assignment for one

The Writing Center • University of North Carolina at Chapel Hill

Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

What are the absolute rules of the paper?

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

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

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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How to write the best college assignments.

By Lois Weldon

When it comes to writing assignments, it is difficult to find a conceptualized guide with clear and simple tips that are easy to follow. That’s exactly what this guide will provide: few simple tips on how to write great assignments, right when you need them. Some of these points will probably be familiar to you, but there is no harm in being reminded of the most important things before you start writing the assignments, which are usually determining on your credits.

The most important aspects: Outline and Introduction

Preparation is the key to success, especially when it comes to academic assignments. It is recommended to always write an outline before you start writing the actual assignment. The outline should include the main points of discussion, which will keep you focused throughout the work and will make your key points clearly defined. Outlining the assignment will save you a lot of time because it will organize your thoughts and make your literature searches much easier. The outline will also help you to create different sections and divide up the word count between them, which will make the assignment more organized.

The introduction is the next important part you should focus on. This is the part that defines the quality of your assignment in the eyes of the reader. The introduction must include a brief background on the main points of discussion, the purpose of developing such work and clear indications on how the assignment is being organized. Keep this part brief, within one or two paragraphs.

This is an example of including the above mentioned points into the introduction of an assignment that elaborates the topic of obesity reaching proportions:

Background : The twenty first century is characterized by many public health challenges, among which obesity takes a major part. The increasing prevalence of obesity is creating an alarming situation in both developed and developing regions of the world.

Structure and aim : This assignment will elaborate and discuss the specific pattern of obesity epidemic development, as well as its epidemiology. Debt, trade and globalization will also be analyzed as factors that led to escalation of the problem. Moreover, the assignment will discuss the governmental interventions that make efforts to address this issue.

Practical tips on assignment writing

Here are some practical tips that will keep your work focused and effective:

– Critical thinking – Academic writing has to be characterized by critical thinking, not only to provide the work with the needed level, but also because it takes part in the final mark.

– Continuity of ideas – When you get to the middle of assignment, things can get confusing. You have to make sure that the ideas are flowing continuously within and between paragraphs, so the reader will be enabled to follow the argument easily. Dividing the work in different paragraphs is very important for this purpose.

– Usage of ‘you’ and ‘I’ – According to the academic writing standards, the assignments should be written in an impersonal language, which means that the usage of ‘you’ and ‘I’ should be avoided. The only acceptable way of building your arguments is by using opinions and evidence from authoritative sources.

– Referencing – this part of the assignment is extremely important and it takes a big part in the final mark. Make sure to use either Vancouver or Harvard referencing systems, and use the same system in the bibliography and while citing work of other sources within the text.

– Usage of examples – A clear understanding on your assignment’s topic should be provided by comparing different sources and identifying their strengths and weaknesses in an objective manner. This is the part where you should show how the knowledge can be applied into practice.

– Numbering and bullets – Instead of using numbering and bullets, the academic writing style prefers the usage of paragraphs.

– Including figures and tables – The figures and tables are an effective way of conveying information to the reader in a clear manner, without disturbing the word count. Each figure and table should have clear headings and you should make sure to mention their sources in the bibliography.

– Word count – the word count of your assignment mustn’t be far above or far below the required word count. The outline will provide you with help in this aspect, so make sure to plan the work in order to keep it within the boundaries.

The importance of an effective conclusion

The conclusion of your assignment is your ultimate chance to provide powerful arguments that will impress the reader. The conclusion in academic writing is usually expressed through three main parts:

– Stating the context and aim of the assignment

– Summarizing the main points briefly

– Providing final comments with consideration of the future (discussing clear examples of things that can be done in order to improve the situation concerning your topic of discussion).

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Lois Weldon is writer at Uk.bestdissertation.com . Lives happily at London with her husband and lovely daughter. Adores writing tips for students. Passionate about Star Wars and yoga.

7 comments on “How To Write The Best College Assignments”

Extremely useful tip for students wanting to score well on their assignments. I concur with the writer that writing an outline before ACTUALLY starting to write assignments is extremely important. I have observed students who start off quite well but they tend to lose focus in between which causes them to lose marks. So an outline helps them to maintain the theme focused.

