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Teaching, Learning, & Professional Development Center

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How Do I Create Meaningful and Effective Assignments?

Prepared by allison boye, ph.d. teaching, learning, and professional development center.

Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn. While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments (written or otherwise) can offer similar insights into our students' learning.  And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments. Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment.  This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved.

First Things First…

Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor:

• Your goals for the assignment . Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment?  Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general.  For instance, if you want your students to demonstrate critical thinking, perhaps asking them to simply summarize an article is not the best match for that goal; a more appropriate option might be to ask for an analysis of a controversial issue in the discipline. Ultimately, the connection between the assignment and its purpose should be clear to both you and your students to ensure that it is fulfilling the desired goals and doesn't seem like “busy work.” For some ideas about what kinds of assignments match certain learning goals, take a look at this page from DePaul University's Teaching Commons.
• Have they experienced “socialization” in the culture of your discipline (Flaxman, 2005)? Are they familiar with any conventions you might want them to know? In other words, do they know the “language” of your discipline, generally accepted style guidelines, or research protocols?
• Do they know how to conduct research?  Do they know the proper style format, documentation style, acceptable resources, etc.? Do they know how to use the library (Fitzpatrick, 1989) or evaluate resources?
• What kinds of writing or work have they previously engaged in?  For instance, have they completed long, formal writing assignments or research projects before? Have they ever engaged in analysis, reflection, or argumentation? Have they completed group assignments before?  Do they know how to write a literature review or scientific report?

In his book Engaging Ideas (1996), John Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment (p.78):

1. What are the main units/modules in my course?

2. What are my main learning objectives for each module and for the course?

3. What thinking skills am I trying to develop within each unit and throughout the course?

4. What are the most difficult aspects of my course for students?

5. If I could change my students' study habits, what would I most like to change?

6. What difference do I want my course to make in my students' lives?

What your students need to know

Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment.  However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible.

• First, you will need to articulate the purpose of the assignment . Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose. Your students will appreciate an understanding of how the assignment fits into the larger goals of the course and what they will learn from the process (Hass & Osborn, 2007). Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully.
• If you are asking your students to complete a writing assignment, you should define for them the “rhetorical or cognitive mode/s” you want them to employ in their writing (Flaxman, 2005). In other words, use precise verbs that communicate whether you are asking them to analyze, argue, describe, inform, etc.  (Verbs like “explore” or “comment on” can be too vague and cause confusion.) Provide them with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support.  For those who want assignments to lead to top-down, thesis-driven writing, John Bean (1996) suggests presenting a proposition that students must defend or refute, or a problem that demands a thesis answer.
• It is also a good idea to define the audience you want your students to address with their assignment, if possible – especially with writing assignments.  Otherwise, students will address only the instructor, often assuming little requires explanation or development (Hedengren, 2004; MIT, 1999). Further, asking students to address the instructor, who typically knows more about the topic than the student, places the student in an unnatural rhetorical position.  Instead, you might consider asking your students to prepare their assignments for alternative audiences such as other students who missed last week's classes, a group that opposes their position, or people reading a popular magazine or newspaper.  In fact, a study by Bean (1996) indicated the students often appreciate and enjoy assignments that vary elements such as audience or rhetorical context, so don't be afraid to get creative!
• Obviously, you will also need to articulate clearly the logistics or “business aspects” of the assignment . In other words, be explicit with your students about required elements such as the format, length, documentation style, writing style (formal or informal?), and deadlines.  One caveat, however: do not allow the logistics of the paper take precedence over the content in your assignment description; if you spend all of your time describing these things, students might suspect that is all you care about in their execution of the assignment.
• Finally, you should clarify your evaluation criteria for the assignment. What elements of content are most important? Will you grade holistically or weight features separately? How much weight will be given to individual elements, etc?  Another precaution to take when defining requirements for your students is to take care that your instructions and rubric also do not overshadow the content; prescribing too rigidly each element of an assignment can limit students' freedom to explore and discover. According to Beth Finch Hedengren, “A good assignment provides the purpose and guidelines… without dictating exactly what to say” (2004, p. 27).  If you decide to utilize a grading rubric, be sure to provide that to the students along with the assignment description, prior to their completion of the assignment.

A great way to get students engaged with an assignment and build buy-in is to encourage their collaboration on its design and/or on the grading criteria (Hudd, 2003). In his article “Conducting Writing Assignments,” Richard Leahy (2002) offers a few ideas for building in said collaboration:

• Ask the students to develop the grading scale themselves from scratch, starting with choosing the categories.

• Set the grading categories yourself, but ask the students to help write the descriptions.

• Draft the complete grading scale yourself, then give it to your students for review and suggestions.

A Few Do's and Don'ts…

Determining your goals for the assignment and its essential logistics is a good start to creating an effective assignment. However, there are a few more simple factors to consider in your final design. First, here are a few things you should do :

• Do provide detail in your assignment description . Research has shown that students frequently prefer some guiding constraints when completing assignments (Bean, 1996), and that more detail (within reason) can lead to more successful student responses.  One idea is to provide students with physical assignment handouts , in addition to or instead of a simple description in a syllabus.  This can meet the needs of concrete learners and give them something tangible to refer to.  Likewise, it is often beneficial to make explicit for students the process or steps necessary to complete an assignment, given that students – especially younger ones – might need guidance in planning and time management (MIT, 1999).
• Do use open-ended questions.  The most effective and challenging assignments focus on questions that lead students to thinking and explaining, rather than simple yes or no answers, whether explicitly part of the assignment description or in the  brainstorming heuristics (Gardner, 2005).
• Do direct students to appropriate available resources . Giving students pointers about other venues for assistance can help them get started on the right track independently. These kinds of suggestions might include information about campus resources such as the University Writing Center or discipline-specific librarians, suggesting specific journals or books, or even sections of their textbook, or providing them with lists of research ideas or links to acceptable websites.
• Do consider providing models – both successful and unsuccessful models (Miller, 2007). These models could be provided by past students, or models you have created yourself.  You could even ask students to evaluate the models themselves using the determined evaluation criteria, helping them to visualize the final product, think critically about how to complete the assignment, and ideally, recognize success in their own work.
• Do consider including a way for students to make the assignment their own. In their study, Hass and Osborn (2007) confirmed the importance of personal engagement for students when completing an assignment.  Indeed, students will be more engaged in an assignment if it is personally meaningful, practical, or purposeful beyond the classroom.  You might think of ways to encourage students to tap into their own experiences or curiosities, to solve or explore a real problem, or connect to the larger community.  Offering variety in assignment selection can also help students feel more individualized, creative, and in control.
• If your assignment is substantial or long, do consider sequencing it. Far too often, assignments are given as one-shot final products that receive grades at the end of the semester, eternally abandoned by the student.  By sequencing a large assignment, or essentially breaking it down into a systematic approach consisting of interconnected smaller elements (such as a project proposal, an annotated bibliography, or a rough draft, or a series of mini-assignments related to the longer assignment), you can encourage thoughtfulness, complexity, and thoroughness in your students, as well as emphasize process over final product.

Next are a few elements to avoid in your assignments:

• Do not ask too many questions in your assignment.  In an effort to challenge students, instructors often err in the other direction, asking more questions than students can reasonably address in a single assignment without losing focus. Offering an overly specific “checklist” prompt often leads to externally organized papers, in which inexperienced students “slavishly follow the checklist instead of integrating their ideas into more organically-discovered structure” (Flaxman, 2005).
• Do not expect or suggest that there is an “ideal” response to the assignment. A common error for instructors is to dictate content of an assignment too rigidly, or to imply that there is a single correct response or a specific conclusion to reach, either explicitly or implicitly (Flaxman, 2005). Undoubtedly, students do not appreciate feeling as if they must read an instructor's mind to complete an assignment successfully, or that their own ideas have nowhere to go, and can lose motivation as a result. Similarly, avoid assignments that simply ask for regurgitation (Miller, 2007). Again, the best assignments invite students to engage in critical thinking, not just reproduce lectures or readings.
• Do not provide vague or confusing commands . Do students know what you mean when they are asked to “examine” or “discuss” a topic? Return to what you determined about your students' experiences and levels to help you decide what directions will make the most sense to them and what will require more explanation or guidance, and avoid verbiage that might confound them.
• Do not impose impossible time restraints or require the use of insufficient resources for completion of the assignment.  For instance, if you are asking all of your students to use the same resource, ensure that there are enough copies available for all students to access – or at least put one copy on reserve in the library. Likewise, make sure that you are providing your students with ample time to locate resources and effectively complete the assignment (Fitzpatrick, 1989).

The assignments we give to students don't simply have to be research papers or reports. There are many options for effective yet creative ways to assess your students' learning! Here are just a few:

Journals, Posters, Portfolios, Letters, Brochures, Management plans, Editorials, Instruction Manuals, Imitations of a text, Case studies, Debates, News release, Dialogues, Videos, Collages, Plays, Power Point presentations

Ultimately, the success of student responses to an assignment often rests on the instructor's deliberate design of the assignment. By being purposeful and thoughtful from the beginning, you can ensure that your assignments will not only serve as effective assessment methods, but also engage and delight your students. If you would like further help in constructing or revising an assignment, the Teaching, Learning, and Professional Development Center is glad to offer individual consultations. In addition, look into some of the resources provided below.

Online Resources

“Creating Effective Assignments” http://www.unh.edu/teaching-excellence/resources/Assignments.htm This site, from the University of New Hampshire's Center for Excellence in Teaching and Learning,  provides a brief overview of effective assignment design, with a focus on determining and communicating goals and expectations.

Gardner, T.  (2005, June 12). Ten Tips for Designing Writing Assignments. Traci's Lists of Ten. http://www.tengrrl.com/tens/034.shtml This is a brief yet useful list of tips for assignment design, prepared by a writing teacher and curriculum developer for the National Council of Teachers of English .  The website will also link you to several other lists of “ten tips” related to literacy pedagogy.

“How to Create Effective Assignments for College Students.”  http:// tilt.colostate.edu/retreat/2011/zimmerman.pdf     This PDF is a simplified bulleted list, prepared by Dr. Toni Zimmerman from Colorado State University, offering some helpful ideas for coming up with creative assignments.

“Learner-Centered Assessment” http://cte.uwaterloo.ca/teaching_resources/tips/learner_centered_assessment.html From the Centre for Teaching Excellence at the University of Waterloo, this is a short list of suggestions for the process of designing an assessment with your students' interests in mind. “Matching Learning Goals to Assignment Types.” http://teachingcommons.depaul.edu/How_to/design_assignments/assignments_learning_goals.html This is a great page from DePaul University's Teaching Commons, providing a chart that helps instructors match assignments with learning goals.

Additional References Bean, J.C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom . San Francisco: Jossey-Bass.

Fitzpatrick, R. (1989). Research and writing assignments that reduce fear lead to better papers and more confident students. Writing Across the Curriculum , 3.2, pp. 15 – 24.

Flaxman, R. (2005). Creating meaningful writing assignments. The Teaching Exchange .  Retrieved Jan. 9, 2008 from http://www.brown.edu/Administration/Sheridan_Center/pubs/teachingExchange/jan2005/01_flaxman.pdf

Hass, M. & Osborn, J. (2007, August 13). An emic view of student writing and the writing process. Across the Disciplines, 4. 

Hedengren, B.F. (2004). A TA's guide to teaching writing in all disciplines . Boston: Bedford/St. Martin's.

Hudd, S. S. (2003, April). Syllabus under construction: Involving students in the creation of class assignments.  Teaching Sociology , 31, pp. 195 – 202.

Leahy, R. (2002). Conducting writing assignments. College Teaching , 50.2, pp. 50 – 54.

