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Using instructors’ descriptions, the study categorizes nine assignment types, with scholarly essay the most common and others including summary/response, literature review, project, review, case analysis, proposal, exam, and creative writing. It highlights that many assignments are instructor-controlled with specific content requirements, while some are process-oriented, using feedback on outlines or drafts to support topic selection and writing quality. 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Based on the descriptions provided by the instructors, we identified nine types of assignments, with scholarly essay being the most common, followed by summary and response, literature review, project, review, case analysis, proposal, exam, and creative writing. Many assignments are instructor-controlled and have specific content requirements. Some are also process-oriented, providing students with teacher or peer feedback on outlines or initial drafts, suggestions for topic choices, and examples of good writing. With an overview of the types of writing tasks across campus, the study has implications for English for Academic Purposes (EAP) or graduate writing program designers, material developers, educators working within and across disciplines, and researchers interested in the types of university writing assignments in Canada.  \nRésumé  \nAfin de relever les différentes tâches de rédaction exigées par l’une ou l’autre des 12 facultés ou écoles d’une université canadienne en particulier, cette étude analyse 143 travaux à faire par des étudiants. En se fondant sur les descriptions fournies par les chargés de cours, nous avons identifié huit types de travaux différents. Ainsi, l’essai scientifique était le type de rédaction le plus commun, venaient ensuite les autres types: le résumé de commentaires avec réponse à ceux-ci, la recension des écrits, l’examen de projets, l’étude de cas, la proposition, l’examen, et l’écriture créative. Bien des travaux sontdirigéspar des instructeurs qui exigent un contenu précis. D’autres suivent un processus par lequel les étudiants reçoivent de leurs instructeurs ou de leurs  \nCJHE / RCES Volume 45, No. 4, 2015  \nGraduate Writing Assignments / L. Shi & Y. Dong 124  \npairs une rétroaction sur le plan fourni ou sur la première version du travail, ou encore des suggestions de sujets et des exemples de bonne rédaction. Avec son aperçu des types de tâches d’écriture requises sur le campus, cette étudea des répercussions sur le programme d’apprentissage de l’anglais à des fins académiques (English for Academic Purposes ou EAP) ou sur la conception de programmes d’écriture pour les étudiants de deuxième ou de troisième cycle, les créateurs de matériel, les éducateurs travaillant dans leur domaine ou de façon interdisciplinaire, de même que les chercheurs intéressés par les types de travaux d’écriture requis par les universités canadiennes.  \nWriting skills have been rated important in graduate education (Bridgeman & Carlson, 1984) . To contextualize the present study, we reviewed previous studies that explored the particularities and types of university writing assignments. Among these studies, we identified a group of surveys that classified large quantities of cross-discipline writing tasks based on assignment handouts, course syllabi, and/or student writing samples. These studies contribute to our knowledge of a larger picture of university writing assignments compared to studies of university writing based on ethnographic research (e.g., Prior, 1998), writing tasks in a specific discipline like business (Canseco & Byrd, 1989; Zhu, 2004), or a questionnaire survey among faculty members (e.g., Bridgeman & Carlson, 1984) . However, only one of the large-scale surveys explored graduate writing tasks across disciplines (Cooper & Bikowski, 2007); the rest all focused on undergraduate (Braine, 1989; Horowitz, 1986) or both graduate and undergraduate writing (Gardener & Nesi, 2013; Hale, Taylor, Bridgeman, Carson, Kroll, & Kantor, 1996; Melzer, 2009; Moore & Morton, 2005) . Those focused on ","cbCaibIrHpk0OZj0","https://ap.wps.com/l/cbCaibIrHpk0OZj0","pdf",728191,"English","# Abstract\n## Writing task types across faculties\n## Instructor-controlled and process-oriented assignments\n## Implications for EAP and graduate writing programs","[{\"question\":\"How many graduate writing assignments and faculties are analyzed?\",\"answer\":\"The study analyzes 143 graduate assignments across 12 faculties or schools in a Canadian university.\"},{\"question\":\"What are the nine types of writing tasks identified?\",\"answer\":\"The nine types are scholarly essay, summary and response, literature review, project, review, case analysis, proposal, exam, and creative writing.\"},{\"question\":\"What do the findings suggest about how assignments are designed?\",\"answer\":\"Many assignments are instructor-controlled with specific content requirements, while others are process-oriented and include feedback on outlines or drafts to guide writing development and topic choice.\"}]","Graduate Writing Assignments Across Faculties in a Canadian University - Abstract | PDF",1792083474]