what is a assignment sheet

Creating Your Assignment Sheets

Main navigation.

In order to help our students best engage with the writing tasks we assign them, we need as a program  to scaffold the assignments with not only effectively designed activities, but equally effectively designed assignment sheets that clearly explain the learning objectives, purpose, and logistics for the assignment.

Checklist for Assignment Sheet Design

As a program, instructors should compose assignment sheets that contain the following elements.

A  clear description of the assignment and its purpose . How does this assignment contribute to their development as writers in this class, and perhaps beyond? What is the genre of the assignment? (e.g., some students will be familiar with rhetorical analysis, some will not).

Learning objectives for the assignment .  The learning objectives for each assignment are available on the TeachingWriting website. While you might include others objectives, or tweak the language of these a bit to fit with how you teach rhetoric, these objectives should appear in some form on the assignment sheet and should be echoed in your rubric.

Due dates or timeline, including dates for drafts .  This should include specific times and procedures for turning in drafts. You should also indicate dates for process assignments and peer review if they are different from the main assignment due dates.

Details about format (including word count, documentation form) .  This might also be a good place to remind them of any technical specifications (even if you noted them on the syllabus).

Discussion of steps of the process.  These might be “suggested” to avoid the implication that there is one best way to achieve a rhetorical analysis.

Evaluation criteria / grading rubric that is in alignment with learning objectives .  While the general  PWR evaluation criteria  is a good starting place, it is best to customize your rubric to the specific purposes of your assignment, ideally incorporating some of the language from the learning goals. In keeping with PWR’s elevation of rhetoric over rules, it’s generally best to avoid rubrics that assign specific numbers of points to specific features of the text since that suggests a fairly narrow range of good choices for students’ rhetorical goals. (This is not to say that points shouldn’t be used: it’s just more in the spirit of PWR’s rhetorical commitments to use them holistically.)

Canvas Versions of Assignment Sheets

Canvas offers an "assignment" function you can use to share assignment sheet information with students.  It provides you with the opportunity to upload a rubric in conjunction with assignment details; to create an upload space for student work (so they can upload assignments directly to Canvas); to link the assignment submissions to Speedgrader, Canvas's internal grading platform; and to sync your assigned grades with the gradebook.  While these are very helpful features, don't hesitate to reach out to the Canvas Help team or our ATS for support when you set them up for the first time. In addition, you should always provide students with access to a separate PDF assignment sheet. Don't just embed the information in the Canvas assignment field; if students have trouble accessing Canvas for any reason (Canvas outage; tech issues), they won't be able to access that information.

In addition, you might creating video mini-overviews or "talk-throughs" of your assignments.  These should serve as supplements to the assignment sheets, not as a replacement for them.

Sample Assignment Sheets

Check out some examples of Stanford instructors' assignment sheets via the links below. Note that these links will route you to our Canvas PWR Program Materials site, so you must have access to the Canvas page in order to view these files: 

See examples of rhetorical analysis assignment sheets

See examples of texts in conversation assignment sheets

See examples of research-based argument assignment sheets

Further reading on assignment sheets

Anatomy of an Assignment Sheet

Guides & tips.

In this guide, we invite instructors to think through the different sections of an assignment sheet and perhaps take a fresh look at their own assignment sheets. At the bottom of the page, you’ll find some insights into more effective assignment sheets from Writing Consultants working in the CAS Writing Center .

Key Elements

Things to Consider

• While an assignment does not necessarily have to have a title (this one’s a clunky mouthful), it can help students connect an individual assignment to the bigger context of the class.
• Start by telling students the purpose of the assignment, connecting it to the course goals, especially the ones having to do with writing as opposed to course content. Why are students being asked to do the work assigned? What are they supposed to learn?
• The due dates (or submission guidelines) section is a chance to draw students’ attention to how the assignment will be scaffolded.
• Under assignment (or task ), tell students what they are supposed to do clearly and succinctly. Including a central motivating question can be helpful, though sometimes the assignment will call for students to develop that question themselves.
• In the comments section (or additional information) you can include elaborations, warnings, guiding questions, etc. in a separate section. Here you can be more discursive than in the statement of task, but try not to go on for too long. Going over a page can overwhelm students.

Additional Resources

• Learn more about transparent assignment design  and use a template for transparent assignments ( Winkelmes 2013-2016 ).
• Look at the Writing Program’s templates for major assignments in WR 120 to begin customizing your own assignment sheets.

Tips from Tutors: What Writing Consultants Say About More Effective Assignment Sheets

Keep assignment sheets short (~1 page if possible)..

• Students genuinely want to understand what’s being asked of them, but if there is too much information, they don’t always know how to prioritize what to focus on.
• Focus on specific questions you want students to answer or tasks you want them to complete. Avoid content that isn’t specifically related to the assignment itself.
• It’s generally best not to include all assignments for the semester in a single document. While it can be helpful to have one sheet or section of the syllabus with all assignments listed, it’s best to give each assignment its own document with detailed expectations.
• Students need some guidelines for assignments. Following the WP “anatomy of an assignment” guidelines (above) helps students as they move from one WR course to the next, and it also helps consultants figure out where to find key information more quickly.

Give students some choices, but be (overly) clear about your expectations.

• It’s especially challenging for WR 120 students to come up with their own “research question” and then answer it. If you’re asking them to do that, be very specific about what you want them to do and what parameters they should work within.
• Don’t give students a long list of questions to consider — or, if you do, be incredibly explicit about what questions are intended to generate ideas as opposed to what questions they actually need to answer in their paper.
• The best assignment sheets tend to be those that give students a set number of options and then ask them to pick one to answer.

Give clear (as in legible and also as in straightforward) feedback.

• Provide typed rather than handwritten comments.
• Avoid cryptic feedback like “awkward” or “?” that could be interpreted in different ways.
• If you write comments in shorthand, be sure to provide students with a key.
• Provide feedback as specific questions that students can either address themselves, or discuss with a writing consultant (or you!)

Remember WR courses are introductory courses.

• Choose course readings for written assignments that lend themselves to teaching writing as opposed to seminal texts or your personal favorites.
• Go over all readings that students are expected to write about in class and devote extra time to particularly challenging ones. If you are working on difficult topic and/or dense texts, don’t assume your students can navigate them without explicit scaffolding in class.
• Not all students have been taught how to analyze quotations and use them as evidence to support their argument, so be sure to spend time teaching these skills.
• Don’t take anything for granted. Students are coming from all kinds of educational backgrounds, and our courses meant to reinforce (but sometimes teach for the first time) skills all students will need for future college papers.  You may also want to read about the “hidden curriculum” in writing classes when considering inclusivity and assumptions.

• Sign Up for Mailing List
• Search Search

Username or Email Address

Remember Me

Resources for Teachers: Creating Writing Assignments

This page contains four specific areas:

Creating Effective Assignments

Checking the assignment, sequencing writing assignments.

• Selecting an Effective Writing Assignment Format

Research has shown that the more detailed a writing assignment is, the better the student papers are in response to that assignment. Instructors can often help students write more effective papers by giving students written instructions about that assignment. Explicit descriptions of assignments on the syllabus or on an “assignment sheet” tend to produce the best results. These instructions might make explicit the process or steps necessary to complete the assignment. Assignment sheets should detail:

• the kind of writing expected
• the scope of acceptable subject matter
• the length requirements
• formatting requirements
• documentation format
• the amount and type of research expected (if any)
• the writer’s role
• deadlines for the first draft and its revision

Providing questions or needed data in the assignment helps students get started. For instance, some questions can suggest a mode of organization to the students. Other questions might suggest a procedure to follow. The questions posed should require that students assert a thesis.

The following areas should help you create effective writing assignments.

Examining your goals for the assignment

• How exactly does this assignment fit with the objectives of your course?
• Should this assignment relate only to the class and the texts for the class, or should it also relate to the world beyond the classroom?
• What do you want the students to learn or experience from this writing assignment?
• Should this assignment be an individual or a collaborative effort?
• What do you want students to show you in this assignment? To demonstrate mastery of concepts or texts? To demonstrate logical and critical thinking? To develop an original idea? To learn and demonstrate the procedures, practices, and tools of your field of study?