Miller, H. (2007). Designing effective writing assignments.  Teaching with writing .  University of Minnesota Center for Writing. Retrieved Jan. 9, 2008, from http://writing.umn.edu/tww/assignments/designing.html

MIT Online Writing and Communication Center (1999). Creating Writing Assignments. Retrieved January 9, 2008 from http://web.mit.edu/writing/Faculty/createeffective.html .

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5 tips on writing better university assignments

Lecturer in Student Learning and Communication Development, University of Sydney

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Alexandra Garcia does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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University life comes with its share of challenges. One of these is writing longer assignments that require higher information, communication and critical thinking skills than what you might have been used to in high school. Here are five tips to help you get ahead.

1. Use all available sources of information

Beyond instructions and deadlines, lecturers make available an increasing number of resources. But students often overlook these.

For example, to understand how your assignment will be graded, you can examine the rubric . This is a chart indicating what you need to do to obtain a high distinction, a credit or a pass, as well as the course objectives – also known as “learning outcomes”.

Other resources include lecture recordings, reading lists, sample assignments and discussion boards. All this information is usually put together in an online platform called a learning management system (LMS). Examples include Blackboard , Moodle , Canvas and iLearn . Research shows students who use their LMS more frequently tend to obtain higher final grades.

If after scrolling through your LMS you still have questions about your assignment, you can check your lecturer’s consultation hours.

2. Take referencing seriously

Plagiarism – using somebody else’s words or ideas without attribution – is a serious offence at university. It is a form of cheating.

In many cases, though, students are unaware they have cheated. They are simply not familiar with referencing styles – such as APA , Harvard , Vancouver , Chicago , etc – or lack the skills to put the information from their sources into their own words.

To avoid making this mistake, you may approach your university’s library, which is likely to offer face-to-face workshops or online resources on referencing. Academic support units may also help with paraphrasing.

You can also use referencing management software, such as EndNote or Mendeley . You can then store your sources, retrieve citations and create reference lists with only a few clicks. For undergraduate students, Zotero has been recommended as it seems to be more user-friendly.

Using this kind of software will certainly save you time searching for and formatting references. However, you still need to become familiar with the citation style in your discipline and revise the formatting accordingly.

3. Plan before you write

If you were to build a house, you wouldn’t start by laying bricks at random. You’d start with a blueprint. Likewise, writing an academic paper requires careful planning: you need to decide the number of sections, their organisation, and the information and sources you will include in each.

Research shows students who prepare detailed outlines produce higher-quality texts. Planning will not only help you get better grades, but will also reduce the time you spend staring blankly at the screen thinking about what to write next.

During the planning stage, using programs like OneNote from Microsoft Office or Outline for Mac can make the task easier as they allow you to organise information in tabs. These bits of information can be easily rearranged for later drafting. Navigating through the tabs is also easier than scrolling through a long Word file.

4. Choose the right words

Which of these sentences is more appropriate for an assignment?

a. “This paper talks about why the planet is getting hotter”, or b. “This paper examines the causes of climate change”.

The written language used at university is more formal and technical than the language you normally use in social media or while chatting with your friends. Academic words tend to be longer and their meaning is also more precise. “Climate change” implies more than just the planet “getting hotter”.

To find the right words, you can use SkELL , which shows you the words that appear more frequently, with your search entry categorised grammatically. For example, if you enter “paper”, it will tell you it is often the subject of verbs such as “present”, “describe”, “examine” and “discuss”.

Another option is the Writefull app, which does a similar job without having to use an online browser.

5. Edit and proofread

If you’re typing the last paragraph of the assignment ten minutes before the deadline, you will be missing a very important step in the writing process: editing and proofreading your text. A 2018 study found a group of university students did significantly better in a test after incorporating the process of planning, drafting and editing in their writing.

You probably already know to check the spelling of a word if it appears underlined in red. You may even use a grammar checker such as Grammarly . However, no software to date can detect every error and it is not uncommon to be given inaccurate suggestions.

So, in addition to your choice of proofreader, you need to improve and expand your grammar knowledge. Check with the academic support services at your university if they offer any relevant courses.

Written communication is a skill that requires effort and dedication. That’s why universities are investing in support services – face-to-face workshops, individual consultations, and online courses – to help students in this process. You can also take advantage of a wide range of web-based resources such as spell checkers, vocabulary tools and referencing software – many of them free.

Improving your written communication will help you succeed at university and beyond.

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How to Write an Effective Assignment

At their base, all assignment prompts function a bit like a magnifying glass—they allow a student to isolate, focus on, inspect, and interact with some portion of your course material through a fixed lens of your choosing.

The Key Components of an Effective Assignment Prompt

All assignments, from ungraded formative response papers all the way up to a capstone assignment, should include the following components to ensure that students and teachers understand not only the learning objective of the assignment, but also the discrete steps which they will need to follow in order to complete it successfully:

• Preamble.  This situates the assignment within the context of the course, reminding students of what they have been working on in anticipation of the assignment and how that work has prepared them to succeed at it. 
• Justification and Purpose.  This explains why the particular type or genre of assignment you’ve chosen (e.g., lab report, policy memo, problem set, or personal reflection) is the best way for you and your students to measure how well they’ve met the learning objectives associated with this segment of the course.
• Mission.  This explains the assignment in broad brush strokes, giving students a general sense of the project you are setting before them. It often gives students guidance on the evidence or data they should be working with, as well as helping them imagine the audience their work should be aimed at.  
• Tasks.  This outlines what students are supposed to do at a more granular level: for example, how to start, where to look, how to ask for help, etc. If written well, this part of the assignment prompt ought to function as a kind of "process" rubric for students, helping them to decide for themselves whether they are completing the assignment successfully.
• Submission format.  This tells students, in appropriate detail, which stylistic conventions they should observe and how to submit their work. For example, should the assignment be a five-page paper written in APA format and saved as a .docx file? Should it be uploaded to the course website? Is it due by Tuesday at 5:00pm?

For illustrations of these five components in action, visit our gallery of annotated assignment prompts .

For advice about creative assignments (e.g. podcasts, film projects, visual and performing art projects, etc.), visit our  Guidance on Non-Traditional Forms of Assessment .

For specific advice on different genres of assignment, click below:

Response Papers

Problem sets, source analyses, final exams, concept maps, research papers, oral presentations, poster presentations.

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5 ways to organize your college assignments.

BY JANE HURST

Weekly assignments, midterms, final papers… all piling up each day, making every year of your college life seem more difficult than the previous one. But it doesn’t have to be this hard.

There are several different ways to help you sort out your assignments and actually get started with completing them. Whether you prefer putting all your notes and ideas on paper or would rather reduce your carbon footprint and go all in for tech, here are 5 ways to organize your student assignments:

• Assignment binders and planners

Perhaps the most accessible method for organizing your student assignments is creating a binder to hold all your papers, reminders, and auxiliary materials. You can either create one for each class or a separate binder for your assignments only. Alternatively, you can put together an up-to-date semester agenda with assignments and their due dates so you can check it out each week to see what’s next for you to prepare and if you’re on track with college work.

These two options are strong organization tools you can reach out to at any time. Try color-coding or sorting them in a specific order of your choice to find the files you need more easily. For instance, you can divide your assignments binder into 3 parts: a red folder for assignments you have to complete, a yellow one for the ones you’re working on, and a green folder for any papers you’ve already delivered. Be careful here not to put an assignment you’re done with into the green folder until you’ve delivered it to your teacher.

• Digital Kanban boards

If you’d rather have a tool remind you when your assignments are due, try digital Kanban boards. A Kanban visual board is a practical method that lets you track all assignments and college work through 3 simple stages: To Do, In Progress, and Finished/Delivered.

You’ll receive email notifications or alerts whenever an assignment’s deadline is approaching. The best part is that these tools can also be used together with your classmates in case you’ve got group projects to work on.

Free project management software options like Paymo often offer a Kanban feature in addition to simple to-do lists that will also allow you to keep track of any other duties you have be they personal or college related.

• Consider a cloud-based file storage solution

If you’re always on the run going from one class to another, you probably won’t want to keep all your files, binders, and notes with you. Online file storage options like Dropbox or Google Drive help you store all of these in a single place.

This way, you’ll be able to access your assignments and class notes from anywhere whether you’re on your laptop, smartphone, or classroom computer. You can also become a power user of these digital solutions by learning how to organize your files into folders so you’ve got every structured according to your year of study, semester, and class.

• The classical desktop folders

For those of you who like taking their laptop to class and writing down all notes digitally, you might want to stick to organizing all files in your computer. This is an accessible and free method that will also allow you to get started with an assignment without having to download any external files.

An example for this filing system could be: Assignments -> Molecular Foundations -> Midterm Assignments -> To Do -> DNA recombination paper (file).

To make sure you don’t miss a deadline, just pair this method with a project management tool or your calendar app to send you regular reminders in time.

• The Big6 Organizer 

Now that you’ve got your files sorted, you need a strategy to get started with working on your assignments. The Big6 method is a 6-step process that helps you conduct your research through a series of clear stages. This way you’ll never be stuck again wondering what you’re supposed to do next.

The 6 stages are:

• Task definition – Define your information-related problem and find the facts and figures you need. 2. Information seeking strategies – Identify all potential information sources and establish the best ones. 3. Location and access – Locate these sources and find the info you need within them. 4. Use of information – Engage with the information you found by reading any written content, watching a video, or experimenting and extract only the information that is relevant to your research. 5. Synthesis – Organize the info you found in your multiple sources and present it in a structured manner. 6. Evaluation – Judge the effectiveness of your results and analyze if the research process was efficient and you’ve covered all of the assignment’s aspects.

Test a few of these methods for organizing your student assignments before you decide to rigorously follow one. Pay particular attention to how stress-free you feel when using one or another of these techniques. For example, if you’re feeling anxious at all times thinking you’ll forget to hand in an assignment, then perhaps it’s better for you to go for one of the digital methods that will notify you whenever a due date is approaching.

Jane Hurst has been working in education for over 5 years as a teacher. She loves sharing her knowledge with students, is fascinated about edtech and loves reading, a lot. Follow Jane on Twitter.

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Getting Started with Creative Assignments

Creative teaching and learning can be cultivated in any course context to increase student engagement and motivation, and promote thinking skills that are critical to problem-solving and innovation. This resource features examples of Columbia faculty who teach creatively and have reimagined their course assessments to allow students to demonstrate their learning in creative ways. Drawing on these examples, this resource provides suggestions for creating a classroom environment that supports student engagement in creative activities and assignments.  

On this page:

• The What and Why of Creative Assignments

Examples of Creative Teaching and Learning at Columbia

• How To Get Started

Cite this resource: Columbia Center for Teaching and Learning (2022). Getting Started with Creative Assignments. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/resources/creative-assignments/

The What and Why of Creative Assignments  

Creative assignments encourage students to think in innovative ways as they demonstrate their learning. Thinking creatively involves combining or synthesizing information or course materials in new ways and is characterized by “a high degree of innovation, divergent thinking, and risk-taking” (AAC&U). It is associated with imagination and originality, and additional characteristics include: being open to new ideas and perspectives, believing alternatives exist, withholding judgment, generating multiple approaches to problems, and trying new ways to generate ideas  (DiYanni, 2015: 41). Creative thinking is considered an important skill alongside critical thinking in tackling contemporary problems. Critical thinking allows students to evaluate the information presented to them while creative thinking is a process that allows students to generate new ideas and innovate.

