1.2 What Does the Professor Want? Understanding the Assignment

Writing for whom? Writing for what?

The first principle of good communication is knowing your audience. Often when you write for an audience of one, you write a letter or email. But college papers aren’t written like letters; they’re written like articles for a hypothetical group of readers that you don’t know much about. There’s a fundamental mismatch between the real-life audience and the form your writing takes. It’s kind of bizarre.

This is where writing papers for class gets kind of weird. When you write for a teacher you are usually swimming against the stream of natural communication. The natural direction of communication is to explain what you understand to someone who doesn’t understand it. But in writing an essay for a teacher your task is usually to explain what you are still engaged in trying to understand to someone who understands it better.

It helps to remember the key tenet of the university model: you’re a junior scholar joining the academic community. Academic papers, in which scholars report the results of their research and thinking to one another, are the lifeblood of the scholarly world, carrying useful ideas and information to all parts of the academic corpus. Unless there is a particular audience specified in the assignment, you would do well to imagine yourself writing for a group of peers who have some introductory knowledge of the field but are unfamiliar with the specific topic you’re discussing. Imagine them being interested in your topic but also busy; try to write something well worth your readers’ time. Keeping an audience like this in mind will help you distinguish common knowledge in the field from that which must be defined and explained in your paper. Understanding your audience like this also resolves the audience mismatch that Elbow describes. As he notes, “You don’t write to teachers, you write for them.”

Another basic tenet of good communication is clarifying the purpose of the communication and letting that purpose shape your decisions. Your professor wants to see you work through complex ideas and deepen your knowledge through the process of producing the paper. Each assignment—be it an argumentative paper, reaction paper, reflective paper, lab report, discussion question, blog post, essay exam, project proposal, or what have you—is ultimately about your learning. To succeed with writing assignments (and benefit from them) you first have to understand their learning-related purposes. As you write for the hypothetical audience of peer junior scholars, you’re demonstrating to your professor how far you’ve gotten in analyzing your topic. Take your time and enjoy the paper. Make sure you answer the question being asked rather than rant about something irrelevant to the prompt.

You would do well to approach every assignment by putting yourself in the shoes of your instructor and asking yourself, “Why did they give me this assignment? How does it fit into the learning goals of the course? Why is this question/topic/problem so important to my professor that he is willing to spend evenings and weekends reading and commenting on several dozen novice papers on it?”

Most instructors do a lot to make their pedagogical goals and expectations transparent to students: they explain the course learning goals associated with assignments, provide grading rubrics in advance, and describe several strategies for succeeding. Other professors … not so much. Some students perceive more open-ended assignments as evidence of a lazy, uncaring, or even incompetent instructor. Not so fast! Professors certainly vary in the quantity and specificity of the guidelines and suggestions they distribute with each writing assignment. Some professors make a point to give very few parameters about an assignment—perhaps just a topic and a length requirement—and they likely have some good reasons for doing so. Here are some possible reasons:

1. They figured it out themselves when they were students. The current emphasis on student-centered instruction is relatively recent; your instructors much more often had professors who adhered to the classic model of college instruction: they gave lectures together with, perhaps, one or two exams or papers. Students were on their own to learn the lingo and conventions of each field, to identify the key concepts and ideas within readings and lectures, and to sleuth out instructors’ expectations for written work. Learning goals, rubrics, quizzes, and preparatory assignments were generally rare.
2. They think figuring it out yourself is good for you. Because your professors by and large succeeded in a much less supportive environment, they appreciate how learning to thrive in those conditions gave them life-long problem-solving skills. Many think you should be able to figure it out yourself and that it would be good practice for you to do so. Even those who do include a lot of guidance with writing assignments sometimes worry that they’re depriving you of an important personal and intellectual challenge. Figuring out unspoken expectations is a valuable skill in itself.
3. They’re egg-heads. The assumptions, practices, and culture of their disciplines are like the air they breathe; so much so that it is hard to describe to novices. They may assume that a verb like “analyze” is self-evident, forgetting that it can mean very different things in different fields. As a student, you voluntarily came to study with the scholars, artists, and writers at your institution. Rightly or wrongly, the burden is ultimately on you to meet them where they are.
4. Professors value academic freedom. that is, they firmly believe that their high-level expertise in their fields grants them the privilege of deciding what is important to focus on and how to approach it. Professors are often extremely wary of anything that seems to threaten academic freedom. Some see specified learning goals and standardized rubrics as the first step in a process that would strip higher education of its independence, scholarly innovation, and sense of discovery.