Defining the writing task

• Is the assignment sequenced so that students: (1) write a draft, (2) receive feedback (from you, fellow students, or staff members at the Writing and Communication Center), and (3) then revise it? Such a procedure has been proven to accomplish at least two goals: it improves the student’s writing and it discourages plagiarism.
• Does the assignment include so many sub-questions that students will be confused about the major issue they should examine? Can you give more guidance about what the paper’s main focus should be? Can you reduce the number of sub-questions?
• What is the purpose of the assignment (e.g., review knowledge already learned, find additional information, synthesize research, examine a new hypothesis)? Making the purpose(s) of the assignment explicit helps students write the kind of paper you want.
• What is the required form (e.g., expository essay, lab report, memo, business report)?
• What mode is required for the assignment (e.g., description, narration, analysis, persuasion, a combination of two or more of these)?

Defining the audience for the paper

• Can you define a hypothetical audience to help students determine which concepts to define and explain? When students write only to the instructor, they may assume that little, if anything, requires explanation. Defining the whole class as the intended audience will clarify this issue for students.
• What is the probable attitude of the intended readers toward the topic itself? Toward the student writer’s thesis? Toward the student writer?
• What is the probable educational and economic background of the intended readers?

Defining the writer’s role

• Can you make explicit what persona you wish the students to assume? For example, a very effective role for student writers is that of a “professional in training” who uses the assumptions, the perspective, and the conceptual tools of the discipline.

Defining your evaluative criteria

1. If possible, explain the relative weight in grading assigned to the quality of writing and the assignment’s content:

• depth of coverage
• organization
• critical thinking
• original thinking
• use of research
• logical demonstration
• appropriate mode of structure and analysis (e.g., comparison, argument)
• correct use of sources
• grammar and mechanics
• professional tone
• correct use of course-specific concepts and terms.

Here’s a checklist for writing assignments:

• Have you used explicit command words in your instructions (e.g., “compare and contrast” and “explain” are more explicit than “explore” or “consider”)? The more explicit the command words, the better chance the students will write the type of paper you wish.
• Does the assignment suggest a topic, thesis, and format? Should it?
• Have you told students the kind of audience they are addressing — the level of knowledge they can assume the readers have and your particular preferences (e.g., “avoid slang, use the first-person sparingly”)?
• If the assignment has several stages of completion, have you made the various deadlines clear? Is your policy on due dates clear?
• Have you presented the assignment in a manageable form? For instance, a 5-page assignment sheet for a 1-page paper may overwhelm students. Similarly, a 1-sentence assignment for a 25-page paper may offer insufficient guidance.

There are several benefits of sequencing writing assignments:

• Sequencing provides a sense of coherence for the course.
• This approach helps students see progress and purpose in their work rather than seeing the writing assignments as separate exercises.
• It encourages complexity through sustained attention, revision, and consideration of multiple perspectives.
• If you have only one large paper due near the end of the course, you might create a sequence of smaller assignments leading up to and providing a foundation for that larger paper (e.g., proposal of the topic, an annotated bibliography, a progress report, a summary of the paper’s key argument, a first draft of the paper itself). This approach allows you to give students guidance and also discourages plagiarism.
• It mirrors the approach to written work in many professions.

The concept of sequencing writing assignments also allows for a wide range of options in creating the assignment. It is often beneficial to have students submit the components suggested below to your course’s STELLAR web site.

Use the writing process itself. In its simplest form, “sequencing an assignment” can mean establishing some sort of “official” check of the prewriting and drafting steps in the writing process. This step guarantees that students will not write the whole paper in one sitting and also gives students more time to let their ideas develop. This check might be something as informal as having students work on their prewriting or draft for a few minutes at the end of class. Or it might be something more formal such as collecting the prewriting and giving a few suggestions and comments.

Have students submit drafts. You might ask students to submit a first draft in order to receive your quick responses to its content, or have them submit written questions about the content and scope of their projects after they have completed their first draft.

Establish small groups. Set up small writing groups of three-five students from the class. Allow them to meet for a few minutes in class or have them arrange a meeting outside of class to comment constructively on each other’s drafts. The students do not need to be writing on the same topic.

Require consultations. Have students consult with someone in the Writing and Communication Center about their prewriting and/or drafts. The Center has yellow forms that we can give to students to inform you that such a visit was made.

Explore a subject in increasingly complex ways. A series of reading and writing assignments may be linked by the same subject matter or topic. Students encounter new perspectives and competing ideas with each new reading, and thus must evaluate and balance various views and adopt a position that considers the various points of view.

Change modes of discourse. In this approach, students’ assignments move from less complex to more complex modes of discourse (e.g., from expressive to analytic to argumentative; or from lab report to position paper to research article).

Change audiences. In this approach, students create drafts for different audiences, moving from personal to public (e.g., from self-reflection to an audience of peers to an audience of specialists). Each change would require different tasks and more extensive knowledge.

Change perspective through time. In this approach, students might write a statement of their understanding of a subject or issue at the beginning of a course and then return at the end of the semester to write an analysis of that original stance in the light of the experiences and knowledge gained in the course.

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that he or she will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? 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.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove her point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, he or she still has to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and she already knows everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality she or he expects.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. 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.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Writing Assignments

Kate Derrington; Cristy Bartlett; and Sarah Irvine

Introduction

Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic.  It is not uncommon to be unsure about the processes of writing assignments at university.

• You may be returning to study after a break
• You may have come from an exam based assessment system and never written an assignment before
• Maybe you have written assignments but would like to improve your processes and strategies

This chapter has a collection of resources that will provide you with the skills and strategies to understand assignment requirements and effectively plan, research, write and edit your assignments.  It begins with an explanation of how to analyse an assignment task and start putting your ideas together.  It continues by breaking down the components of academic writing and exploring the elements you will need to master in your written assignments. This is followed by a discussion of paraphrasing and synthesis, and how you can use these strategies to create a strong, written argument. The chapter concludes with useful checklists for editing and proofreading to help you get the best possible mark for your work.

Task Analysis and Deconstructing an Assignment

It is important that before you begin researching and writing your assignments you spend sufficient time understanding all the requirements. This will help make your research process more efficient and effective. Check your subject information such as task sheets, criteria sheets and any additional information that may be in your subject portal online. Seek clarification from your lecturer or tutor if you are still unsure about how to begin your assignments.

The task sheet typically provides key information about an assessment including the assignment question. It can be helpful to scan this document for topic, task and limiting words to ensure that you fully understand the concepts you are required to research, how to approach the assignment, and the scope of the task you have been set. These words can typically be found in your assignment question and are outlined in more detail in the two tables below (see Table 19.1 and Table 19.2 ).

Table 19.1 Parts of an Assignment Question

Make sure you have a clear understanding of what the task word requires you to address.

Table 19.2 Task words

The criteria sheet , also known as the marking sheet or rubric, is another important document to look at before you begin your assignment. The criteria sheet outlines how your assignment will be marked and should be used as a checklist to make sure you have included all the information required.

The task or criteria sheet will also include the:

• Word limit (or word count)
• Referencing style and research expectations
• Formatting requirements

Task analysis and criteria sheets are also discussed in the chapter Managing Assessments for a more detailed discussion on task analysis, criteria sheets, and marking rubrics.

Preparing your ideas

Brainstorm or concept map:  List possible ideas to address each part of the assignment task based on what you already know about the topic from lectures and weekly readings.

Finding appropriate information: Learn how to find scholarly information for your assignments which is

See the chapter Working With Information for a more detailed explanation .

What is academic writing?

Academic writing tone and style.

Many of the assessment pieces you prepare will require an academic writing style.  This is sometimes called ‘academic tone’ or ‘academic voice’.  This section will help you to identify what is required when you are writing academically (see Table 19.3 ). The best way to understand what academic writing looks like, is to read broadly in your discipline area.  Look at how your course readings, or scholarly sources, are written. This will help you identify the language of your discipline field, as well as how other writers structure their work.

Table 19.3 Comparison of academic and non-academic writing

Thesis statements.

Essays are a common form of assessment that you will likely encounter during your university studies. You should apply an academic tone and style when writing an essay, just as you would in in your other assessment pieces. One of the most important steps in writing an essay is constructing your thesis statement.  A thesis statement tells the reader the purpose, argument or direction you will take to answer your assignment question. A thesis statement may not be relevant for some questions, if you are unsure check with your lecturer. The thesis statement:

• Directly  relates to the task .  Your thesis statement may even contain some of the key words or synonyms from the task description.
• Does more than restate the question.
• Is specific and uses precise language.
• Let’s your reader know your position or the main argument that you will support with evidence throughout your assignment.
• The subject is the key content area you will be covering.
• The contention is the position you are taking in relation to the chosen content.