Creative assignments can be integrated into any course regardless of discipline. Examples include the use of infographic assignments in Nursing (Chicca and Chunta, 2020) and Chemistry (Kothari, Castañeda, and McNeil, 2019); podcasting assignments in Social Work (Hitchcock, Sage & Sage, 2021); digital storytelling assignments in Psychology (Sheafer, 2017) and Sociology (Vaughn and Leon, 2021); and incorporating creative writing in the economics classroom (Davis, 2019) or reflective writing into Calculus assignment ( Gerstle, 2017) just to name a few. In a 2014 study, organic chemistry students who elected to begin their lab reports with a creative narrative were more excited to learn and earned better grades (Henry, Owens, and Tawney, 2015). In a public policy course, students who engaged in additional creative problem-solving exercises that included imaginative scenarios and alternative solution-finding showed greater interest in government reform and attentiveness to civic issues (Wukich and Siciliano, 2014).

The benefits of creative assignments include increased student engagement, motivation, and satisfaction (Snyder et al., 2013: 165); and furthered student learning of course content (Reynolds, Stevens, and West, 2013). These types of assignments promote innovation, academic integrity, student self-awareness/ metacognition (e.g., when students engage in reflection through journal assignments), and can be made authentic as students develop and apply skills to real-world situations.  

When instructors give students open-ended assignments, they provide opportunities for students to think creatively as they work on a deliverable. They “unlock potential” (Ranjan & Gabora and Beghetto in Gregerson et al., 2013) for students to synthesize their knowledge and propose novel solutions. This promotes higher-level thinking as outlined in the revised Bloom’s Taxonomy’s “create” cognitive process category: “putting elements together to form a novel coherent whole or make an original product,” this involves generating ideas, planning, and producing something new. 

The examples that follow highlight creative assignments in the Columbia University classroom. The featured Columbia faculty taught creatively – they tried new strategies, purposefully varied classroom activities and assessment modalities, and encouraged their students to take control of what and how they were learning (James & Brookfield, 2014: 66).

Dr. Cruz changed her course assessment by “moving away from high stakes assessments like a final paper or a final exam, to more open-ended and creative models of assessments.”  Students were given the opportunity to synthesize their course learning, with options on topic and format of how to demonstrate their learning and to do so individually or in groups. They explored topics that were meaningful to them and related to the course material. Dr. Cruz noted that “This emphasis on playfulness and creativity led to fantastic final projects including a graphic novel interpretation, a video essay that applied critical theory to multiple texts, and an interactive virtual museum.” Students “took the opportunity to use their creative skills, or the skills they were interested in exploring because some of them had to develop new skills to produce these projects.” (Dr. Cruz; Dead Ideas in Teaching and Learning , Season 3, Episode 6). Along with their projects, students submitted an artist’s statement, where they had to explain and justify their choices. 

Dr. Cruz noted that grading creative assignments require advanced planning. In her case, she worked closely with her TAs to develop a rubric that was shared with students in advance for full transparency and emphasized the importance of students connecting ideas to analytical arguments discussed in the class. 

Watch Dr. Cruz’s 2021 Symposium presentation. Listen to Dr. Cruz talk about The Power of Blended Classrooms in Season 3, Episode 6 of the Dead Ideas in Teaching and Learning podcast. Get a glimpse into Dr. Cruz’s online classroom and her creative teaching and the design of learning experiences that enhanced critical thinking, creativity, curiosity, and community by viewing her Voices of Hybrid and Online Teaching and Learning submission.

As part of his standard practice, Dr. Yesilevskiy scaffolds assignments – from less complex to more complex – to ensure students integrate the concepts they learn in the class into their projects or new experiments. For example, in Laboratory 1, Dr. Yesilevskiy slowly increases the amount of independence in each experiment over the semester: students are given a full procedure in the first experiment and by course end, students are submitting new experiment proposals to Dr. Yesilevskiy for approval. This is creative thinking in action. Students not only learned how to “replicate existing experiments, but also to formulate and conduct new ones.”

Watch Dr. Yesilevskiy’s 2021 Symposium presentation. 

How Do I Get Started?: Strategies to Support Creative Assignments

The previous section showcases examples of creative assignments in action at Columbia. To help you support such creative assignments in your classroom, this section details three strategies to support creative assignments and creative thinking. Firstly, re-consider the design of your assignments to optimize students’ creative output. Secondly, scaffold creative assignments using low-stakes classroom activities that build creative capacity. Finally, cultivate a classroom environment that supports creative thinking.     

Design Considerations for Creative Assignments 

Thoughtfully designed open-ended assignments and evaluation plans encourage students to demonstrate their learning in authentic ways. When designing creative assignments, consider the following suggestions for structuring and communicating to your students about the assignment. 

Set clear expectations . Students may feel lost in the ambiguity and complexity of an open-ended assignment that requires them to create something new. Communicate the creative outcomes and learning objectives for the assignments (Ranjan & Gabora, 2013), and how students will be expected to draw on their learning in the course. Articulare how much flexibility and choice students have in determining what they work on and how they work on it. Share the criteria or a rubric that will be used to evaluate student deliverables. See the CTL’s resource Incorporating Rubrics Into Your Feedback and Grading Practices . If planning to evaluate creative thinking, consider adapting the American Association of Colleges and Universities’ creative thinking VALUE rubric . 

Structure the project to sustain engagement and promote integrity. Consider how the project might be broken into smaller assignments that build upon each other and culminate in a synthesis project. The example presented above from Dr. Yesilevskiy’s teaching highlights how he scaffolded lab complexity, progressing from structured to student-driven. See the section below “Activities to Prepare Students for Creative Assignments” for sample activities to scaffold this work. 

Create opportunities for ongoing feedback . Provide feedback at all phases of the assignment from idea inception through milestones to completion. Leverage office hours for individual or group conversations and feedback on project proposals, progress, and issues. See the CTL’s resource on Feedback for Learning . Consider creating opportunities for structured peer review for students to give each other feedback on their work. Students benefit from learning about their peers’ projects, and seeing different perspectives and approaches to accomplishing the open-ended assignment. See the CTL’s resource Peer Review: Intentional Design for Any Course Context . 

Share resources to support students in their work. Ensure all students have access to the resources they will need to be successful on the assigned project. Connect students with campus resources that can help them accomplish the project’s objectives. For instance, if students are working on a research project – connect them to the Library instruction modules “ From Books to Bytes: Navigating the Research Ecosystem ,” encourage them to schedule a consultation with a specialist for research support through Columbia Libraries , or seek out writing support. If students will need equipment to complete their project, remind them of campus resources such as makerspaces (e.g., The Makerspace @ Columbia in Room 254 Engineering Terrace/Mudd; Design Center at Barnard College); borrowing equipment (e.g., Instructional Media and Technology Services (IMATS) at Barnard; Gabe M. Wiener Music & Arts Library ). 

Ask students to submit a self-reflection with their project. Encourage students to reflect on their process and the decisions they made in order to complete the project. Provide guiding questions that have students reflect on their learning, make meaning, and engage their metacognitive thinking skills (see the CTL’s resource of Metacognition ). Students can be asked to apply the rubric to their work or to submit a creative statement along with their work that describes their intent and ownership of the project.

Collect feedback from students and iterate. Invite students to give feedback on the assigned creative project, as well as the classroom environment and creative activities used. Tell students how you will use their suggestions to make improvements to activities and assignments, and make adjustments to the classroom environment. See the CTL’s resource on Early and Mid-Semester Student Feedback . 

Low-Stakes Activities to Prepare Students for Creative Assignments

The activities described below are meant to be scaffolded opportunities leading to a larger creative project. They are low-stakes, non-graded activities that make time in the classroom for students to think, brainstorm, and create (Desrochers and Zell, 2012) and prepare them to do the creative thinking needed to complete course assignments. The activities can be adapted for any course context, with or without the use of technology, and can be done individually or collaboratively (see the CTL’s resource on Collaborative Learning to explore digital tools that are available for group work). 

Brainstorming 

Brainstorming is a process that students can engage in to generate as many ideas as possible related to a topic of study or an assignment topic (Sweet et al., 2013: 87). As they engage in this messy and jugement-free work, students explore a range of possibilities. Brainstorming reveals students’ prior knowledge (Ambrose et al., 2010: 29). Brainstorm activities are useful early on to help create a classroom culture rooted in creativity while also serving as a potential icebreaker activity that helps instructors learn more about what prior knowledge and experiences students are bringing to the course or unit of study. This activity can be done individually or in groups, and in class or asynchronously. Components may include:

• Prompt students to list off (individually or collaboratively) their ideas on a whiteboard, free write in a Google Doc or some other digital space. 
• Provide formative feedback to assist students to further develop their ideas.
• Invite students to reflect on the brainstorm process, look over their ideas and determine which idea to explore further.

Mind mapping

A mind map, also known as a cognitive or concept map, allows students to visually display their thinking and knowledge organization, through lines connecting concepts, arrows showing relationships, and other visual cues (Sweet et al., 2013: 89; Ambrose et al. 2010: 63). This challenges students to synthesize and be creative as they display words, ideas, tasks or principles (Barkley, 2010: 219-225). A mind mapping activity can be done individually or in groups, and in class or asynchronously. This activity can be an extension of a brainstorming session, whereby students take an idea from their brainstormed list and further develop it. 

Components of a mind mapping activity may include:

• Prompt students to create a map of their thinking on a topic, concept, or question. This can be done on paper, on a whiteboard, or with digital mind mapping or whiteboard tools such as Google Drawing.
• Provide formative feedback on the mind maps.
• Invite students to reflect on their mind map, and determine where to go next.

Digital storytelling

Digital storytelling involves integrating multimedia (images, text, video, audio, etc.) and narrative to produce immersive stories that connect with course content. Student-produced stories can promote engagement and learning in a way that is both personal and universal (McLellan, 2007). Digital storytelling contributes to learning through student voice and creativity in constructing meaning (Rossiter and Garcia, 2010). 

Tools such as the CTL-developed Mediathread as well as EdDiscussion support collaborative annotation of media objects. These annotations can be used in writing and discussions, which can involve creating a story. For freeform formats, digital whiteboards allow students to drop in different text and media and make connections between these elements. Such storytelling can be done collaboratively or simply shared during class. Finally, EdBlogs can be used for a blog format, or Google Slides if a presentation format is better suited for the learning objective.

Asking questions to explore new possibilities

Tap into student imagination, stimulate curiosity, and create memorable learning experiences by asking students to pose “What if?” “why” and “how” questions – how might things be done differently; what will a situation look like if it is viewed from a new perspective?; or what could a new approach to solving a problem look like? (James & Brookfield, 2014: 163). Powerful questions are open-ended ones where the answer is not immediately apparent; such questions encourage students to think about a topic in new ways, and they promote learning as students work to answer them (James & Brookfield, 2014: 163). Setting aside time for students to ask lots of questions in the classroom and bringing in questions posed on CourseWorks Discussions or EdDiscussion sends the message to students that their questions matter and play a role in learning. 

Cultivate Creative Thinking in the Classroom Environment

Create a classroom environment that encourages experimentation and thinking from new and diverse perspectives. This type of environment encourages students to share their ideas without inhibition and personalize the meaning-making process. “Creative environments facilitate intentional acts of divergent (idea generation, collaboration, and design thinking) and convergent (analysis of ideas, products, and content created) thinking processes.” (Sweet et al., 2013: 20)

Encourage risk-taking and learning from mistakes . Taking risks in the classroom can be anxiety inducing so students will benefit from reassurance that their creativity and all ideas are welcome. When students bring up unexpected ideas, rather than redirecting or dismissing, seize it as an opportunity for a conversation in which students can share, challenge, and affirm ideas (Beghetto, 2013). Let students know that they can make mistakes, “think outside of the box” without penalty (Desrochers and Zell, 2012), and embrace failure seeing it as a learning opportunity.