It is understandably frustrating when you feel you don’t know how to direct your efforts to succeed with an assignment. However, except for rare egregious situations, you would do well to assume the best of your instructor and appreciate the diversity of learning opportunities you have access to in college. Think of every course and every assignment as a different little puzzle you get to solve. What do I need to do here? When do I need to do it, and how long will it take? What does this teacher expect of me? The transparency that you get from some professors—along with guides like this one—will be a big help to you in situations where you have to be scrappier and more proactive, piecing together the clues you get from your professors, the readings, and other course documents. When in doubt, it is worth it to communicate with your professor versus remaining lost and getting a lower grade.

The Prompt: What Does “Analyze” Mean Anyway?

Often, the handout or other written text explaining the assignment—what professors call the assignment prompt—will explain the purpose of the assignment, the required parameters (length, number, and type of sources, referencing style, etc.), and the criteria for evaluation. Sometimes, though—especially when you are new to a field—you will encounter the baffling situation in which you comprehend every single sentence in the prompt but still have absolutely no idea how to approach the assignment. No one is doing anything wrong in a situation like that. It just means that further discussion of the assignment is in order. Here are some tips:

1. Focus on the verbs. Look for verbs like “compare,” “explain,” “justify,” “reflect” or the all-purpose “analyze.” You’re not just producing a paper as an artifact; you’re conveying, in written communication, some intellectual work you have done. So the question is, what kind of thinking are you supposed to do to deepen your learning?
2. Many professors think in terms of assignment sequences. For example, a social science professor may ask you to write about a controversial issue three times: first, arguing for one side of the debate; second, arguing for another; and finally, from a more comprehensive and nuanced perspective, incorporating text produced in the first two assignments. A sequence like that is designed to help you think through a complex issue. Another common one is a scaffolded research paper sequence: you first propose a topic, then prepare an annotated bibliography, then a first draft, then a final draft, and, perhaps, a reflective paper. The preparatory assignments help ensure that you’re on the right track, beginning the research process long before the final due date, and taking the time to consider recasting your thesis, finding additional sources, or reorganizing your discussion. If the assignment isn’t part of a sequence, think about where it falls in the semester, and how it relates to readings and other assignments. Remember to also check your notes and online course resources for any other guidelines about the workflow.
3. Try a free-write. A free write is when you just write, without stopping, for a set period. That doesn’t sound very “free;” it sounds kind of coerced. The “free” part is what you write—it can be whatever comes to mind. Professional writers use free writing to get started on a challenging (or distasteful) writing task, to overcome writer’s block, or a powerful urge to procrastinate. The idea is that if you just make yourself write, you can’t help but produce some kind of useful nugget.  For professors, asking students to do a brief free-write right after handing out an assignment generates useful clarification questions. If your instructor doesn’t make time for that in class, a quick free-write on your own will quickly reveal whether you need clarification about the assignment and, often, what questions to ask.
4. Ask for clarification the right way. Even the most skillfully crafted assignments may need some verbal clarification, especially because students’ familiarity with the field can vary enormously. Asking for clarification is a good thing. Be aware, though, that instructors get frustrated when they perceive that students want to skip doing their thinking and instead receive an exact recipe for an A paper. Go ahead and ask for clarification, but try to convey that you want to learn and you’re ready to work.

Rubrics and Checklists as Road Maps

If a professor provides a grading rubric or guidelines with an assignment prompt, thank your lucky stars (and your professor). If the professor took the trouble to prepare and distribute it, you can be sure that they will use it to grade your paper. They may not go over it in class, but it’s the clearest possible statement of what the professor is looking for in the paper. If it’s wordy, it may seem like those online “terms and conditions” that we routinely accept without reading. But you really should read it over carefully before you begin and again as your work progresses.