Your thesis statement helps you to structure your essay.  It plays a part in each key section: introduction, body and conclusion.

Planning your assignment structure

When planning and drafting assignments, it is important to consider the structure of your writing. Academic writing should have clear and logical structure and incorporate academic research to support your ideas.  It can be hard to get started and at first you may feel nervous about the size of the task, this is normal. If you break your assignment into smaller pieces, it will seem more manageable as you can approach the task in sections. Refer to your brainstorm or plan. These ideas should guide your research and will also inform what you write in your draft. It is sometimes easier to draft your assignment using the 2-3-1 approach, that is, write the body paragraphs first followed by the conclusion and finally the introduction.

Writing introductions and conclusions

Clear and purposeful introductions and conclusions in assignments are fundamental to effective academic writing. Your introduction should tell the reader what is going to be covered and how you intend to approach this. Your conclusion should summarise your argument or discussion and signal to the reader that you have come to a conclusion with a final statement.  These tips below are based on the requirements usually needed for an essay assignment, however, they can be applied to other assignment types.

Writing introductions

Most writing at university will require a strong and logically structured introduction. An effective introduction should provide some background or context for your assignment, clearly state your thesis and include the key points you will cover in the body of the essay in order to prove your thesis.

Usually, your introduction is approximately 10% of your total assignment word count. It is much easier to write your introduction once you have drafted your body paragraphs and conclusion, as you know what your assignment is going to be about. An effective introduction needs to inform your reader by establishing what the paper is about and provide four basic things:

• A brief background or overview of your assignment topic
• A thesis statement (see section above)
• An outline of your essay structure
• An indication of any parameters or scope that will/ will not be covered, e.g. From an Australian perspective.

The below example demonstrates the four different elements of an introductory paragraph.

1) Information technology is having significant effects on the communication of individuals and organisations in different professions. 2) This essay will discuss the impact of information technology on the communication of health professionals.   3)  First, the provision of information technology for the educational needs of nurses will be discussed.  4)  This will be followed by an explanation of the significant effects that information technology can have on the role of general practitioner in the area of public health.  5)  Considerations will then be made regarding the lack of knowledge about the potential of computers among hospital administrators and nursing executives.  6)   The final section will explore how information technology assists health professionals in the delivery of services in rural areas .  7)  It will be argued that information technology has significant potential to improve health care and medical education, but health professionals are reluctant to use it.

1 Brief background/ overview | 2 Indicates the scope of what will be covered |   3-6 Outline of the main ideas (structure) | 7 The thesis statement

Note : The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing conclusions

You should aim to end your assignments with a strong conclusion. Your conclusion should restate your thesis and summarise the key points you have used to prove this thesis. Finish with a key point as a final impactful statement.  Similar to your introduction, your conclusion should be approximately 10% of the total assignment word length. If your assessment task asks you to make recommendations, you may need to allocate more words to the conclusion or add a separate recommendations section before the conclusion. Use the checklist below to check your conclusion is doing the right job.

Conclusion checklist 

• Have you referred to the assignment question and restated your argument (or thesis statement), as outlined in the introduction?
• Have you pulled together all the threads of your essay into a logical ending and given it a sense of unity?
• Have you presented implications or recommendations in your conclusion? (if required by your task).
• Have you added to the overall quality and impact of your essay? This is your final statement about this topic; thus, a key take-away point can make a great impact on the reader.
• Remember, do not add any new material or direct quotes in your conclusion.

This below example demonstrates the different elements of a concluding paragraph.

1) It is evident, therefore, that not only do employees need to be trained for working in the Australian multicultural workplace, but managers also need to be trained.  2)  Managers must ensure that effective in-house training programs are provided for migrant workers, so that they become more familiar with the English language, Australian communication norms and the Australian work culture.  3)  In addition, Australian native English speakers need to be made aware of the differing cultural values of their workmates; particularly the different forms of non-verbal communication used by other cultures.  4)  Furthermore, all employees must be provided with clear and detailed guidelines about company expectations.  5)  Above all, in order to minimise communication problems and to maintain an atmosphere of tolerance, understanding and cooperation in the multicultural workplace, managers need to have an effective knowledge about their employees. This will help employers understand how their employee’s social conditioning affects their beliefs about work. It will develop their communication skills to develop confidence and self-esteem among diverse work groups. 6) The culturally diverse Australian workplace may never be completely free of communication problems, however,   further studies to identify potential problems and solutions, as well as better training in cross cultural communication for managers and employees,   should result in a much more understanding and cooperative environment. 

1  Reference to thesis statement – In this essay the writer has taken the position that training is required for both employees and employers . | 2-5 Structure overview – Here the writer pulls together the main ideas in the essay. | 6  Final summary statement that is based on the evidence.

Note: The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing paragraphs

Paragraph writing is a key skill that enables you to incorporate your academic research into your written work.  Each paragraph should have its own clearly identified topic sentence or main idea which relates to the argument or point (thesis) you are developing.  This idea should then be explained by additional sentences which you have paraphrased from good quality sources and referenced according to the recommended guidelines of your subject (see the chapter Working with Information ). Paragraphs are characterised by increasing specificity; that is, they move from the general to the specific, increasingly refining the reader’s understanding. A common structure for paragraphs in academic writing is as follows.

Topic Sentence 

This is the main idea of the paragraph and should relate to the overall issue or purpose of your assignment is addressing. Often it will be expressed as an assertion or claim which supports the overall argument or purpose of your writing.

Explanation/ Elaboration

The main idea must have its meaning explained and elaborated upon. Think critically, do not just describe the idea.

These explanations must include evidence to support your main idea. This information should be paraphrased and referenced according to the appropriate referencing style of your course.

Concluding sentence (critical thinking)

This should explain why the topic of the paragraph is relevant to the assignment question and link to the following paragraph.

Use the checklist below to check your paragraphs are clear and well formed.

Paragraph checklist

• Does your paragraph have a clear main idea?
• Is everything in the paragraph related to this main idea?
• Is the main idea adequately developed and explained?
• Do your sentences run together smoothly?
• Have you included evidence to support your ideas?
• Have you concluded the paragraph by connecting it to your overall topic?

Writing sentences

Make sure all the sentences in your paragraphs make sense. Each sentence must contain a verb to be a complete sentence. Avoid sentence fragments . These are incomplete sentences or ideas that are unfinished and create confusion for your reader. Avoid also run on sentences . This happens when you join two ideas or clauses without using the appropriate punctuation. This also confuses your meaning (See the chapter English Language Foundations for examples and further explanation).

Use transitions (linking words and phrases) to connect your ideas between paragraphs and make your writing flow. The order that you structure the ideas in your assignment should reflect the structure you have outlined in your introduction. Refer to transition words table in the chapter English Language Foundations.

Paraphrasing and Synthesising

Paraphrasing and synthesising are powerful tools that you can use to support the main idea of a paragraph. It is likely that you will regularly use these skills at university to incorporate evidence into explanatory sentences and strengthen your essay. It is important to paraphrase and synthesise because:

• Paraphrasing is regarded more highly at university than direct quoting.
• Paraphrasing can also help you better understand the material.
• Paraphrasing and synthesising demonstrate you have understood what you have read through your ability to summarise and combine arguments from the literature using your own words.

What is paraphrasing?

Paraphrasing is changing the writing of another author into your words while retaining the original meaning. You must acknowledge the original author as the source of the information in your citation. Follow the steps in this table to help you build your skills in paraphrasing (see Table 19.4 ).

Table 19.4 Paraphrasing techniques

Example of paraphrasing.

Please note that these examples and in text citations are for instructional purposes only.

Original text

Health care professionals   assist people often when they are at their most  vulnerable . To provide the best care and understand their needs, workers must demonstrate good communication skills .  They must develop patient trust and provide empathy   to effectively work with patients who are experiencing a variety of situations including those who may be suffering from trauma or violence, physical or mental illness or substance abuse (French & Saunders, 2018).

Poor quality paraphrase example

This is a poor example of paraphrasing. Some synonyms have been used and the order of a few words changed within the sentences however the colours of the sentences indicate that the paragraph follows the same structure as the original text.

Health care sector workers are often responsible for vulnerable  patients.   To understand patients and deliver good service , they need to be excellent communicators .  They must establish patient rapport and show empathy if they are to successfully care for patients from a variety of backgrounds  and with different medical, psychological and social needs (French & Saunders, 2018).