Model creative thinking . Model curiosity and how to ask powerful questions, and encourage students to be curious about everything (Synder et al., 2013, DiYanni, 2015). Give students a glimpse into your own creative thinking process – how you would approach an open-ended question, problem, or assignment? Turn your own mistakes into teachable moments. By modeling creative thinking, you are giving students permission to engage in this type of thinking.

Build a community that supports the creative classroom environment. Have students get to know and interact with each other so that they become comfortable asking questions and taking risks in front of and with their peers. See the CTL’s resource on Community Building in the Classroom . This is especially important if you are planning to have students collaborate on creative activities and assignments and/or engage in peer review of each other’s work. 

Plan for play. Play is integral to learning (Cavanagh, 2021; Eyler, 2018; Tatter, 2019). Play cultivates a low stress, high trust, inclusive environment, as students build relationships with each. This allows students to feel more comfortable in the classroom and motivates them to tackle more difficult content (Forbes, 2021). Set aside time for play (Ranjan & Gabora, 2013; Sinfield, Burns, & Abegglen, 2018). Design for play with purpose grounded in learning goals. Create a structured play session during which students experiment with a new topic, idea, or tool and connect it to curricular content or their learning experience. Play can be facilitated through educational games such as puzzles, video games, trivia competitions, scavenger hunts or role-playing activities in which students actively apply knowledge and skills as they act out their role (Eyler, 2018; Barkley, 2010). For an example of role-playing games explore Reacting to the Past , an active learning pedagogy of role-playing games developed by Mark Carnes at Barnard College. 

The CTL is here to help!

CTL consultants are happy to support instructors as they design activities and assignments that promote creative thinking. Email [email protected] to schedule a consultation.

Ambrose et al. (2010). How Learning Works: 7 Research-Based Principles for Smart Teaching. Jossey-Bass.

Barkley, E. F., Major, C. H., and Cross, K. P. (2014). Collaborative Learning Techniques: A Handbook for College Faculty . 

Barkley, E. F. (2010) Student Engagement Techniques: A Handbook for College Faculty.

Beghetto, R. (2013). Expect the Unexpected: Teaching for Creativity in the Micromoments. In M.B. Gregerson, H.T. Snyder, and J.C. Kaufman (Eds.). Teaching Creatively and Teaching Creativity . Springer. 

Cavanagh, S. R. (2021). How to Play in the College Classroom in a Pandemic, and Why You Should . The Chronicle of Higher Education. February 9, 2021.

Chicca, J. and Chunta, K, (2020). Engaging Students with Visual Stories: Using Infographics in Nursing Education . Teaching and Learning in Nursing. 15(1), 32-36.

Davis, M. E. (2019). Poetry and economics: Creativity, engagement and learning in the economics classroom. International Review of Economics Education. Volume 30. 

Desrochers, C. G. and Zell, D. (2012). Gave projects, tests, or assignments that required original or creative thinking! POD-IDEA Center Notes on Instruction. 

DiYanni, R. (2015). Critical and creative thinking : A brief guide for teachers . John Wiley & Sons, Incorporated. 

Eyler, J. R. (2018). How Humans Learn. The Science and Stories Behind Effective College Teaching. West Virginia University Press. 

Forbes, L. K. (2021). The Process of Play in Learning in Higher Education: A Phenomenological Study. Journal of Teaching and Learning. Vol. 15, No. 1, pp. 57-73. 

Gerstle, K. (2017). Incorporating Meaningful Reflection into Calculus Assignments. PRIMUS. Problems, Resources, and Issues in Mathematics Undergraduate Studies. 29(1), 71-81.

Gregerson, M. B., Snyder, H. T., and Kaufman, J. C. (2013). Teaching Creatively and Teaching Creativity . Springer. 

Henry, M., Owens, E. A., and Tawney, J. G. (2015). Creative Report Writing in Undergraduate Organic Chemistry Laboratory Inspires Non Majors. Journal of Chemical Education , 92, 90-95.

Hitchcock, L. I., Sage, T., Lynch, M. and Sage, M. (2021). Podcasting as a Pedagogical Tool for Experiential Learning in Social Work Education. Journal of Teaching in Social Work . 41(2). 172-191.

James, A., & Brookfield, S. D. (2014). Engaging imagination : Helping students become creative and reflective thinkers . John Wiley & Sons, Incorporated.

Jackson, N. (2008). Tackling the Wicked Problem of Creativity in Higher Education.

Jackson, N. (2006). Creativity in higher education. SCEPTrE Scholarly Paper , 3 , 1-25.

Kleiman, P. (2008). Towards transformation: conceptions of creativity in higher education.

Kothari, D., Hall, A. O., Castañeda, C. A., and McNeil, A. J. (2019). Connecting Organic Chemistry Concepts with Real-World Context by Creating Infographics. Journal of Chemistry Education. 96(11), 2524-2527. 

McLellan, H. (2007). Digital Storytelling in Higher Education. Journal of Computing in Higher Education. 19, 65-79. 

Ranjan, A., & Gabora, L. (2013). Creative Ideas for Actualizing Student Potential. In M.B. Gregerson, H.T. Snyder, and J.C. Kaufman (Eds.). Teaching Creatively and Teaching Creativity . Springer. 

Rossiter, M. and Garcia, P. A. (2010). Digital Storytelling: A New Player on the Narrative Field. New Directions for Adult and Continuing Education. No. 126, Summer 2010. 

Sheafer, V. (2017). Using digital storytelling to teach psychology: A preliminary investigation. Psychology Learning & Teaching. 16(1), 133-143. 

Sinfield, S., Burns, B., & Abegglen, S. (2018). Exploration: Becoming Playful – The Power of a Ludic Module. In A. James and C. Nerantzi (Eds.). The Power of Play in Higher Education . Palgrave Macmillan.

Reynolds, C., Stevens, D. D., and West, E. (2013). “I’m in a Professional School! Why Are You Making Me Do This?” A Cross-Disciplinary Study of the Use of Creative Classroom Projects on Student Learning. College Teaching. 61: 51-59.

Sweet, C., Carpenter, R., Blythe, H., and Apostel, S. (2013). Teaching Applied Creative Thinking: A New Pedagogy  for the 21st Century. Stillwater, OK: New Forums Press Inc. 

Tatter, G. (2019). Playing to Learn: How a pedagogy of play can enliven the classroom, for students of all ages . Harvard Graduate School of Education. 

Vaughn, M. P. and Leon, D. (2021). The Personal Is Political Art: Using Digital Storytelling to Teaching Sociology of Sexualities. Teaching Sociology. 49(3), 245-255. 

Wukich, C. and Siciliano, M. D. (2014). Problem Solving and Creativity in Public Policy Courses: Promoting Interest and Civic Engagement. Journal of Political Science Education . 10, 352-368.

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• Overview of all CTL Resources and Technology

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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 they 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 their 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, they still have 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 they already know 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 they expect.

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

Making the Most of Make-up Work

Chronic absenteeism—missing at least 1 in 10 school days—correlates with low test scores and other achievement deficits. The fact that these measures can reflect negatively on the school is one motivation for building- or district-wide programs aimed at improving attendance. Classroom teachers, however, have a more personal window into the lives of individual students. We know that the more days a student misses the farther behind he is likely to get—and the harder it might become to engage him. We also know the reason for missing class might not be the student's fault. Family disruptions, transportation difficulties and chronic illness (of the student or a family member) may all contribute to absenteeism.

For all these reasons, it’s important to establish systems and routines that support the whole child and set him up for achievement when he returns. The following suggestions address both classroom management and curriculum strategies that can help.

Classroom management: What do students do when they first come into my classroom?

You may have established a bell ringer or warm-up activity that helps students shift into thinking about your content. When students are accustomed to a self-led routine at the beginning of class, teachers can give individual students attention in the first few minutes. During this pre-established time, absent students can find out what was missed, gather needed materials and be ready to rejoin the class community. Set routines also help students who miss class transition back into learning because they know what to expect when they return.

In addition to the designated warm-up activity, establish the communication system so students can find out what material they missed. This system will look different at different grade levels, and many methods will work. Here are a few to try:

In the elementary classroom:

Mailboxes . Mailboxes or cubbies where students keep their materials are standard in most elementary classrooms. Leaving a half-page note is a way to communicate to an absent student what he missed while he was out. To promote social emotional skills, assign your elementary students a class buddy—one peer who can help out by filling in the blanks when her partner is gone.

You may not always know why a student missed class. A friendly heading on the note expressing that the student was missed helps him transition back into the class community in a positive way, regardless of what may have kept him out of class.

In the middle level classroom:

Class calendar . Use a bulletin board or the back of the door to post a large calendar. Write objectives and assignments on the calendar each day and refer to the calendar when returning to objectives and goals during instruction. Keep learning objectives up for three to four weeks, and include a folder near the calendar for any handouts students might have missed.

In the high school classroom:

Daily class journal . Assign a student in each class to record the date, objectives, activities and any assignments in a class notebook. Keep the notebook in the same location in the classroom. Returning students should know to check the class journal during the bell ringer. Rotate which student writes in the journal each week.

Social media . A social media platform provides another method to communicate missing work with absent students. If your district firewalls allow access to Facebook, you can create a private group for each class and post objectives, activities and assignments daily to that group’s wall. Edmodo is another free online platform that allows teachers to populate calendars, upload documents, track student progress and communicate with families, all in one location.

Curriculum: What is the purpose of the assignment?

Graded assignments provide students an opportunity to independently practice skills and demonstrate their progress toward mastery of objectives. They also allow teachers to collect data about student learning for planning future instruction. Because they are rooted in standards, it should matter to student achievement if an assignment is not completed.

Ask yourself: How do students know the value of class assignments?

Share class goals and objectives with your students and keep them posted in a visible location in your classroom. Point out how assignments are explicitly linked to those goals and objectives, and make it clear that students who complete the assignment by the due date move to the next skill or assignment based on mastery. This reinforces the authentic importance of attendance and of making up work when students miss a day.

Students should also understand the distinction between a due date and a drop-dead due date. Drop-dead due dates are driven by the school calendar and marking periods. Reporting midterm and end-of-term grades is mandatory, and students must complete all required work by these dates. Help students understand that assignments are intentionally built into the quarter or semester to help them work toward previously identified goals and objectives. The desired outcome is to master all class objectives within the marking period. Making this connection allows students to see their learning as cumulative and fosters self-monitoring and awareness—skills that become increasingly important as more and more independence is required of them.

Facilitating and tracking student make-up work can feel like a chore, but incorporating strategies designed to maximize student success serves two important purposes. One, it keeps learning on track and kids moving forward academically. And, two, it makes your classroom an environment that welcomes students back rather than heightens their anxieties about being gone in the first place.

Wicht is the senior manager for teaching and learning for Teaching Tolerance.

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MISSED exam/assignment & need makeup (PROF advice)

GUIDE to talking to your professor about missing an assignment or exam

As a former professor, with over a decade of experience, I am going to share with you exactly what I would have wanted to hear from my students when they missed an exam or assignment.

And it’s probably not what you would think either.

Then I will let you know how often I would let students makeup a missing assignment or exam so you get a better understanding of your chances.

Finally, I will give you an email template of what to say to your professor when you miss an assignment or exam to help get you a second chance to complete it.

What does it mean to makeup an exam or assignment?

If a student wants to makeup an exam or assignment, this means that the student missed the exam or failed to turn in the assignment. And the student received a zero because they were not present to complete it or failed to turn it in before the deadline.

The professor would give the student an opportunity to complete the exam or assignment and turn it in after the deadline. The grade would replace the missing grade you have because you couldn’t take the exam or didn’t complete the assignment.