Even the best rubrics aren’t completely transparent. They simply can’t be. Take, for example, the AAC&U rubric. It has been drafted and repeatedly revised by a multidisciplinary expert panel and tested multiple times on sample student work to ensure reliability. But it still seems kind of vague. What is the real difference between “demonstrating a thorough understanding of context, audience, and purpose” and “demonstrating adequate consideration” of the same? It depends on the specific context. So how can you know whether you’ve done that? A big part of what you’re learning, through feedback from your professors, is to judge the quality of your writing for yourself. Your future bosses are counting on that. At this point, it is better to think of rubrics as roadmaps, displaying your destination, rather than a GPS directing every move you make.

Write as if your scholarly peers around the country are eagerly awaiting your unique insights. Descriptors like “thoroughness,” “mastery,” or “detailed attention” convey the vision of student writers making the time and rigorous mental effort to offer something new to the ongoing, multi-stranded academic conversation. What your professor wants, in short, is critical thinking.

What’s Critical About Critical Thinking?

Critical thinking is one of those terms that has been used so often and in so many different ways that it often seems meaningless. It also makes one wonder, is there such a thing as uncritical thinking? If you aren’t thinking critically, then are you even thinking?

Despite the prevalent ambiguities, critical thinking does mean something. The Association of American Colleges and Universities usefully defines it as “a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.”

The critical thinking rubric produced by the AAC&U describes the relevant activities of critical thinking in more detail. Interestingly, the AAC&U defines critical thinking as a “habit of mind” rather than a discrete achievement. And there are at least two reasons to see critical thinking as a craft or art to pursue rather than a task to check off. First, the more you think critically, the better you get at it. As you get more and more practice in closely examining claims, their underlying logic, and alternative perspectives on the issue, it’ll begin to feel automatic. You’ll no longer make or accept claims that begin with “Everyone knows that …” or end with “That’s just human nature.” Second, just as artists and craftspersons hone their skills over a lifetime, learners continually expand their critical thinking capacities, both through the feedback they get from others and their reflections. 

Critical thinking is hard work. Even those who actively choose to do it experience it as tedious, difficult, and sometimes surprisingly emotional. Nobel-prize-winning psychologist Daniel Kahneman explains that our brains aren’t designed to think; rather, they’re designed to save us from having to think. Our brains are great at developing routines and repertoires that enable us to accomplish fairly complex tasks like driving cars, choosing groceries, and having a conversation without thinking consciously and thoroughly about every move we make. Kahneman calls this “fast thinking.” “Slow thinking,” which is deliberate and painstaking, is something our brains seek to avoid. That built-in tendency can lead us astray. Kahneman and his colleagues often used problems like this one in experiments to gauge how people used fast and slow thinking in different contexts:

A bat and ball cost $1.10.

The bat costs one dollar more than the ball.

How much does the ball cost?

Most people automatically say the ball costs $0.10. However, if the bat costs $1 more, then the bat would cost $1.10 leading to the incorrect total of $1.20. The ball costs $0.05. Kahneman notes, “Many thousands of university students have answered the bat-and-ball puzzle, and the results are shocking. More than 50% of students at Harvard, MIT, and Princeton gave the intuitive—incorrect—answer.” These and other results confirm that “many people are overconfident, prone to place too much faith in their intuitions.” Thinking critically—thoroughly questioning your immediate intuitive responses—is difficult work, but every organization and business in the world needs people who can do that effectively.

Critical thinking can also be emotionally challenging, researchers have found. Facing a new realm of uncertainty and contradiction without relying on familiar assumptions is inherently anxiety-provoking because when you’re doing it, you are, by definition, incompetent. Recent research has highlighted that both children and adults need to be able to regulate their own emotions to cope with the challenges of building competence in a new area. The kind of critical thinking your professors are looking for—that is, pursuing a comprehensive, multi-faceted exploration to arrive at an arguable, nuanced argument—is inevitably a struggle and it may be an emotional one. Your best bet is to find ways to make those processes as efficient, pleasant, and effective as you can.

Professional working roles demand critical thinking, as 81% of major employers reported in an AAC&U-commissioned survey, and it’s pretty easy to imagine how critical thinking helps one make much better decisions in all aspects of life. Embrace it. And just as athletes, artists, and writers sustain their energy and inspiration for hard work by interacting with others who share these passions, look to others in the scholarly community—your professors and fellow students—to keep yourself engaged in these ongoing intellectual challenges. While writing time is often solitary, it’s meant to plug you into a vibrant academic community. What your professors want, overall, is for you to join them in asking and pursuing important questions about the natural, social, and creative worlds.