A good quality paraphrase example

This example demonstrates a better quality paraphrase. The author has demonstrated more understanding of the overall concept in the text by using the keywords as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up to see how much the structure has changed from the original text.

Empathetic   communication is a vital skill for health care workers.   Professionals in these fields   are often responsible for patients with complex medical, psychological and social needs. Empathetic   communication assists in building rapport and gaining the necessary trust   to assist these vulnerable patients  by providing appropriate supportive care (French & Saunders, 2018).

The good quality paraphrase example demonstrates understanding of the overall concept in the text by using key words as the basis to reconstruct the paragraph.  Note how the blocks of colour have been broken up, which indicates how much the structure has changed from the original text.

What is synthesising?

Synthesising means to bring together more than one source of information to strengthen your argument. Once you have learnt how to paraphrase the ideas of one source at a time, you can consider adding additional sources to support your argument. Synthesis demonstrates your understanding and ability to show connections between multiple pieces of evidence to support your ideas and is a more advanced academic thinking and writing skill.

Follow the steps in this table to improve your synthesis techniques (see Table 19.5 ).

Table 19.5 Synthesising techniques

Example of synthesis

There is a relationship between academic procrastination and mental health outcomes.  Procrastination has been found to have a negative effect on students’ well-being (Balkis, & Duru, 2016). Yerdelen, McCaffrey, and Klassens’ (2016) research results suggested that there was a positive association between procrastination and anxiety. This was corroborated by Custer’s (2018) findings which indicated that students with higher levels of procrastination also reported greater levels of the anxiety. Therefore, it could be argued that procrastination is an ineffective learning strategy that leads to increased levels of distress.

Topic sentence | Statements using paraphrased evidence | Critical thinking (student voice) | Concluding statement – linking to topic sentence

This example demonstrates a simple synthesis. The author has developed a paragraph with one central theme and included explanatory sentences complete with in-text citations from multiple sources. Note how the blocks of colour have been used to illustrate the paragraph structure and synthesis (i.e., statements using paraphrased evidence from several sources). A more complex synthesis may include more than one citation per sentence.

Creating an argument

What does this mean.

Throughout your university studies, you may be asked to ‘argue’ a particular point or position in your writing. You may already be familiar with the idea of an argument, which in general terms means to have a disagreement with someone. Similarly, in academic writing, if you are asked to create an argument, this means you are asked to have a position on a particular topic, and then justify your position using evidence.

What skills do you need to create an argument?

In order to create a good and effective argument, you need to be able to:

• Read critically to find evidence
• Plan your argument
• Think and write critically throughout your paper to enhance your argument

For tips on how to read and write critically, refer to the chapter Thinking for more information. A formula for developing a strong argument is presented below.

A formula for a good argument

What does an argument look like?

As can be seen from the figure above, including evidence is a key element of a good argument. While this may seem like a straightforward task, it can be difficult to think of wording to express your argument. The table below provides examples of how you can illustrate your argument in academic writing (see Table 19.6 ).

Table 19.6 Argument

Editing and proofreading (reviewing).

Once you have finished writing your first draft it is recommended that you spend time revising your work.  Proofreading and editing are two different stages of the revision process.

• Editing considers the overall focus or bigger picture of the assignment
• Proofreading considers the finer details

As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.

Editing checklist

• Have I answered the question accurately?
• Do I have enough credible, scholarly supporting evidence?
• Is my writing tone objective and formal enough or have I used emotive and informal language?
• Have I written in the third person not the first person?
• Do I have appropriate in-text citations for all my information?
• Have I included the full details for all my in-text citations in my reference list?

There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.

Proofreading checklist

• Is my spelling and grammar accurate?
•  Are they complete?
• Do they all make sense?
• Do they only contain only one idea?
• Do the different elements (subject, verb, nouns, pronouns) within my sentences agree?
• Are my sentences too long and complicated?
• Do they contain only one idea per sentence?
• Is my writing concise? Take out words that do not add meaning to your sentences.
• Have I used appropriate discipline specific language but avoided words I don’t know or understand that could possibly be out of context?
• Have I avoided discriminatory language and colloquial expressions (slang)?
• Is my referencing formatted correctly according to my assignment guidelines? (for more information on referencing refer to the Managing Assessment feedback section).

This chapter has examined the experience of writing assignments.  It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.

• Academic writing requires clear and logical structure, critical thinking and the use of credible scholarly sources.
• A thesis statement is important as it tells the reader the position or argument you have adopted in your assignment. Not all assignments will require a thesis statement.
• Spending time analysing your task and planning your structure before you start to write your assignment is time well spent.
• Information you use in your assignment should come from credible scholarly sources such as textbooks and peer reviewed journals. This information needs to be paraphrased and referenced appropriately.
• Paraphrasing means putting something into your own words and synthesising means to bring together several ideas from sources.
• Creating an argument is a four step process and can be applied to all types of academic writing.
• Editing and proofreading are two separate processes.

Academic Skills Centre. (2013). Writing an introduction and conclusion . University of Canberra, accessed 13 August, 2013, http://www.canberra.edu.au/studyskills/writing/conclusions

Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.

Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39 (3), 162-163.

Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1).

Writing Assignments Copyright © 2021 by Kate Derrington; Cristy Bartlett; and Sarah Irvine is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

Search form

• About Faculty Development and Support
• Programs and Funding Opportunities

Consultations, Observations, and Services

• Strategic Resources & Digital Publications
• Canvas @ Yale Support
• Learning Environments @ Yale
• Teaching Workshops
• Teaching Consultations and Classroom Observations
• Teaching Programs
• Spring Teaching Forum
• Written and Oral Communication Workshops and Panels
• Writing Resources & Tutorials
• About the Graduate Writing Laboratory
• Writing and Public Speaking Consultations
• Writing Workshops and Panels
• Writing Peer-Review Groups
• Writing Retreats and All Writes
• Online Writing Resources for Graduate Students
• About Teaching Development for Graduate and Professional School Students
• Teaching Programs and Grants
• Teaching Forums
• Resources for Graduate Student Teachers
• About Undergraduate Writing and Tutoring
• Academic Strategies Program
• The Writing Center
• STEM Tutoring & Programs
• Humanities & Social Sciences
• Center for Language Study
• Online Course Catalog
• Antiracist Pedagogy
• NECQL 2019: NorthEast Consortium for Quantitative Literacy XXII Meeting
• STEMinar Series
• Teaching in Context: Troubling Times
• Helmsley Postdoctoral Teaching Scholars
• Pedagogical Partners
• Instructional Materials
• Evaluation & Research
• STEM Education Job Opportunities
• Yale Connect
• Online Education Legal Statements

You are here

Designing assignments.

Making a few revisions to your writing assignments can make a big difference in the writing your students will produce. The most effective changes involve specifying what you would like students to do in the assignment and suggesting concrete steps students can take to achieve that goal.

Clarify what you want your students to do…and why they’re doing it

Kerry Walk, former director of the Princeton Writing Program, offers these principles to consider when designing a writing assignment (condensed and adapted from the original): “At least one sentence on your assignment sheet should explicitly state what you want students to do. The assignment is usually signaled by a verb, such as “analyze,” “assess,” “explain,” or “discuss.” For example, in a history course, after reading a model biography, students were directed as follows: ‘Your assignment is to write your own biographical essay on Mao, using Mao’s reminiscences (as told to a Western journalist), speeches, encyclopedia articles, a medical account from Mao’s physician, and two contradictory obituaries.’ In addition, including a purpose for the assignment can provide crucial focus and guidance. Explaining to students why they’re doing a particular assignment can help them grasp the big picture—what you’re trying to teach them and why learning it is worthwhile. For example, ‘This assignment has three goals: for you to (1) see how the concepts we’ve learned thus far can be used in a different field from economics, (2) learn how to write about a model, and (3) learn to critique a model or how to defend one.’”