It is important to understand the difference between a makeup exam and retaking an exam because these are treated differently by your professors. While some professors may allow a makeup exam, they might not allow students to retake exams.

What is an excuse to makeup an exam or assignment?

If a student wants to makeup an exam or assignment, they want another chance to take it and earn a grade for the assignment. There are some excuses for missing an exam or assignment but it will vary based on the institution and the professor. Some of the excuses to MAKEUP a missed exam or assignment include :

Documented medical issues

Hospitalization

Student related activity

Religious holy days

Funeral of immediate relative

Military duty

Disability accommodations

Internet connection or technical issue (if online)

While I listed some reasons why your professor may allow you to makeup an exam or assignment, I will now tell you some reasons why your professor might NOT allow you to complete a makeup exam or assignment. Keep in mind that your professor may still allow you to complete it late regardless of your excuse.

Some of those reasons may include :

Forgot about it

Studied for another class

Busy with work

Car trouble

Wasn’t prepared

From reviewing the excuses above, you can tell that some of them are more important than others. For example, if you have a valid and documented reason to miss an assignment, then your professor is more likely to allow a makeup opportunity compared to excuses about your unprepardness.

And if you contacted them BEFORE you missed the assignment, you may get to make it up compared to students who reach out to their professors days or even weeks after the missed assignment or exam.

But if you were just unprepared and didn’t take the class seriously, they probably won’t give you another chance to do the assignment late.

One question you should ask yourself is if you didn’t complete the assignment because you were unprepared or unorganized, you may not be entitled to makeup the assignment. But if something traumatic or unavoidable happened, you may get to make it up.

Can you makeup an exam or assignment in college?

College students may be able to makeup an exam or assignment if their professor allows students to have a second chance. It will depend on the student’s excuse and if they have documentation. It will also depend on the professor’s policy.

Some professors are much more lenient when it comes to makeup assignments, while others have strict policies and won’t budge.

Usually there isn’t a university wide policy regarding missed assignments so your professor has a lot of discretion . Professors usually have the ability to let students makeup assignments. While it is not a guarantee, it is something that happens in college.

You won’t know if you can makeup the assignment if you don’t ask. And there is no harm in asking.

As a former professor, I allowed my students an opportunity to makeup an exam or assignment about 10% of the time. This would depend on my particular late policy I had that semester and the student’s excuse.

One time, there was a natural disaster and students couldn’t get online because the internet was completely down. The students really needed to access their online textbook to study. So, those students who were effected by the natural disaster were given an opportunity to complete it late.

Should you ask your professor to makeup an exam or assignment?

If you have a valid excuse, and talk to your professor early, you should ask your professor if you can makeup an assignment to replace the zero you received.

However, I think that anyone who cares about their course grade should ask their professor for a makeup opportunity. Because this zero will effect your overall grade and you never know what your professor will say.

They might allow you to make it up and you wouldn’t know because you didn’t ask. So, regardless if you have a decent excuse, you should still ask because you might be surprised by their answer.

If they say no, oh well. Nothing is lost. But if they say yes, you have a lot to gain by the second chance you’ve been given.

How to talk to your professor about missing an exam or assignment?

Do it quickly.

Go in person.

Explain your circumstances.

Bring documentation.

You don’t want to wait and talk to your professor about making up an assignment weeks after it was due. After so much time has passed, your professor isn’t going to let you complete it late.

However, if you go soon after the assignment was due or the exam date passed, your professor is more likely to give you have a second chance.

I want to mention that you aren’t required to provide medical documentation to your professor , at least not directly. I wouldn’t want to share my personal medical information with my professor. Now, if it’s just a doctor’s note excusing you from the class, that’s one thing, but if it’s your hospital discharge papers, that’s too personal.

If you have this documentation, you might need to talk to someone in the accommodation’s office to see if you can get some reasonable accommodations for your medical issues.

Just let your professor know that you are working on this process to keep them in the loop. I guess this process could be different depending on what country you live in and if you are at a private or public university.

You may want to try and get an EXTENSION on your assignment r ather than missing it and making it up. So, if you see a deadline for an assignment, and you are worried you cannot complete it, you should talk to your professor about getting an extension first.

But if you already missed the exam or assignment, that won’t help you. I will tell you what I wish my students would have said to me when they missed an assignment.

BEFORE you ask for a second chance, please review your professor’s syllabus. Sometimes students would email me about a missed assignment, but I had to explain to them that they could still complete it late for a penalty. They would have known that if they read the syllabus before sending me an email.

I think it’s important to look at your syllabus first because you might be able to turn it in or complete it late RIGHT NOW. And if you take the time to email your professor, it will cause delay. You may miss a deadline for a second chance because you are waiting on an email from your professor.

So, it’s really important to understand what your professor’s policies are in regards to late assignments or missed exams.

What to tell your professor when you miss an assignment

If you miss an exam or assignment in college, you need to talk to your professor immediately. Explain why you missed it. If you have documentation, provide it.

And then tell them that you want the opportunity to complete it late.

You can let them know you would even be willing to complete it for a late penalty.

I need to tell you that you should be honest in your communication to your professor. I don’t want you to simply copy and paste my example, but edit it to fit your needs. I am just sharing with you an example of what I would have liked to hear from my former students.

You should tell your professor the TRUTH when you are asking to makeup something in their course .

Email template to professor for missed exam

Here is an example of what I would have loved to have heard from my students when they missed an assignment.

Dear Professor, I missed our last exam because I was attending my grandfather’s funeral. I have a link to his obituary at the bottom of this email for verification. I was spending time with my family and grieving the loss of my closest grandfather when I missed our latest exam. The funeral was in another state so I had travel arrangements too. I would have sent an email earlier but I was in a frenzy. I would love the opportunity to complete the exam. If I don’t get to complete this exam, I worry that the zero I received will really hurt my overall grade in this course and this does not reflect my knowledge of the subject. By completing the exam, I will be learning the material better by studying. And the exam grade will let me know if I am on track and I can see my progress in the course. While I am concerned about the zero I received, I am more concerned about missing the opportunity to monitor my progress in this course to understand if I am missing important concepts. When I study for the exam, I will learn more of the class material. This will help me in the future. I am willing to take the exam at the most convenient time for you and with a penalty, if necessary. I would also be willing to take a modified version of the exam, if necessary. Thank you.

Look, you are really trying to let them know that the missing assignment is only half of your concern but your biggest concern is how missing the exam hurts your progress in the course.

Think about it for a second. If you don’t study and prepare for the exam, that is valuable information your will never learn. And if you want to complete an assignment late, the feedback that you get from your professor is critical to your college education.

How can you tell how well you are doing in the class if you don’t get to complete the assignments? Your professor will be glad that you are worried about this more than a grade.

But remember, if you don’t really care either way, you shouldn’t pretend. Just tell them the truth. This is just what I would have wanted to hear.

Can you makeup a final exam in college?

Since college final exams are at the end of the semester, students won’t typically be allowed an opportunity to makeup a final exam.

When I was a professor, we had to enter grades within a day or two after the final exam. This means that there was not an opportunity to allow students a chance to makeup the exam. There wouldn’t be enough time for them to take it before the college wanted grades submitted to them.

So, while you can ask if you can makeup a final exam, just know that there may be little your professor can do if they already submitted grades. Plus, a lot of professors may not even be on campus after the final exam so they won’t have the ability to let you make it up anyway.

What to do if you miss an exam or assignment in college?

If you miss an exam or assignment in college, you need to talk to your professor immediately. I recommend going to your professor in person because it makes it more personable. Let them know your circumstances, and ask them if you can makeup the assignment.

You should be prepared for them to say no. If they say no, and you are not given a second chance, you should ask them how your overall grade will be effected.

Sometimes a zero for an assignment could cause you to fail the class or make a really bad grade. You might be better off withdrawing from the course, if necessary. And if you are failing because of this grade , you should talk to your professor about failing instead.

This is something that your professor can answer for you. I wouldn’t do anything until you talk to your professor.

You will need to get back on track in the course to make up for this zero if you have a chance to pass.

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How to Catch Up on Missed Schoolwork Quickly

Last Updated: April 5, 2024 Approved

This article was co-authored by Alexander Ruiz, M.Ed. . Alexander Ruiz is an Educational Consultant and the Educational Director of Link Educational Institute, a tutoring business based in Claremont, California that provides customizable educational plans, subject and test prep tutoring, and college application consulting. With over a decade and a half of experience in the education industry, Alexander coaches students to increase their self-awareness and emotional intelligence while achieving skills and the goal of achieving skills and higher education. He holds a BA in Psychology from Florida International University and an MA in Education from Georgia Southern University. There are 9 references cited in this article, which can be found at the bottom of the page. wikiHow marks an article as reader-approved once it receives enough positive feedback. In this case, several readers have written to tell us that this article was helpful to them, earning it our reader-approved status. This article has been viewed 118,412 times.

When you miss class, the work can start to pile up quickly. All those assignments and deadlines can be pretty overwhelming, but don’t panic. Talk to your teachers and friends about what you missed. Then, make a plan for tackling your workload, prioritizing the most pressing assignments. Take breaks, reward yourself, and stay positive to boost your productivity. Catching up on missed schoolwork isn’t easy, but with a little organization and strategy, you’ll be better equipped to handle the challenges that come your way.

Talking to Teachers and Friends

• Say something like, “I’m sorry, but I’ll be out of class tomorrow for a family reunion. Please let me know what I need to do to stay on top of my work.”
• You may need to provide a note from a doctor or parent. Check with your school administration to find out.

• Say something like, “I’m so sorry I was out yesterday with the flu. I’m doing my best to get back on schedule. Is there anything important that I missed?”

• You might say, “I’m sorry, I’ve been really busy with soccer lately and I’ve fallen behind on some assignments. I want to do everything I can to catch up. What would you recommend that I do?”

• While talking to students is helpful, it shouldn’t be a substitute for communicating with your teacher. Ideally, you should do both.

• You may be able to meet with your teacher before or after class for extra help.
• Keep in mind that your teacher probably won’t have time to re-explain the entire lecture. Look over all your notes and materials beforehand so you’re as prepared as possible. It may be helpful to come in with a list of questions.

Making a Plan

• Break down big assignments into smaller sub-steps, and nest these under the big assignments on your checklist.
• Don’t forget to check off items when you complete them! It’ll feel super satisfying.

• Put a star next to your top items or highlight them.
• You can color code by priority, underlining the most pressing items in red, the moderately pressing ones in yellow, and the least urgent ones in green.
• If you’re having trouble determining a top priority, ask yourself, “If I only had time to complete one assignment, which one would it be?”

• If you need even more structure, you might schedule your workload by time of day (morning, afternoon, and evening) or even by the hour.
• Input your schedule into a planner or online calendar and refer to it regularly.
• Consider turning a weekend into a “Homework Retreat”. Schedule out an entire weekend to do the assignments you missed. However, don’t overstretch yourself, and make sure to schedule breaks, snacks and other things to keep you energized.

Being Productive

• Say to yourself, “I’ve got this. I’ve caught up on work in the past, and I can do it again.”
• It may help to do something fun before you buckle down, like going for ice cream with friends or taking your dog on a walk.

• You should do something completely unrelated to your work during your breaks. Look at funny memes, take a walk, grab a snack, or chat with a friend. [9] X Research source

• Make sure your rewards are appropriate. Don’t give yourself a huge reward for finishing a relatively small task, and don’t select an insignificant reward for a major task.
• Make your rewards meaningful, specific, and immediate. For example, you might reward yourself with a quick trip to your favorite restaurant for lunch.

• It's fun to laugh and joke with friends, but do your best not to get distracted. Take turns reminding each other to stay focused.

