE! This assignment allows you a glimpse into your own imperfections as well as perfections. Take it seriously and, at the same time, have lots of fun with it. It is, after all, about you, your thoughts, and your emotions. I hope you have enough interest in yourself to explore, discover and consider your thoughts, emotions, and experiences as they relate to the information and knowledge you gain from this class and the material used. 

Points to consider:

• You will not be able to adequately respond to the following questions if you have not read the textbook/article readings, listened to audio/s, and watched videos that have been assigned for the week that the Written Responses are due (depending on the week, a combination of all or some of the listed methods of delivery will vary).
• This is a challenging assignment and a close and careful reading of the ideas is necessary. So take your time and take NOTES so that you can use the information you gain.
• Your response to the questions will reveal the amount of time, effort, and, reflection you have put into this assignment.
• The amount of time, effort, and reflection that you have spent on this assignment will give a specific value to your writing. In other words, you and you alone will determine what your grade for this assignment will be.
• Write this essay for yourself to better understand who and what you are, the social environment in which you live, and the ways it impacts and influences you.
• Please do not write this paper for the instructor or for a grade; it will waste your time writing it. Try to extract value out of your time.
• These questions have haunted humanity for millennia and do not have easy answers.
• Create your answers with the tools you have been given by life and this class.

GUIDELINES:

Please refer to this guide to help you organize your paper ------> Essay Outline Template (MLA) Download Essay Outline Template (MLA)

• Minimum 800 words (no max)
• 12pt. font (Times or similar)
• Double spaced
• Create a title that indicates what prompt you are addressing for your Written Responses.
• Draw from the materials used in the unit (audio, readings, clips, etc.)
• Using outside sources will not be allowed, and your paper will lose points.

***Please note that using CHAT GPT will result in a 0; your papers are run through a system that can detect work that is not your own! 

You are to answer the questions in essay formatLinks to an external site. ⬅ please follow the link for helpful tips!

*** You are to choose one prompt to address***

• Discuss the ideas presented in the readings on "Self-Knowledge" and "The Art of Learning." What do the readings say about what we can know about ourselves and the world we live in? Is learning about ourselves something that must be cultivated and refined? If so, how does understanding the self assist us in cultivating and refining our capacity to learn about ourselves and the world we live in? Does self-knowledge give us access to finding solutions to the human condition? How can learning about the self be considered an art?
• How do The Five Stages of the Soul correlate to the meaning of life and the importance of knowing and understanding the self? At what stage of Thomas Coles's paintings (Voyage of Life) would one receive a Call and why? Can a "Call" happen in various stages or at a definitive point in a person's life? What do Coles's paintings say about the Human Condition? How do we move through life, and what kind of thoughts occupy our minds at various stages of development (make sure to look closely at the painting and see what the artist has included in the imagery, colors, and environment).

Answer & Explanation

The assignment prompt I have chosen to address is the one that discusses the ideas presented in the readings on "Self-Knowledge" and "The Art of Learning." This prompt encourages us to explore the concept of self-knowledge, how it can be cultivated and refined, and its role in understanding both ourselves and the world we live in.

Self-knowledge is a profound and complex concept that has been explored by philosophers, psychologists, and thinkers throughout history. It involves a deep understanding of one's own identity, emotions, motivations, and thought processes. The readings on "Self-Knowledge" emphasize that self-knowledge is not something that is simply acquired but must be cultivated and refined over time. It is a lifelong journey of introspection and self-examination.

In the quest for self-knowledge, we must navigate the complexities of our social environment, which often shapes our thinking and behavior. Reactive thinking, as mentioned in the prompt, is rooted in the ideas and beliefs imposed upon us by our surroundings. It involves parroting back ideas without true understanding, leading to biased and assumed notions about ourselves and the world. This kind of thinking is akin to plagiarism, where we copy and paste ideas without internalizing them.

On the other hand, reflective thinking is the result of a genuine desire to understand oneself and the world. It involves depth, substance, and intense emotions. Reflective thinking is a journey toward wisdom, as it allows us to engage in an "Examined Life." This concept, often attributed to the philosopher Socrates, suggests that a life worth living is one in which we continually question and reflect on our beliefs, actions, and values.

The readings also suggest that self-knowledge is essential for understanding the human condition and finding solutions to the challenges we face as individuals and as a society. Self-awareness enables us to recognize our own biases, limitations, and prejudices. By acknowledging these aspects of ourselves, we become more open to change, growth, and empathy towards others.

Moreover, self-knowledge is a form of art in itself. It requires the ability to engage in deep self-reflection, which is a creative and exploratory process. It involves not only understanding oneself but also expressing this understanding through various forms of art, including writing. The assignment encourages us to take this process seriously and have fun with it, emphasizing that it is ultimately about our thoughts, emotions, and experiences in the context of the knowledge we gain from the course.

In my own life, I have found that self-knowledge is a continuous journey. It has required time, effort, and patience to examine my thoughts, emotions, and experiences. This process has led to a deeper understanding of my own beliefs, values, and the ways in which my social environment has influenced me. I have also learned that self-knowledge is not just a personal endeavor but has significant implications for how I relate to others and contribute to the world around me.

In conclusion, the prompt on "Self-Knowledge" and "The Art of Learning" invites us to explore the profound concept of self-awareness and its importance in understanding ourselves and the world. It emphasizes that self-knowledge is not something that can be acquired easily but must be cultivated and refined over time. This journey of self-discovery involves moving from reactive thinking to reflective thinking, which is the outcome of a sincere desire to understand oneself and the world. Self-knowledge is a lifelong endeavor that has the potential to enrich our lives, improve our relationships, and contribute to the betterment of society. It is, indeed, an art that requires time, effort, and reflection, ultimately leading to a more examined and meaningful life.

Dear student, everything you asked for is already provided and explained above in full details. Should you have any clarification about my answer, please leave a comment so I can answer them. Thank you.

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