Link course writing goals to assignments

Students are more likely to understand what you are asking them to do if the assignment re-uses language that you’ve already introduced in class discussions, in writing activities, or in your Writing Guide. In the assignment below, Yale professor Dorlores Hayden uses writing terms that have been introduced in class:

Choose your home town or any other town or city you have lived in for at least a year. Based upon the readings on the history of transportation, discuss how well or how poorly pedestrian, horse-drawn, steam- powered, and electric transportation might have served your town or city before the gasoline automobile. (If you live in a twentieth-century automobile-oriented suburb, consider rural transportation patterns before the car and the suburban houses.) How did topography affect transportation choices? How did transportation choices affect the local economy and the built environment? Length, 1000 words (4 typed pages plus a plan of the place and/or a photograph). Be sure to argue a strong thesis and back it up with quotations from the readings as well as your own analysis of the plan or photograph.

Give students methods for approaching their work

Strong writing assignments not only identify a clear writing task, they often provide suggestions for how students might begin to accomplish the task. In order to avoid overloading students with information and suggestions, it is often useful to separate the assignment prompt and the advice for approaching the assignment. Below is an example of this strategy from one of Yale’s English 114 sections:

Assignment: In the essays we have read so far, a debate has emerged over what constitutes cosmopolitan practice , loosely defined as concrete actions motivated by a cosmopolitan philosophy or perspective. Using these readings as evidence, write a 5-6-page essay in which you make an argument for your own definition of effective cosmopolitan practice.

Method: In order to develop this essay, you must engage in a critical conversation with the essays we have read in class. In creating your definition of cosmopolitan practice, you will necessarily draw upon the ideas of these authors. You must show how you are building upon, altering, or working in opposition to their ideas and definitions through your quotation and analysis of their concepts and evidence.

Questions to consider:  These questions are designed to prompt your thinking. You do not need to address all these questions in the body of your essay; instead, refer to any of these issues only as they support your ideas.

• How would you define cosmopolitan practice? How does your definition draw upon or conflict with the definitions offered by the authors we have read so far?
• What are the strengths of your definition of cosmopolitan practice? What problems does it address? How do the essays we have read support those strengths? How do those strengths address weaknesses in other writers’ arguments?
• What are the limitations or problems with your definition? How would the authors we have read critique your definition? How would you respond to those critiques?

Case Study: A Sample Writing Assignment and Revision

A student responding to the following assignment felt totally at sea, with good reason:

Write an essay describing the various conceptions of property found in your readings and the different arguments for and against the distribution of property and the various justifications of, and attacks on, ownership. Which of these arguments has any merits? What is the role of property in the various political systems discussed? The essay should concentrate on Hobbes, Locke, and Marx.

“How am I supposed to structure the essay?” the student asked. “Address the first question, comparing the three guys? Address the second question, doing the same, etc.? … Do I talk about each author separately in terms of their conceptions of the nation, and then have a section that compares their arguments, or do I have a 4 part essay which is really 4 essays (two pages each) answering each question? What am I going to put in the intro, and the conclusion?” Given the tangle of ideas presented in the assignment, the student’s panic and confusion are understandable.

A better-formulated assignment poses significant challenges, but one of them is not wondering what the instructor secretly wants. Here’s a possible revision, which follows the guidelines suggested above:

[Course Name and Title]

[Instructor’s Name]

Due date: Thursday, February 24, at 11:10am in section

Length: 5-6pp. double-spaced

Limiting your reading to the sourcebook, write a comparative analysis of Hobbes’s, Locke’s, and Marx’s conceptions of property.

The purpose of this assignment is to help you synthesize some difficult political theory and identify the profound differences among some key theorists.

The best papers will focus on a single shared aspect of the theorists’ respective political ideologies, such as how property is distributed, whether it should be owned, or what role it serves politically. The best papers will not only focus on a specific topic, but will state a clear and arguable thesis about it (“the three authors have differing conceptions of property” is neither) and go on to describe and assess the authors’ viewpoints clearly and concisely.

Note that this revised assignment is now not only clearer than the original; it also requires less regurgitation and more sustained thought.

For more information about crafting and staging your assignments, see “ The Papers We Want to Read ” by Linda Simon, Social Studies; Jan/Feb90, Vol. 81 Issue 1, p37, 3p. (The link to Simon’s article will only work if your computer is on the Yale campus.) See also the discussion of Revising Assignments in the section of this website on Addressing Plagiarism .

YOU MAY BE INTERESTED IN

Reserve a Room

The Poorvu Center for Teaching and Learning partners with departments and groups on-campus throughout the year to share its space. Please review the reservation form and submit a request.

The Poorvu Center for Teaching and Learning routinely supports members of the Yale community with individual instructional consultations and classroom observations.

Writing Consultations

For graduate students looking for expert advice on planning, drafting, and revising their research paper, dissertation, presentation, or any other writing project.

Assignment Sheet

One of the many sheet uses specifically directed toward academic purpose is the assignment sheet. Students are given assignments and have to submit a research regarding the topic given for assignment in an assignment sheet.

As with the balance sheet, assignment sheet examples in the page provide further information in the sheet uses and functions of an assignment sheet. Feel free to scroll down and get a closer look on the samples provided for in the page. The sheets in word are all available for download by clicking on the download link button below the sample. So stay awhile and have a good look around.

Assignment Sheet Example

• Google Docs
• Editable PDF

Size: A4, US

Assignment Cover Sheet Example

Size: 82 KB

Name Sheet for Assignment

Size: 159 KB

Repossession Assignment Sheet

Size: 260 KB

Sheet for Student Assignment

Size: 98 KB

Homework Assignment Sheet

Portfolio Assignment Sample Sheet

Size: 213 KB

What Is an Assignment Sheet?

An assignment sheet is a document written for the statement of purpose of delegating or appointing a task or research and discussion on a topic or purpose.

General  sheet examples in doc  provide further aid regarding an assignment sheet and how it is made. Just click on the download link button below the samples to access the files.

Reviewing an Assignment Sheet

In reviewing an assignment sheet, the following questions need to be asked or satisfied:

• What is it that the assignment is asking me to do?
• Are there clear instructions in completing the assignment?
• What needs to be done in order to be successful in the assignment?
• Are the due dates clearly stated and shown?
• Are the technical requirements stated clearly?
• Is there any resource or resources included?
• Is the assignment stated in a clear language?
• Is the tone appealing to students?
• Do I have clear understanding why the assignment is being done?

Day Shift Assignment Sheet Example

Size: 448 KB

Sheet for Multimedia Assignment

Size: 15 KB

Missing Assignment Sample Sheet

Size: 141 KB

Sheet for Faculty Assignment

Size: 232 KB

Sheet for Clinical Assignment

Video Assignment Sample Sheet

Size: 27 KB

How to Make an Effective Assignment Sheet, for Students

In creating an effective assignment sheet, the following have to be considered:

• Plan the task or purpose of the assignment. Ensure that the students understand critical tasks that need to be done which includes research, simple analysis , synthesis, and summary of the assignment.
• Schedule the whole process. Make a step by step instructions of what the project plan seeks to accomplish.
• Explain the requirements for the assignment.
• Decide on the due dates for the assignments. Include detailed instructions for important writing assignments.
• Include all important information that would make up a strong paper during submission. Help the students to understand the importance of sources. Discuss on formatting of the assignment and other suggestions in connection to the assignment.
• Include the grading criteria for your assignments.

Sample sheet templates and sheet examples in pdf are found in the page for your review. The examples further show how an assignment sheet is structured and the format it follows. To download an example, click on the download link button below the example.

AI Generator

Text prompt

• Instructive
• Professional

10 Examples of Public speaking

20 Examples of Gas lighting

Undergraduates Write!

Academic Writing with Confidence

How to read an assignment sheet and rubric

This post builds off of the Before You Begin blog post, which provided you with some ideas of where to find out what your teacher expects of your writing submissions. In this post, we will review how to read an assignment sheet and a grading rubric, using examples from my own teaching.

To the right is an assignment I’ve given in my Introduction to Sociology classes. My primary purpose in giving this assignment is to get students to think about how to connect what they’ve been learning in class to the world around them; to use sociology. Often, encouraging students to make connections to other courses and to the real world is one of the stated goals or learning objectives for a course.

This particular course was also what is called a General Education course. It’s pretty common for Intro courses to be “GenEds.” When a course is a GenEd, it also has to answer to another set of learning objectives or goals, which are set by the University. Often, this list of goals includes improving students written and/or oral communication skills, which means – you guessed it – writing academic papers and giving presentations. So when your teacher assigns a paper, they aren’t just requiring you to write a “stupid paper” because that’s just what college teachers do. They are instead responding to a set of requirements set by the university and their department about specific skill and knowledge sets that students should be learning or improving in the class.

What information does an assignment sheet usually contain?