• Teens need around eight to ten hours of sleep each night. For better sleep , try to go to bed around the same time everyday. Staying up late on the weekends can hurt sleep quality. [13] X Research source
• Eat a balanced diet containing lots of fruits and veggies, whole grains, and lean proteins, like chicken. Always eat breakfast, and drink water throughout the day to stay hydrated. [14] X Trustworthy Source HelpGuide Nonprofit organization dedicated to providing free, evidence-based mental health and wellness resources. Go to source

• Do your best to balance your social life, extracurriculars, and schoolwork.

Expert Q&A

• Be honest with your teacher if you think a deadline is unreasonable. They may give you an extension once you explain your situation. Thanks Helpful 0 Not Helpful 0
• If you have a ton of work to finish, it’s easy to get paralyzed. However, remember that it’s always better to work on something than nothing. Thanks Helpful 0 Not Helpful 0
• If this missed work was avoidable, think about ways you can stay on top of your work in the future. Thanks Helpful 0 Not Helpful 0

• Cutting class can be tempting, especially for college students, but it can lead to hours of missed school work and stress down the line. Thanks Helpful 26 Not Helpful 2

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Expert Interview

Thanks for reading our article! If you'd like to learn more about catching up on school, check out our in-depth interview with Alexander Ruiz, M.Ed. .

• ↑ http://www.students.org/2013/09/25/miss-day-school/
• ↑ https://childdevelopmentinfo.com/learning/tips-help-child-get-back-track-missing-school/#.WXpe4DYqteB
• ↑ http://www.parents.com/kids/education/homework/catch-up-on-homework/
• ↑ http://time.com/2933971/how-to-motivate-yourself-3-steps-backed-by-science/
• ↑ https://www.themuse.com/advice/the-rule-of-52-and-17-its-random-but-it-ups-your-productivity
• ↑ https://hbr.org/2011/05/the-power-of-small-wins
• ↑ https://www.sciencedirect.com/science/article/pii/S1877042814050009
• ↑ https://sleepfoundation.org/sleep-topics/teens-and-sleep
• ↑ https://www.helpguide.org/articles/healthy-eating/healthy-eating.htm

About This Article

If you’re behind on schoolwork and need to catch up quickly, start by creating a chart or checklist of the assignments you need to accomplish including their due dates. Next, use highlighters to color code the assignments by priority by underlining the most pressing items in red, moderately pressing ones in yellow, and the least urgent ones in green. Once you know what needs to be done, create a detailed schedule you can follow. Just don’t forget to give yourself time for a 20-minute break every hour or so. It might seem counter-intuitive, but rest actually increases productivity! For more tips on catching up on missed schoolwork, including how to approach the situation with a positive attitude, read on! Did this summary help you? Yes No

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• Strategies to Help Students Stay on Track When They Must Miss Class
• Support for Your Students

Due to illness or other circumstances in their lives, some students will need to miss classes on occasion. Proactively designing a plan for how you will approach missed classes will make it easier for both you and your students to address these challenges in the moment—particularly when your students may need to miss multiple classes. Below are some common areas of concern when students might miss class, along with some strategies to minimize disruption when students miss class. Communication around missing class Missed course materials and lectures Missed in-class discussions and problem-solving sessions Missed exams If you would like to discuss ways you might apply these strategies in your teaching, staff at the Center for Excellence in Teaching, Learning & Innovation are available to meet with you.  Email CETLI  to set up a conversation.

Make clear your expectations around communication.

Students are enrolled in several different courses, which may all have different policies and procedures for missed classes. Consider how you will communicate course policies to students, and let students know how and when to contact you. Keeping open lines of communication will help you and your students know what is going on, even as circumstances are evolving. Make sure your students understand how to let you know they will be out for multiple classes so you can make alternative plans with them.

There are a few tools available to you which may make this process easier.

• Include information in your syllabus and/or within your Canvas site about how and when you want students to contact you about absences.
• Consider asking students to submit a  Course Action Notice (CAN) whenever they will miss class. Using this system can facilitate tracking student absences, keep them organized and creates a record that the advising office can access to help students as needed. Instructors can receive these notices by email or access them through the Course Action Notice link on Courses@Penn .
• You may prefer a standard email structure or template for communication around absences. If so, make it clear to students when they should plan to email you, what information the email should contain, and if you'd like them to use a specific subject line to help you stay organized.
• Students experiencing an extended absence are likely also experiencing a great deal of stress, perhaps on top of illness. Thus, reducing any barriers to communication may increase the likelihood that they do reach out.

Please note that health information is private: students are not required to submit documentation around their health regarding absences, though some may choose to disclose. Penn's  code of academic integrity  applies to reporting absences and requesting assistance.

Offer opportunities for students to catch up on missed course materials and lectures

Building a plan for helping students catch up on missed lectures and class content will keep students from falling behind and save you time. When planning, consider both how to share materials and what is most crucial for these students to learn. For example, will you record classes or expect students to share notes? Should students who miss class prioritize watching lecture videos, or assigned readings? Something else? Keep in mind that students who are sick may or may not be able to work while they are out, and, as such, may need time to catch up on past material once they return.

• Some rooms are set up for live lecture recording. To see if your classroom is recording enabled, check the  Central Pool Classroom Finder . Instructions for recording your classes via Zoom can be found at the  SAS Computing recording guide .
• Lecture videos from prior years may be a helpful alternative.
• If you are concerned that you don't want all students having access to the videos, you can share the videos only with students who miss class. This can be done through Canvas assignments that are assigned to only the absent students .
• Consider whether your own lecture notes might be useful. Your slides may be helpful too.
• Ask the class to generate lecture notes. These notes will serve as a record of class and can also be a helpful exercise for the students who are present in the classroom. Consider rotating the roles so that different students are in charge of notes each class or week. In a large class, it may be necessary to create different groups of students each constructing their own sets of notes.
• Building community in your class can help students reach out to their peers for notes and help with material. Instructor-created study groups give students contacts in the class and people to ask for notes.
• If it is important to you that students in your class work together and help each other when needed, consider communicating that through your syllabus, in class, and through assignments.

Offer opportunities for students to catch up on missed activities, such as discussions and problem solving sessions.

For courses that use class time for students to engage with course material, activities, and other students, you may want to consider alternative activities for students who miss class. This may be particularly relevant for seminars or courses that use active learning.

Regardless of the approach you choose, keep in mind that some students may be too ill to stay current with class material and will need to manage a lot of missed material from multiple classes. Consider whether a single comprehensive make-up assignment is a better fit than an assignment for each day. The assignment you provide will communicate to students what you find most important, and where they should focus their time and energy. Note that you may not know how long students will be out for when you initially assign the make-up work, so this may be an evolving conversation.

• Assigning a brief informal response paper.
• Assigning written or oral responses to discussion prompts or questions. Creating video responses is easy to do via Canvas discussion boards and assignments, for instructions, check  here .
• Suggest your in-class students write very brief summaries or conclusions from class; you can then ask absent students to respond to those summaries.
• If the student is not too ill to work outside of class students who expect to be absent could submit comments or questions ahead of class, for others to engage with.
• If you use an annotation tool such as Perusall elsewhere in the course, absent students could use this tool to add comments and answer questions on text that they otherwise would have analyzed in class.
• If students generally work in groups, absent students may be able to engage with the group work outside of class time. Students can work on group activities or worksheets individually. Note that work designed for groups may be too much for an individual student to complete on their own. Consider shortening or focusing the activity, or providing group notes.
• If multiple students miss class and are not too ill, they can meet together over Zoom to discuss the readings or work through problems. If meeting together is challenging, students can use a discussion board to have these conversations.
• If you generally grade in-class work or participation, set a policy for how this will apply to make-up work for absent students. Are you grading for their engagement in the thinking process or for a polished product? Often in-class participation is a messy process, so you may be comfortable with that in make-up work. Additionally, as these students will be working more individually without peer collaboration you may not be able to expect the same depth of answers. Consider grading based on effort and communicate to students that the goal is to learn the material and not to achieve perfect answers.

Create a plan for how students will make up or substitute for a missed exam.

Student absences during exams can be stressful for students and challenging for instructors to manage. It is useful to create policies around exams so that students do not feel pressure to attend class when they are ill. Further, policies that are proactive will prevent instructors from needing to devise a plan in the moment when a student does not show up for an exam.

When possible, use policies that allow flexibility for all students. With flexible strategies, you're less likely to need to individually manage multiple requests to make up an exam. You might also plan ahead for how you will administer a makeup exam, including how you will design an exam that might need to be taken at a later date or by a student who is not in class.

• Include multiple low-stakes assessments rather than a few high-stakes exams. With multiple assessments spread out over the semester, it is less problematic for a student to miss one, especially if you incorporate a policy that allows for students to skip an assessment.
• Consider a drop policy: If students are able to drop the lowest exam score or skip an exam, students can use this option if they need to be absent.
• Allow students to substitute one or two exams with an alternative take-home assignment, such as a paper or short research project.
• Administer multiple versions of the same test, wherein you vary the question order, the order of answers within questions, or have multiple versions of the same question. For quantitative fields, this could include changing the numerical values of a word problem or equation. For fields that involve texts, this could include swapping out which texts are drawn upon in the question.
• If you are worried about exam questions being shared with students who take the exam later, you might share exam questions with the entire class before the exam.
• If all exams are take-home exams, then rescheduled exams becomes much simpler. There is little incentive for students who do become ill and need to reschedule their makeup exam to share information, as they will have access to the same materials whenever they take the exam. To make take-home exams work well, you might consider asking questions that emphasize critical thinking and other skills, and you may want to explicitly state whether or not collaboration is acceptable. For more, see our page on  Online Exams and Assessments .
• You can  use Canvas to administer an exam  for even a single student that is open for a set period of time over a specific duration.
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How to Write a Perfect Assignment: Step-By-Step Guide

Table of contents

• 1 How to Structure an Assignment?
• 2.1 The research part
• 2.2 Planning your text
• 2.3 Writing major parts
• 3 Expert Tips for your Writing Assignment
• 4 Will I succeed with my assignments?
• 5 Conclusion

How to Structure an Assignment?

To cope with assignments, you should familiarize yourself with the tips on formatting and presenting assignments or any written paper, which are given below. It is worth paying attention to the content of the paper, making it structured and understandable so that ideas are not lost and thoughts do not refute each other.

If the topic is free or you can choose from the given list — be sure to choose the one you understand best. Especially if that could affect your semester score or scholarship. It is important to select an  engaging title that is contextualized within your topic. A topic that should captivate you or at least give you a general sense of what is needed there. It’s easier to dwell upon what interests you, so the process goes faster.

To construct an assignment structure, use outlines. These are pieces of text that relate to your topic. It can be ideas, quotes, all your thoughts, or disparate arguments. Type in everything that you think about. Separate thoughts scattered across the sheets of Word will help in the next step.

Then it is time to form the text. At this stage, you have to form a coherent story from separate pieces, where each new thought reinforces the previous one, and one idea smoothly flows into another.

Main Steps of Assignment Writing

These are steps to take to get a worthy paper. If you complete these step-by-step, your text will be among the most exemplary ones.

The research part

If the topic is unique and no one has written about it yet, look at materials close to this topic to gain thoughts about it. You should feel that you are ready to express your thoughts. Also, while reading, get acquainted with the format of the articles, study the details, collect material for your thoughts, and accumulate different points of view for your article. Be careful at this stage, as the process can help you develop your ideas. If you are already struggling here, pay for assignment to be done , and it will be processed in a split second via special services. These services are especially helpful when the deadline is near as they guarantee fast delivery of high-quality papers on any subject.

