Regardless of the assignment, department, or instructor, these habits will give you a good start:

1. Read the assignment carefully as soon as you receive it. Do not put this task off!  Reading the assignment early in the process will save you time, stress, and problems later. An assignment can seem easy at first, especially if the instructions are short.  Remember that there may be something that is time sensitive that you'll need to allot for: multiple due dates, required readings, or even new skills to learn.
2. Ask the instructor about anything you do not understand. Your instructors want you to succeed!  If you aren't sure about a part of an assignment, don't be afraid to get more clarification.  Both you and and your final grade will be happy if you understand your assignment before progressing down the wrong path.  

Ask yourself a few basic questions as you read your assignment:

• When is the assignment due?
• What is the purpose of the assignment?
  • Present a coherent picture using a variety of sources?
  • Take materials learned in class and apply it to a new situation?
  • Decide if you agree with one interpretation more than another?
  • Using a specific method of analysis on your own body of evidence?
  • Learning a new skill (e.g. close reading, data analysis)?
• What citation format should I use?
  • MLA is required in ENGL 1301
• Who is your primary audience for this assignment?
• What type of sources are required? 
  • e.g. Articles, eBooks, Government Documents
• How many sources are required?
• How long should the paper be?
• What other technical rules are listed in the assignment or syllabus?
  • (e.g. title page, margins, paragraph spacing, font size, pagination, reference list)

It can also be helpful to consider the question: What is my purpose in completing this assignment? Are you...

• being asked to research from a variety of outside sources and present a coherent picture?
• to take material I have been learning in class and apply it to a new situation?
• deciding whether you agree with one interpretation more than another?
• trying out a particular method of analysis on your own body of evidence?
• learning a new skill (close reading? data analysis? recognizing the type of questions that can be asked in a particular discipline?)?

If you understand the broader goals of the assignment, you will have an easier time figuring out if you are on the right track.  Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.  Each of these terms can mean something slightly different, depending on the context of the course and the assignment. Again, ask your instructor if you are not sure what the assignment asks you to do.

Common structure elements to look for when reading your assignment:

• Title page requirements
• Margins
• Paragraph spacing
• Font and font sizes
• Pagination
• Appendices
• Reference list/bibliography

If the above are not in your assignment, use the MLA style guidelines on structuring your paper.  Be aware that some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

If your instructor has told you not to consider sources outside of those specified in the assignment, then you should follow that instruction. In those assignments, the instructor wants to know what you think about the assigned sources and about the question, and they do not want you to bring in other sources.

General Writing Guidelines (These are examples of what not to do!)

1. Don't use no double negatives.
2. Make each pronoun agree with their antecedents.
3. Do not split two complete sentences with a comma, it’s called a comma splice.
4. About them sentence fragments.
5. When dangling, watch your participles.
6. Verbs has got to agree with their subjects.
7. Don't write run-on sentences they are hard to read.
8. Don't use commas, which aren't necessary.
9. Try to not ever split infinitives.
10. Its important to use your apostrophe's correctly.
11. Proofread your writing to see if you any words out.
12. Correct speling is essential.
13. Eschew ostentatious erudition.
14. Avoid clichés like the plague.

The answers to these questions will shape how you approach your paper or report.

• Who are my readers? What is their language skill and expertise in my topic?
  • Most students think of their audience as their instructor. But when writing your paper, it may be helpful to consider your audience as a student in program that is different from yours.  In other words, smart enough to understand a clear, logical argument, but not someone who already knows much about your topic. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.
• What tone should I take in my paper?
  • Tone means the “voice” of your paper. In other words, how do you want to come across to your reader?
  • Remember you do not want to alienate your reader by sounding condescending or superior, but you don't wanna hit 'em with the "bruh" either.  
  • Some students think the way to sound academic is to use big words. You won't sound tremendously erudite-- you can sound ridiculous, especially if you use the wrong big words.

Keep the following guidelines in mind when addressing your audience:

• establish common ground with the readers
• show understanding of your readers' background and views
• use supporting factual and visual information that will be understood by your audience
• adjust language, tone, style, and level of formality to reflect the readers you are addressing