Usually, an assignment sheet can be broken down into a few parts:

• Mechanical and Style details: when the paper is due, how to submit it, page or word length expectations, font size, line spacing, etc
• Source and Citation details: if the paper requires sources and how many, what citation style you are expected to use (see  Peer Reviewed, Academic, and Reputable Sources: What the Heck are They and How Do I Find Them?  and  Citing Sources: Why Do We Do It?  to get started on sources and citations)
• Prompt details: the writing prompt, and perhaps more detail that the instructor believes you will find helpful in writing a successful (i.e. passing) paper. (See  Writing Prompts: Understanding what the teacher wants (1/3)  for help in breaking down a writing prompt.)

We will go through my sample assignment sheet below, but every teacher writes their assignment sheets differently. You’ll see later that my format changes between classes and over time. My assignment sheets now are very specific and detailed (especially when paired with the rubric), but not every teacher will include the same level of detail. If you are having problems finding what you need to know, check out the Before You Begin post for tips on where to find assignment information.

Here’s a closer look at the top section of my assignment. You’ll see that it contains both Mechanical and Style details as well as Source and Citation details.

I think this is pretty straightforward, but let’s run through some of the common questions I’m asked, as well as some of the common problems that I’ve seen in my career as a teacher.

When a student asks me how long a paper should be, the honest answer is “as long as it needs to be to fully answer the prompt.” Students hate that answer, and I understand why . . . but it’s also true. However, here are some hints. Note that the Mechanical and Style details are very specific: you must have at least 5 pages, use no larger than 12 point font, double-space, and have no wider than one inch margins. Sometimes, students try to manipulate font size, spacing, and margin width to make a paper appear longer than it is. Keep in mind that your teachers read and write a lot, and it’s very easy to spot when a student has done this. I once had a student turn in a paper with 2 1/2 inch margins, 18 point font, and triple-spaced. I was not amused, and the student did not get a good grade.

Generally speaking, I would rather have a paper that’s a little bit short but well written and insightful than a paper that meets or exceeds the page length but rambles to add more space/words. However, there may be consequences for a short paper. Keep in mind that 5 pages does NOT mean 4 1/2 pages, or even 4 3/4 pages.

Also, unless your teacher says otherwise, page length never includes the cover page or references. When a paper is supposed to be five pages, that’s five pages of actual writing.

See  How long does my paper have to be?  for step-by-step help on how to determine page length.

Citation Style

We will cover citation styles across several other blog posts (see  Citing Sources: Why Do We Do It?  to get started), but for those of you who are wondering what those two words mean, I’ll cover a bit of it here. In most academic papers, you will be asked to “cite” your sources. Sources include anything that you use to inform your paper, including your textbook, and other course you’ve taken, your teacher’s powerpoint notes, magazines, newspapers, or websites, and of course, anything you retrieve from the library or database searches (read Peer Reviewed, Academic, and Reputable Sources: What the Heck are They and How Do I Find Them?  for more information). The point is that you credit the sources of your information–otherwise, it’s like you are claiming that knowledge/information as your own. When you cite your sources, you also make it possible for other scholars to access the same information you used, in case they are interested in learning more about your topic.

Think of it kind of like a gossip chain. When someone passes along a piece of gossip, they might say “Jo told me that . . . .” If you just tell the gossip, it sounds like it’s something that you found out for yourself. Get it? (I’m not advocating gossiping, here, but it seems like a good metaphor.)

A lot of fields and sometimes publishing houses have their own version of a citation style. Some of common ones are MLA (Modern Language Association, often used in English and the humanities), APA (American Psychological Association, often used in Psychology and some other sciences), and potentially the Chicago Manual of Style . Each style presents very similar information, but in a different format, and it’s your job to figure out how to use the format properly. If you are given a choice, MLA style tends to be a bit easier, and you are likely to find a lot of people who can help you. If you don’t know how to do citations, see if your University has a Writing Center, and make an appointment to go see them.

Please note that when a teacher tells you that you must cite your sources, that means they expect you to do so in-text (in your body paragraphs) and at the end of the paper. If you don’t do both, you will probably lose points–or worse.

Most likely, your teacher has organized the class so that paper due dates fall at important points in the semester–right before the midterm or final exams, in many cases. They may have also strategized when different classes are turning in papers, so that they can grade most effectively. When you don’t meet the due date, you’re actually creating a problem for your teacher, and you may have to wait longer to get your paper back. Don’t expect to turn something in late and then get immediate feedback.

Before you submit a late paper, make sure you know what the teacher’s policies on late work are. These may range from no penalty to a zero. It’s pretty common to drop a letter grade per day late.

ALWAYS send your teacher an email, unless they say otherwise in the syllabus, requesting that extension. Not only is this polite, but your teacher will also be more likely to cut you some slack if you have been in communication with them. Be prepared to gracefully accept consequences if it’s late. Being nasty to your teacher won’t get you anywhere.

Prompt details

Below are the portions of the assignment that focus on Prompt details:

Writing Prompts: Understanding what the teacher wants (1/3)  is the first in a series of posts that gives concrete examples of how to read and respond to writing prompts. For now, however, note that the above prompt has multiple parts (choose an issue, make a claim, support your claim, and use course materials) and that you must do all of these parts if you want to get a good grade on your paper.

This prompt also gives some examples for what you could do, but don’t take this as a comprehensive list of what you should do. Now, some teachers will give you a list of potential topics to choose from, and others will want you to find something on your own. If you’ve been given a list and something sparks your interest, talk to the teacher early – they may limit how many people can write on the same thing.

The “contents” paragraph, in the bloc above, gives you some pretty specific directions about what a good paper should contain if it’s going to get a passing/good grade. Whether or not you have hints about how to figure out your topic, do research, or write your paper depends on the teacher. Some assignment sheets will be very short; others very long.

If you can learn how to break the assignment sheet down into component parts, so that you know exactly what you’re looking at, then you’ll have a much better chance of writing what the teacher hopes to see from you. I strongly recommend making a checklist of required items from the assignment sheet. When you are done with your paper, read through it with your checklist next to you. That will show you very quickly if you have done everything required.

The Grading Rubric

You may or may not be given a grading rubric for your writing assignment. They are becoming much more common, and if your University uses a Learning Management System (LMS, like Canvas, Blackboard, or Desire2Learn), then the rubric may be embedded in the online assignment. If you can’t find one, ask your teacher if they are using one and how to access it.

The purpose of a rubric is to help your teacher grade more effectively and efficiently. Using a rubric reminds the teacher of the amount of weight they are giving different aspects of your writing, and helps them to be able to explain to you, later, why you earned the grade you were assigned. In some ways, then, the rubric is really for your teacher.

But the rubric also gives you insight into what the teacher is looking for when they grade your paper, as well as how much emphasis they are putting on different elements. For example, for this assignment, the primary expectation was that students would take a sociological viewpoint in their analysis. Therefore, that sociological viewpoint is worth 40% of the grade, and the analysis is worth 20%. Write a beautiful, well-sourced paper that does neither of those things? Then you only have the opportunity to earn 40% of the points. Write a not-so-great paper that DOES do those things? Then you have the opportunity to earn 60% just from that, and improve from there in other categories.

Not every grading rubric will be as detailed as the one above (I’ll show you a less detailed one of mine, below). Let’s look at the “A” column a bit more closely:

I’ve found that students sometimes think that just meeting the basic expectations is enough to get an “A” on a paper. This is not the case. Meeting the minimum expectations usually corresponds to a “C,” or just an average grade.

Getting an “A” on this paper, for me, means exceeding the minimum expectations; doing more.

Look closely at the category that is worth the most points: the Sociological category. What do you need to do to hit the A level for this category? Well, all of the things that are listed (not just one or two). If you aren’t sure how to do this, then I recommend your University’s Writing Center, if you have one.

When you have a rubric, I recommend making a checklist from the items your teacher includes, and merge that with the checklist you make from the assignment sheet. When you read through your paper before you turn it in, do so with the checklist next to you, so that you can see if you have met all of the important requirements for the grade you are attempting to earn.

Here’s a portion of a rubric I designed for a different paper, in a more advanced class (Sociological Theory). You’ll see that I used a different format, but you can still go through the rubric and create a checklist for the necessary criteria at different grade levels.