If you use Google to search for material for your assignment, you will, of course, find a lot of information very quickly. Still, the databases available on your library’s website will give you the clearest and most reliable facts that satisfy your teacher or professor. Be sure you copy the addresses of all the web pages you will use when composing your paper, so you don’t lose them. You can use them later in your bibliography if you add a bit of description! Select resources and extract quotes from them that you can use while working. At this stage, you may also create a  request for late assignment if you realize the paper requires a lot of effort and is time-consuming. This way, you’ll have a backup plan if something goes wrong.

Planning your text

Assemble a layout. It may be appropriate to use the structure of the paper of some outstanding scientists in your field and argue it in one of the parts. As the planning progresses, you can add suggestions that come to mind. If you use citations that require footnotes, and if you use single spacing throughout the paper and double spacing at the end, it will take you a very long time to make sure that all the citations are on the exact pages you specified! Add a reference list or bibliography. If you haven’t already done so, don’t put off writing an essay until the last day. It will be more difficult to do later as you will be stressed out because of time pressure.

Writing major parts

It happens that there is simply no mood or strength to get started and zero thoughts. In that case, postpone this process for 2-3 hours, and, perhaps, soon, you will be able to start with renewed vigor. Writing essays is a great (albeit controversial) way to improve your skills. This experience will not be forgotten. It will certainly come in handy and bring many benefits in the future. Do your best here because asking for an extension is not always possible, so you probably won’t have time to redo it later. And the quality of this part defines the success of the whole paper.

Writing the major part does not mean the matter is finished. To review the text, make sure that the ideas of the introduction and conclusion coincide because such a discrepancy is the first thing that will catch the reader’s eye and can spoil the impression. Add or remove anything from your intro to edit it to fit the entire paper. Also, check your spelling and grammar to ensure there are no typos or draft comments. Check the sources of your quotes so that your it is honest and does not violate any rules. And do not forget the formatting rules.

with the right tips and guidance, it can be easier than it looks. To make the process even more straightforward, students can also use an assignment service to get the job done. This way they can get professional assistance and make sure that their assignments are up to the mark. At PapersOwl, we provide a professional writing service where students can order custom-made assignments that meet their exact requirements.

Expert Tips for your Writing Assignment

Want to write like a pro? Here’s what you should consider:

• Save the document! Send the finished document by email to yourself so you have a backup copy in case your computer crashes.
• Don’t wait until the last minute to complete a list of citations or a bibliography after the paper is finished. It will be much longer and more difficult, so add to them as you go.
• If you find a lot of information on the topic of your search, then arrange it in a separate paragraph.
• If possible, choose a topic that you know and are interested in.
• Believe in yourself! If you set yourself up well and use your limited time wisely, you will be able to deliver the paper on time.
• Do not copy information directly from the Internet without citing them.

Writing assignments is a tedious and time-consuming process. It requires a lot of research and hard work to produce a quality paper. However, if you are feeling overwhelmed or having difficulty understanding the concept, you may want to consider getting accounting homework help online . Professional experts can assist you in understanding how to complete your assignment effectively. PapersOwl.com offers expert help from highly qualified and experienced writers who can provide you with the homework help you need.

Will I succeed with my assignments?

Anyone can learn how to be good at writing: follow simple rules of creating the structure and be creative where it is appropriate. At one moment, you will need some additional study tools, study support, or solid study tips. And you can easily get help in writing assignments or any other work. This is especially useful since the strategy of learning how to write an assignment can take more time than a student has.

Therefore all students are happy that there is an option to  order your paper at a professional service to pass all the courses perfectly and sleep still at night. You can also find the sample of the assignment there to check if you are on the same page and if not — focus on your papers more diligently.

So, in the times of studies online, the desire and skill to research and write may be lost. Planning your assignment carefully and presenting arguments step-by-step is necessary to succeed with your homework. When going through your references, note the questions that appear and answer them, building your text. Create a cover page, proofread the whole text, and take care of formatting. Feel free to use these rules for passing your next assignments.

When it comes to writing an assignment, it can be overwhelming and stressful, but Papersowl is here to make it easier for you. With a range of helpful resources available, Papersowl can assist you in creating high-quality written work, regardless of whether you’re starting from scratch or refining an existing draft. From conducting research to creating an outline, and from proofreading to formatting, the team at Papersowl has the expertise to guide you through the entire writing process and ensure that your assignment meets all the necessary requirements.

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Our Experts Tell How to Start an Assignment

As most students will agree, knowing how to start an assignment is already half of the challenge solved because it helps to set the scene for writing and create an outline. No matter what type of essay may be requested, it has to achieve three primary goals: to catch the reader’s attention, introduce research topic, provide strong thesis. Most assignments encountered through academic life will always include specific structure, yet once student understands the importance of each academic writing element separately, essay structure will any longer seem challenging. Still, before drafting an outline, students should start with selection of a good topic, which will help decide on a type of an essay, sources, length, and argumentation style. If creating an assignment is hard for you, then buy assignment service in a few clicks. 

How to Start Work On Your Assignment

Before learning how to write an introduction for an assignment , it’s crucial to conduct a  preliminary topic research with the analysis of available sources. When an average college student wonders how to write an assignment fast and without hassle, they often forget about completing a plan where all key ideas and counter arguments should be written down. Coming up with a good outline helps keep within academic structure, format, and word count. 

• Select Relevant & Unique Topic – always start by looking through several ideas. Even if there is already a topic specified, it is still possible to extend it by focusing on a particular detail. Main argumentation in each assignment should relate to the thesis, which is placed at the end of an introductory paragraph. Many university professors recommend choosing a theme based on thesis a student already has in mind. 
• Conduct Preliminary Research – once there is a particular idea that sounds right, it’s high time to explore the subject by turning to related research works and journals. If there is a lack of available information, think about changing the topic or focusing on what can be used as a reliable source. If there is an idea that is not common knowledge or a personal opinion, it must be supported with a reliable reference. 

• Choose Peer-reviewed Sources – this is where most students get stuck as they try to meet initial instructions and find sufficient peer-reviewed materials. If there are online sources, social media, video blogs or slideshows, it should be crucial to consult with your professor to ensure that such list is acceptable. An example of unacceptable reference for most educational institutions is Wikipedia. 

If you need help with HND assignments , write to our Support team or make an order.

• Read Grading Rubric Instructions – Take time to read through the scoring rubric once again. Make sure to pay attention to numbers and pages, if there are any. It is often the case when students find only one example when indeed several examples were requested. The same is with English literature tasks that may ask for  allegories, metaphors, alterations, among other literary devices. Missing even one of them may result in the final grade being decreased, therefore, remember to check instructions twice! 
• Create Future Paper Outline – when students ask for help, sending messages like “ write my assignment ” or “Help me, I’m stuck with my homework!”, the most frequent assignment part they miss is starting with a proper outline. Even if no outline is required by the instructor, its importance should not be underestimated. When creating an outline you should think about topic sentences for each body paragraph , list of sources, explore contrary opinions, and learn important formatting rules. 

Useful info: Law Assignment Writing Service: 100 % Plagiarism-free & 24/7 Support

How to Structure Assignment Introduction

Writing a good introduction is just as important as completing a strong appendix in an essay , meaning that most readers always focus on the beginning and end of a paper with all supplementary information. But there is no universal introduction for assignment that would work for all academic essays, there are obligatory elements that will be met in almost every paper structure. When composing your paper introduction, think over the hook sentence . This is usually the claim that catches reader’s attention by providing unusual fact, making an interesting statement, showing statistical data or starting an essay with controversial information. The choices depend on required type. 

Next step is transition information with brief topic introduction , which should tell readers about why chosen subject is important and relevant. Another goal of this part is to help an audience make a logical transition towards the thesis, which acts as an argumentative conclusion of an assignment introduction paragraph. 

Final part is thesis statement . It’s the heart of each essay paper, representing main argument or a strong claim. Conclusion sentence supports assignment’s thesis , briefly explaining research purpose in your own words . 

Useful info: Assignment help by TOP Writers

Get Inspired by Our Introduction Examples

Here are a couple of samples that may help you to start an assignment

Example of Introduction for Assignment for Contrast and Compare Essay: 

“Two Voices” 

As a person moves through Belgian countryside, it’s easy to notice major differences between Flanders and Wallonia. What strikes traveller’s eye is not only architecture, costumes or different language, but the pace of daily life. The Dutch-speaking people instantly impress strangers with their accuracy and directness, while French-speaking population leads a laid-back style of life where everything happens in due time with no fuss or hurry. These differences have a long history and important reasons that lie in religious upbringing of each region. As most Belgians agree, it is the same country, only two different voices that express their thoughts differently. Comparing both cultures, it’s hard to believe that they belong to virtually the same legislation and the rules, despite the language and traditions being different. Built upon contrasts and an endless list of cultural differences, Belgium is an example of peaceful co-existence in turbulent times. 

Assignment Introduction Example for Argumentative Essay: 

“Social Media Promotes Teen Depression”  

Social media help connect people from all over the world, provides important platform for delivery of urgent news, assists in emergency situations or political protests, yet there are also darker sides. One of them is depression caused by  excessive social media use, cyberbullying, and emotional burden of keeping personal image popular. Even though there are counter opinions claiming that social media is a key to popularity and high self-esteem, it’s only based upon mass following and virtual isolation. An inner side of popularity forces modern teenagers seek to constant support in faceless followers, causing burnouts and anxiety. From the other side, there are those who could not become popular on social platforms like Facebook or Instagram. Aiming for success, falsely defined by others, such people lose their individuality. A temporary arena for popularity, social media influences depression, keeping teenager permanently attached to what is considered popular.  

Professional Writing Help Online

Looking for nursing assignment writers or need selection of great topics on legislation system flaws? Look no further as any essay or assignment type or subject can be covered by Writix’s writing experts. Providing affordable and plagiarism free papers, we pride ourselves as a service that allows students choose writers themselves based on credentials, subject or user reviews. Stay in direct contact with assigned professional, benefit from unlimited free revisions and meticulous editing already included. Keep your grades safe, place an order now!

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Absent Students: How Teachers Can Keep Track of Make-Up Work in 2024

It’s hard enough to keep track of student work when all your students are in class, never mind when you have a student who is absent. Unfortunately, students being absent is an unavoidable occurrence.  Regardless of if the absence lasts a single afternoon for a dentist appointment or an entire week for a family vacation, you’ll want to have a plan in place so you are not wasting time scrambling around to put together work for them to take home. I suggest developing a policy for make-up work as well as a procedure for handling it. Read below are some tips and ideas about how to manage make-up work for absent students in your classroom.

3 Tips for Managing Make-Up Work for Absent Students

Below are 3 tips for managing make-up work for absent students.

1. Check your school’s policy.

Begin by seeing if your school or district has a policy on absenteeism and missed work. If so, you’ll need to adhere to that. If there is not already a policy in place, then you’ll need to determine what will work best for you and your classroom.

2. Share your policy with your students and their families at the beginning of the year.

We all know that what we do in the classroom can’t be replicated in a packet of worksheets, but parents don’t always understand that. If you don’t share your policy proactively, you’ll run the risk of a parent sending in a note that reads, “We’ll be going out of town tomorrow. He’ll be out of school all next week. Can you please send home all his work so he doesn’t fall behind?”

3. Create a procedure for collecting work when a student is absent.

I have a literature sorter in my classroom that I use for unfinished work. I also use this to collect assignments when students are out. When a student is absent, I place an absent student folder in their box and as work gets passed out throughout the day, a student puts a copy on top of the folder. At the end of the day I staple them all together with a “While You Were Out Note” and slip them into the folder. You can find this note in my managing absent students assignments resource . You could also leave a folder on the student’s desk or in his mailbox. When a folder is prepared for a student, I record the date onto a tracking sheet. When it is returned completed I highlight the date.

What to do When you Know a Student is Going to be Absent

I find it challenging to send work home ahead of time. A lot of what we do in class is based on lessons and activities and not just a self-explainable printable. Also, plans change depending on how quickly students are grasping concepts. Here’s what I recommend doing when you know a child in your class will be absent:

• Look at your plans and give the parents a quick summary of the skills, topics and big ideas that will be covered during the absence. It is easy to find resources and interactive games online and the hope is that the parents’ will take the initiative to do so.
• You may want to consider having some “go to” ideas on hand in advance. You can encourage students to read, practice math facts, etc.
• Send home anything that is already prepared and can be completed independently. I try to keep at least a week’s worth of copies ready and sorted by day in my classroom. If there is anything in there that can be sent home I will attach it to my note.

Related Resources

Below are 2 classroom management resources.

1. Managing Absent Student Assignments Packet

I have created a packet to help organize and manage student make-up work in the classroom. It includes notes to send home when you know in advance that a student will be absent, materials to make “While You Were Out Folders” and tracking sheets to keep records on assignment completion. Learn more about this managing absent student assignments resource !

2. Classroom Management Bundle

Managing assignments when you have students who are absent is just the tip of the iceberg. There are tons of things you need systems for as a teacher. This classroom management resource makes it a lot easier for you to stay on top of things!

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• Create assignments

Create an assignment

This article is for teachers.

When you create an assignment, you can post it immediately, save a draft or schedule it to post at a later date. After students have completed and handed in their work, you can mark and return it to the students.

Open all | Close all

Create and post assignments

When you create an assignment, you can:

• Select one or more classes

Select individual students

Add a mark category, add a marking period, change the point value, add a due date or time, add a topic, add attachments, add a rubric.

• Turn on originality reports

Go to classroom.google.com  and click Sign in.

Sign in with your Google Account. For example,  [email protected] or [email protected] .  Learn more .

• Enter the title and any instructions.

You can continue to edit and customise your assignment. Otherwise, if you're ready, see below to post, schedule or save your assignment .

Select additional classes

Assignments to multiple classes go to all of the students in those classes.

• Create an assignment (details above).

Unless you're selecting multiple classes, you can select individual students. You can't select more than 100 students at a time.

• Click a student's name to select them.

Use mark categories to organise assignments. With mark categories, you and your students can see the category an assignment belongs to, such as Homework or Essays . Teachers also see the categories on the Marks page.

For more information on mark categories, go to Add a mark category to posts or Set up marking .

To organise assignments and marks into your school or district's marking structure, create marking periods, such as quarters or terms.

• From the menu, select a marking period.

Tip: Before adding a marking period to an assignment, create a marking period for the class first. Learn how to create or edit marking periods .

You can change the point value of an assignment or make the assignment unmarked. By default, assignments are set at 100 points.

• Under Points , click the value.
• Enter a new point value or select Unmarked .

By default, an assignment has no due date. To set a due date:

• Click a date on the calendar.
• To create a topic, click Create topic and enter a topic name.
• Click a topic in the list to select it.

Note : You can only add one topic to an assignment.

Learn more about how to add topics to the Classwork page .

• Create an assignment.

• Important: Google Drive files can be edited by co-teachers and are view-only for students. To change these share options, you can stop, limit or change sharing .

• To add YouTube videos, an admin must turn on this option. Learn about access settings for your Google Workspace for Education account .
• You can add interactive questions to YouTube video attachments. Learn how to add interactive questions to YouTube video attachments .

• Tip: When you attach a practice set to an assignment, you can't edit it.

• If you see a message stating that you don't have permission to attach a file, click Copy . Classroom makes a copy of the file to attach to the assignment and saves it to the class Drive folder.
• Students can view file – All students can read the file, but not edit it.
• Students can edit file – All students share the same file and can make changes to it.

Note : This option is only available before you post an assignment.

Use an add-on

For instructions, go to Use add-ons in Classroom

For instructions, go to Create or reuse a rubric for an assignment .

For instructions, go to Turn on originality reports .

You can post an assignment immediately or schedule it to be posted later. If you don't want to post it yet, you can save it as a draft. To see scheduled and drafted assignments, click Classwork .

Post an assignment

• Follow the steps above to create an assignment.
• Click Assign to immediately post the assignment.

Schedule the assignment to be posted later

Scheduled assignments might be delayed by up to five minutes after the post time.

• To schedule the same assignment across multiple classes, make sure that you select all of the classes that you want to include.
• When you enter a time, Classroom defaults to p.m. unless you specify a.m.
• (Optional) Select a due date and topic for each class.
• (Optional) To replicate your selected time and date for the first class into all subsequent classes, click Copy settings to all .
• Click Schedule . The assignment will automatically post on the scheduled date, at the scheduled time.

After scheduling multiple assignments at once, you can still edit assignments later by clicking into each class and changing them individually.

Save an assignment as a draft

• Follow the steps above to create an assignment

You can open and edit draft assignments on the Classwork page.

Manage assignments

Edits affect individual classes. For multi-class assignments, make edits in each class.

Note : If you change an assignment's name, the assignment's Drive folder name isn't updated. Go to Drive and rename the folder.

Edit a posted assignment

• Enter your changes and click Save .

Edit a scheduled assignment

• Enter your changes and click Schedule .

Edit a draft assignment

Changes are automatically saved.

• Assign it immediately (details above).
• Schedule it to be posted on a specific date, at a specific time (details above).
• Click a class.

You can only delete an assignment on the Classwork page.

If you delete an assignment, all of the marks and comments related to the assignment are deleted. However, any attachments or files created by you or the students are still available in Drive.

Related articles

• Create or reuse a rubric for an assignment
• Create a quiz assignment
• Create a question
• Use add-ons in Classroom
• Create, edit, delete or share a practice set
• Learn about interactive questions for YouTube videos in Google Classroom

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Learn how to build your assignments in Connect using the question bank.

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Learn how to create policy settings including due dates, late submissions, and assignment categories.

Add an eBook Reading Assignment in Connect , Link will open in a new tab

Power of process - creating an assignment , link will open in a new tab, using folders to organize your connect assignments page , link will open in a new tab, connect question bank: add study attempts , link will open in a new tab.

Watch this video to learn how adding "Study Attempts" to an assignment can do just that.

How do I manage student extensions in my Connect section? , Link will open in a new tab

Learn how to manage assignment due date extensions.

Set and Manage Due Dates for your Connect Course , Link will open in a new tab

Learn how to manage assignment due dates within Connect.

Proctorio Settings Checklist , Link will open in a new tab

Use this checklist to determine which options to use in your proctored assignments.

Proctorio Syllabus Description , Link will open in a new tab

Easily copy and paste details into your syllabus about Proctorio assignments, system requirements, and more.

Create SmartBook Assignments

Smartbook - instructor overview , link will open in a new tab.

Learn about SmartBook and how it tracks student progress and activity.

Assigning SmartBook , Link will open in a new tab

Discover how to create assignments using SmartBook.

Create Writing Assignments 

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Learn how to create and assign a Writing Assignment in Connect.

Grade Student Writing Assignments , Link will open in a new tab

Learn how to grade a student assignment in McGraw Hill Writing Assignment for Connect.

Edit Pre-Built Prompts & Rubrics in Writing Assignments , Link will open in a new tab

Learn how to edit pre-built prompts and rubrics when creating a Writing Assignment in Connect.

Add Peer Review to Writing Assignments , Link will open in a new tab

Learn how to set up Peer Review in McGraw Hill Writing Assignment for Connect.

Test Builder

Overview , link will open in a new tab, creating a new test , link will open in a new tab, editing questions , link will open in a new tab, exporting to a learning management system (qti) , link will open in a new tab, exporting to microsoft word , link will open in a new tab, importing and exporting files for collaboration , link will open in a new tab, creating a new question , link will open in a new tab, user guides, smartbook user guide , link will open in a new tab.

Learn how to build and assign SmartBook adaptive reading assignments and use SmartBook reports.

eBook User Guide , Link will open in a new tab

Learn how to assign the eBook, create a study guide, and download the Read Anywhere app.

Application-Based Activities User Guide , Link will open in a new tab

Learn how to create and grade Application-Based Activities (ABA) within your Connect course.

Adaptive Learning Assignments (ALA) User Guide , Link will open in a new tab

Learn how to build an ALA, use ALA reports, and create a review assignment within your Connect course.

Test Builder Guide , Link will open in a new tab

Learn how to use Test Builder to build a customized exam.

GoReact User Guide , Link will open in a new tab

In this user guide, you will learn best practices for utilizing Video Capture powered by GoReact in your Connect course.

Evergreen Tips for Updating Connect Assignments , Link will open in a new tab

Utilize this Evergreen cheat sheet to learn about reviewing release notes, the question bank content map and how to adjust your assignment in Connect.

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Should you give job applicants an assignment during the interview process? Be thoughtful about the ask

Hiring is a time-consuming and expensive endeavor. Companies need candidates who offer the right skills and experience for a given role, and who align with their organization’s vision and mission.

To find the best fit, many companies still lean on a strategy that continues to generate debate : the assignment. Some candidates believe their experience and interviews should give prospective employers enough information to determine whether they will fit the role. Employers have to ask themselves whether they are willing to turn off a strong candidate by asking them to do additional work.

Is the assignment valuable enough to the evaluation process that they cannot move someone forward without it? Sometimes it is—sometimes they help an employer decide between two strong candidates. And if they are necessary, how can employers make assignments fair and equitable for the candidate or candidates?

When done right, assignments help assess practical skills and problem-solving abilities, giving a clearer picture of a candidate beyond what their resume or interview reveals. But employers should be thoughtful about the ask. While it may make sense for roles that require specific technical expertise or creative thinking, it isn’t appropriate for all roles—so assignments should always be given with a clear reason for why they are needed.

Plus, they don’t just benefit the employer. For job seekers, an assignment during the interview process might also help them stand out from the competition. It can also offer a window into what their day-to-day in the new role might entail. Remember that the candidate should be interviewing the company, too. Having a test run of the work they’d be asked to do is a great way to see whether they believe the role is a fit.

However, there is a rift in how people perceive the assignment as part of the interview process. Workers today span many generations, each with unique values and expectations. Whereas older workers often prioritize stability and loyalty, younger millennials and Gen Zers are more focused on flexibility and work well-being, Indeed data shows .

This mindset impacts the amount of time and energy a candidate is willing to devote to each application. After multiple rounds of interviews and prep, taking on an in-depth assignment may feel like a bridge too far—especially if the expectations for the assignment are not clearly communicated ahead of time.

Some candidates are wary of providing free labor to a company that may use their work and not hire them. Hiring managers should be clear about how the work will be used. They may also consider offering compensation if the assignment requires more than a couple hours of someone’s time, or if they plan to use the work without hiring the candidate.

The key for early career candidates in particular is to ensure their time and efforts are respected. This is a win-win for employers: By providing clarity and transparency, they not only elicit the additional information they want from candidates, but they demonstrate that the organization is transparent and fair.

Equity is also imperative: Which candidates are being asked to complete assignments? Is the hiring team consistent in giving out assignments across ages, experience levels, and roles? There should always be a process and clear evaluation criteria in place to ensure fairness.

As we adapt to the rapidly evolving world of work, we must continue to think critically about each step in the hiring process. Candidate assignments can be a valuable tool, but only with appropriate respect for job seekers’ time and contributions.

With the right strategy, we can bridge the gap between generations in the workplace and build a hiring culture that values efficiency, talent, and integrity.

Eoin Driver is the global vice president of talent at Indeed.

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