The assignment is worth 100 points, which means that how the student uses terms and discusses theory is worth nearly 1/3 of the total grade, so this is a very important category. Note that what I expect a student to be able to do is pretty sophisticated: this is a class usually taken by Juniors and Seniors and is required for the major, so it’s reasonable to expect that a student’s writing ability has developed over time.

Unfortunately, fewer teachers are assigning papers in their classes, so students are getting less practice. Notice that with both of these rubrics, even if you writing doesn’t come easily to you–perhaps you are not likely to avoid awkwardness–that’s ok. It’s still possible to pass the paper. Other categories, like using reliable sources, rely more on the amount of time you are willing to invest in your paper and less on your writing skills. We will touch on how to research in a later blog post, but in the meantime, you can’t go wrong in contacting your University librarian. That’s what they are there for!

Whether you start early and leave yourself weeks or even months to write your paper, or you waited until the last minute and it’s due tomorrow (!), your starting point is always with a careful reading of the assignment sheet and rubric. (By the way, I don’t recommend waiting until the last minute, but I get it, and I’ve been there!)

Taking the time to read them carefully and create a checklist is never a waste of time. Imagine beginning a paper knowing exactly what you need to do. If you are anxious about writing your paper, you can lower your anxiety considerably just by being well-informed. So take a deep breath and start that list!

Check out  Cringeworthy: Bad Writing Habits that Hurt your College Writing (Part 1)  for advice on how to avoid common style mistakes. 

Interested in more? Click the follow button to the left!

Do you find the blog content useful? Consider buying me a coffee 🙂 (Well, really, help me defray costs. I’d really appreciate it!)

Share this:

Leave a comment cancel reply.

• Already have a WordPress.com account? Log in now.
• Subscribe Subscribed
• Copy shortlink
• Report this content
• View post in Reader
• Manage subscriptions
• Collapse this bar

Excel Tutorial: How To Make An Assignment Sheet In Excel

Introduction.

Are you a student or a teacher looking for a way to stay organized and efficient when it comes to managing assignments? Look no further than Microsoft Excel. In this tutorial, we will show you how to create an assignment sheet in Excel that will help you keep track of deadlines, grades, and progress with ease.

Key Takeaways

• Creating an assignment sheet in Excel can help students and teachers stay organized and efficient.
• Setting up the Excel sheet involves renaming the sheet, formatting cells, and creating a table for assignment details.
• Utilizing formulas like =TODAY() and =COUNTIF() can enhance efficiency in tracking deadlines and progress.
• Adding filters, sorting options, and collaboration features can further improve the usability of the assignment sheet.
• Overall, using Excel for assignment management offers numerous benefits for organization and efficiency.

Setting up the Excel sheet

When creating an assignment sheet in Excel, it’s important to start by setting up the Excel workbook correctly. This will ensure that the sheet is organized and easy to use.

• Open a new Excel workbook

To begin, open a new Excel workbook on your computer. This will provide you with a blank canvas to create your assignment sheet.

• Rename the sheet to "Assignment Sheet"

Once the new workbook is open, it’s a good idea to rename the default “Sheet1” to something more descriptive. In this case, rename it to “Assignment Sheet” to clearly indicate its purpose.

• Format the cells for the assignment details, due dates, and status updates

After renaming the sheet, it’s time to format the cells for the assignment details, due dates, and status updates. This can include setting up columns for the assignment name, due date, status, and any other relevant details. Formatting these cells will make it easier to input and view assignment information.

Creating the assignment table

When creating an assignment sheet in Excel, it's important to start by setting up a clear and organized table to keep track of all your assignments. Here are the key steps to creating the assignment table:

A. Add headers for assignment name, description, due date, and status

Begin by adding headers to your Excel sheet for the assignment name, description, due date, and status. This will provide a clear structure for entering and organizing your assignment information. Use the tag to highlight the headers for easy reference.

B. Input sample assignments and details to populate the table

Once the headers are in place, start populating the table with sample assignments and their details. Enter the assignment names, descriptions, due dates, and status into the respective columns. This will give you a visual representation of how the table will function with real data.

C. Use cell formatting to make the table easy to read and navigate

To ensure the assignment table is easy to read and navigate, utilize cell formatting options in Excel. Apply borders to the table to clearly define the boundaries of the data. Use alternating row colors to improve readability and make it easier to follow the information across the table. Additionally, consider using filters to quickly sort and find specific assignments based on their status or due date.

Utilizing formulas for efficiency

When creating an assignment sheet in Excel, utilizing formulas can greatly increase efficiency and automation. Here are a few key ways to do so:

• Use the =TODAY() function to automatically track the current date

The =TODAY() function is a simple yet powerful tool that automatically updates to the current date each time the sheet is opened. By incorporating this function into your assignment sheet, you can easily keep track of when each assignment is due without having to manually update the date.

• Implement conditional formatting to highlight overdue assignments

Conditional formatting is a useful feature in Excel that allows you to automatically apply formatting (such as color) to cells that meet specific criteria. By setting up conditional formatting to highlight overdue assignments based on the current date, you can quickly identify which assignments need immediate attention.

• Use formulas like =COUNTIF() to track the number of assignments due in a certain time frame

The =COUNTIF() formula allows you to count the number of cells within a range that meet specific criteria. By using this formula in conjunction with date criteria, you can easily track the number of assignments due within a certain time frame, such as the current week or month. This can provide valuable insight into workload and deadlines.

Adding filters and sorting options

When creating an assignment sheet in Excel, it’s essential to enable filters and sorting options to efficiently manage and organize your tasks.

A. Enable filters for each column

By enabling filters for each column, you can quickly find specific assignments based on various criteria such as subject, priority, or completion status. To enable filters, click on the Data tab and then select the Filter option. This will add drop-down arrows to the header of each column, allowing you to filter the data based on your preferences.

B. Sort assignments by due date or status

Sorting assignments by due date or status can help prioritize tasks and ensure that urgent assignments are completed on time. To sort the data, click on the drop-down arrow in the header of the column you want to sort by, and then select either Sort A to Z or Sort Z to A for alphabetical sorting, or Sort Oldest to Newest or Sort Newest to Oldest for date sorting.

C. Utilize the find and replace function

The find and replace function can be particularly useful when making updates or changes to multiple assignments at once. To use this function, press Ctrl + F to open the Find and Replace dialog box. Here, you can search for specific terms or values and replace them with new ones throughout the entire worksheet.

Collaborating and sharing the assignment sheet

When working on a group project or sharing assignments with classmates, it's crucial to have a system in place for efficient collaboration. Excel makes it easy to share and collaborate on assignment sheets with your team members or classmates.

• Save the Excel sheet to a shared drive or cloud storage, such as Google Drive, Dropbox, or Microsoft OneDrive. This allows everyone to access the sheet from anywhere, at any time.
• By saving the sheet in a shared location, everyone can work on it simultaneously, eliminating the need to email different versions back and forth.
• After saving the sheet to a shared drive or cloud storage, you can easily share it with your team members or classmates by sending them a link to the document.
• When sharing the sheet, you can set permission levels to control who can view, edit, or comment on the document. This ensures that only authorized individuals can make changes to the assignment sheet.
• Excel provides a built-in comments feature that allows collaborators to leave notes and feedback on specific cells or assignments within the sheet.
• By utilizing the comments and notes features, team members or classmates can communicate about specific assignments, provide updates, or ask questions directly within the assignment sheet.

Creating an assignment sheet in Excel is a simple and effective way to stay organized and on top of your tasks. By following the steps outlined in this tutorial, you can easily customize your sheet to fit your specific needs and preferences. Utilize formatting tools such as filters, color-coding, and formulas to further enhance the functionality of your assignment sheet.

Additionally, using Excel for managing assignments offers numerous benefits , including efficiency, accuracy, and flexibility . You can easily track deadlines, prioritize tasks, and generate reports with just a few clicks. Say goodbye to the chaos of handwritten lists and embrace the power of Excel for seamless organization.

Immediate Download

MAC & PC Compatible

Free Email Support

Related aticles

The Benefits of Excel Dashboards for Data Analysts

Unlock the Power of Real-Time Data Visualization with Excel Dashboards

Unlocking the Potential of Excel's Data Dashboard

Unleashing the Benefits of a Dashboard with Maximum Impact in Excel

Exploring Data Easily and Securely: Essential Features for Excel Dashboards

Unlock the Benefits of Real-Time Dashboard Updates in Excel

Unleashing the Power of Excel Dashboards

Understanding the Benefits and Challenges of Excel Dashboard Design and Development

Leverage Your Data with Excel Dashboards

Crafting the Perfect Dashboard for Excel

An Introduction to Excel Dashboards

How to Create an Effective Excel Dashboard

• Choosing a selection results in a full page refresh.

Templates for college and university assignments

Include customizable templates in your college toolbox. stay focused on your studies and leave the assignment structuring to tried and true layout templates for all kinds of papers, reports, and more..

Keep your college toolbox stocked with easy-to-use templates

Work smarter with higher-ed helpers from our college tools collection. Presentations are on point from start to finish when you start your project using a designer-created template; you'll be sure to catch and keep your professor's attention. Staying on track semester after semester takes work, but that work gets a little easier when you take control of your scheduling, list making, and planning by using trackers and planners that bring you joy. Learning good habits in college will serve you well into your professional life after graduation, so don't reinvent the wheel—use what is known to work!

Schedule a Demo

How to make an assignment sheet in excel.

Too many steps?

How to make an assignment sheet in excel | sourcetable.

Creating an assignment sheet in Excel can streamline the management of tasks and deadlines. This guide provides step-by-step instructions to efficiently organize your assignments within Excel's versatile framework.

While Excel is a powerful tool, we'll also explore why Sourcetable presents a more user-friendly alternative for assignment sheet creation.

Creating an Assignment Sheet in Excel

Semester assignment spreadsheet overview.

A Semester Assignment Spreadsheet is an essential tool for students to list all assignments, due dates, class information, tuition deadlines, and administrative tasks. Its one-page format allows for easy tracking of progress, helping students stay motivated and productive.

Color-Coded Excel Sheet Creation

Excel's color-coding feature enhances the visual appeal and organization of the assignment sheet. Begin with color coding, then record assignments, add more colors, organize by due date, and utilize the sheet effectively for tracking and prioritization.

Steps to Make an Assignment Tracker

Start by compiling syllabi from all classes. Use Excel to create a comprehensive Semester Assignment Spreadsheet that combines due dates with important class information. This tool is excellent for prioritizing tasks and keeping track of grades. Print out the spreadsheet for convenient access and management.

Common Use Cases

Excel vs. sourcetable: a comparative analysis.

Discover the strengths of Sourcetable, a modern spreadsheet tool designed to integrate numerous data sources seamlessly. Experience the ease of data management with its intuitive spreadsheet-like interface.

Explore the innovative AI copilot feature of Sourcetable, a game-changer in spreadsheet technology, offering real-time assistance in formula creation and template design, simplifying complex tasks.

Understand the versatility of Excel, a widely used application with robust functionalities for diverse data analysis and complex calculations, suitable for traditional spreadsheet users.

Assess the utility of Sourcetable for businesses seeking centralized data solutions, with its advanced data aggregation capabilities, versus Excel's conventional data handling approach.

Consider the efficiency gains with Sourcetable's AI-powered chat interface that streamlines formula generation and template customization, contrasting with Excel's manual formula setup.

No guides needed. Ask Sourcetable AI

Recommended How To Guides

• How to... Make A Salary Sheet In Excel
• How to... Create A Project Plan In Excel
• How to... Build A Report In Excel
• How to... Create A Workflow In Excel

Start working with Live Data

Analyze data, automate reports and create live dashboards for all your business applications, without code. get unlimited access free for 14 days..

Email Newsletter

Receive free lesson plans, printables, and worksheets by email:

Student Weekly Assignment Sheet Generator

This tool allows you to quickly create printable weekly assignments for your students. It's very helpful. We also have full monthly teacher calendars .

STEP #1: HEADING AND TITLE

Directions: Fill in the appropriate information for each section. Make sure you always fill in the section for "Title."

Teacher Name:

STEP #2: DAILY ASSIGNMENTS

Enter a brief description of the assignment to be done each day. Please note that if the title is left blank nothing will appear in the output.

Monday Enter Monday's Assignment Here.

Tuesday Enter Tuesday's Assignment Here.

Wednesday Enter Wednesday's Assignment Here.

Thursday Enter Thursday's Assignment Here.

Friday Enter Friday's Assignment Here.

Saturday Enter Saturday's Assignment Here.

Sunday Enter Sunday's Assignment Here.

Once you have completed the forms above, click the "GENERATE-ASSIGNMENTS" button below to create your weekly assignment sheet.

How Weekly Assignment Sheets Help Students

For students, staying on track with assignments can be a difficult feat. That's where weekly assignment sheets come in to help! By having all of their assignments and due dates laid out in one place, students can better track what is due and when. It allows them to see at a glance which subjects or classes they may need to spend more time on that week.

What Is a Weekly Assignment Sheet?

They a tool that can be used to view a day-wise breakdown of assignments and assessments due in the following week. Teachers distribute these sheets to students and ask them to get them signed by their parents. It helps reduce the communication gap between parents and teachers as parents become aware of what their child is expected to do or submit in the classroom.

The Benefits of These for Students

These sheets have numerous benefits for students. You can design them from scratch or use a weekly assignments template.

They Can Keep Track of Assignments

Numerous studies have shown that students find it challenging to keep track of assignments. A weekly assignment sheet can help alleviate some of this difficulty. Having a central place to see all upcoming assignments can help students plan their week and stay on top of their work. Furthermore, weekly assignment sheets can help reduce the stress of trying to remember everything due.

They Have All Assignments and Due Dates in One Place

Weekly assignment sheets help by having all assignments and due dates in one place. By keeping track of everything in one place, students can easily see what is due when and plan their time accordingly. It eliminates the need for last-minute scrambling to find missing assignments or trying to remember when something is due. Weekly assignment sheets also help teachers provide a quick reference for what needs to be graded and returned.

They Can Easily Identify Their Areas of Improvement

A weekly assignment sheet is a great way for students to keep track of their assignments and ensure that they are getting everything done. This type of sheet allows students to see which subjects or classes need more attention that week, and it also provides a space for them to write down any questions or comments about the material. Additionally, having a weekly assignment sheet can help students stay organized and on top of their work.

They Can Stay Organized

A weekly assignment sheet allows students to stay organized. They have a clear plan of which assignment is urgent and important, which assignments will require pre-planning, which assignments will be time-consuming, and when they are due. They can then organize their day accordingly and allot time to each assignment.

Weekly assignment sheets come in handy in students' busy schedules. Even if they're distracted while you're making announcements, they still know what they need to submit throughout the week and on which days. Students can plan forehand for their assignments and assessments and block out time for their studies. These tools can ultimately assist in improving students' grades and making them organized and responsible.

To design these sheets, you can refer to any weekly assignments template on the internet. Find what works best for your class or tweak them as per your need. Happy teaching!

Home / Guides / Writing Guides / Parts of a Paper / How to Write an Essay Cover Page

How to Write an Essay Cover Page

What you include in your cover page depends slightly on which citation style you are using, but the rules are generally the same.

Guide Overview

• APA cover pages
• MLA cover pages

For APA cover pages:

Include the title of the paper, running head, the author’s name, institutional affiliation, and an author’s note.

Here is an example of a cover page in APA:

For MLA cover pages:

Cover pages are not as frequently used in MLA format, as the inclusion of headers is preferred.

A header looks like this:

Cover pages can include the name of your school, your paper title, your name, your course name, your teacher or professor’s name, and the due date of the paper. If you are unsure of what to include, check with your instructor.

Here is an example of a cover page in MLA format:

For more help making cover or title pages, visit our title page generator   here.

EasyBib Writing Resources

Writing a paper.

• Academic Essay
• Argumentative Essay
• College Admissions Essay
• Expository Essay
• Persuasive Essay
• Research Paper
• Thesis Statement
• Writing a Conclusion
• Writing an Introduction
• Writing an Outline
• Writing a Summary

EasyBib Plus Features

• Citation Generator
• Essay Checker
• Expert Check Proofreader
• Grammar Checker
• Paraphrasing Tools

Plagiarism Checker

• Spell Checker

How useful was this post?

Click on a star to rate it!

We are sorry that this post was not useful for you!

Let us improve this post!

Tell us how we can improve this post?

Grammar and Plagiarism Checkers

Grammar Basics

Plagiarism Basics

Writing Basics

Upload a paper to check for plagiarism against billions of sources and get advanced writing suggestions for clarity and style.

Get Started

• Study Guides
• Homework Questions

Assignment 2 BACC413 Spring 2024 (1)