Hello Great information…. write assignments

Well elabrated

Thanks for the information. This site has amazing articles. Looking forward to continuing on this site.

This article is certainly going to help student . Well written.

Really good, thanks

Practical tips on assignment writing, the’re fantastic. Thank you!

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Night One Pager: Assigning a One-Pager Project as a Culminating Project

Assigning a One-Pager as a Culminating Project. A one pager project for Night

I recently assigned a one pager final project to my sophomores for their culminating Night project. I wanted to combine as many rigorous ELA content ideas as possible, while also designing a fun project for students that provided them with a bit of choice. This Night one pager project was the perfect way to finish the memoir!

To make this one pager project rigorous, I required my students to include multiple MLA-cited quotations with a literary analysis explanation. These are skills my students have learned and practiced all year long, so it was a way for me to assess that skill. I also wanted to give my students an opportunity to express their creativity, and it came through. In considering all of these elements, the one pager was the perfect culminating activity for Night!

What is a One Pager?

A one pager is a classroom assignment, activity, or assessment where students place all of their work on one page. With a one pager, students combine visual and text elements to demonstrate a thematic and symbolic meaning of a text. A one pager can include quotes from a text, quote analysis, critical thinking questions and answers, and visual representations of a setting, symbol, or character.

Furthermore, the one pager is also extremely versatile, and teachers can tailor it to fit their needs. You can read more about the one pager, sketch notes, and mind maps in this blog about coloring in the secondary ELA classroom .

Assigning a One Pager Project as a Culminating Activity for Night

For the actual assignment, I created a one-pager choice board that is similar that requires students to connect four elements. Every student had to complete the quotes, questions, and images element of the project. From there, students had their choice of four different items they could include: a connection to a song, a timeline, a setting, or a figurative language option. By providing students with a choice, they feel like they have more say with their work.

I reviewed the assignment with my students, explained my expectations, passed out the handout (which was printed double-sided with the instructions on the front and the brainstorming organizer and checklist on the back), and showed my students some examples. Keep reading the post. You can sign-up for my emails to receive a free Google Docs copy of this assignment which includes the assignment, checklist, planning sheet, and a rubric.

On the day projects were due, I provided my students with an opportunity to present their one-page to class. I did this as an extra-credit option. For each student who volunteered to present their project, I gave them an extra 5 points on their project).

The Night One-Pager was an enjoyable project for my students, and it was the perfect final project to assign at the end of the school year.

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Teaching Night in the High School Classroom

When I teach Night to my sophomores, I use this Night Teaching Unit that includes a 5-week pacing guide.

This Night Activities Bundle includes pre-reading, during reading, and post-reading activities to use when teaching Night. This Night Teaching Unit Begin includes teaching resources and activities for you to complete with your students before, during, and after you read Night.

Assigning a One-Pager as a Culminating Project

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Knowledge Base

The Beginner's Guide to Writing an Essay | Steps & Examples

An academic essay is a focused piece of writing that develops an idea or argument using evidence, analysis, and interpretation.

There are many types of essays you might write as a student. The content and length of an essay depends on your level, subject of study, and course requirements. However, most essays at university level are argumentative — they aim to persuade the reader of a particular position or perspective on a topic.

The essay writing process consists of three main stages:

Preparation: Decide on your topic, do your research, and create an essay outline.
Writing : Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion.
Revision: Check your essay on the content, organization, grammar, spelling, and formatting of your essay.

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Essay writing process, preparation for writing an essay, writing the introduction, writing the main body, writing the conclusion, essay checklist, lecture slides, frequently asked questions about writing an essay.

The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay .

For example, if you’ve been assigned a five-paragraph expository essay for a high school class, you’ll probably spend the most time on the writing stage; for a college-level argumentative essay , on the other hand, you’ll need to spend more time researching your topic and developing an original argument before you start writing.

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Before you start writing, you should make sure you have a clear idea of what you want to say and how you’re going to say it. There are a few key steps you can follow to make sure you’re prepared:

Understand your assignment: What is the goal of this essay? What is the length and deadline of the assignment? Is there anything you need to clarify with your teacher or professor?
Define a topic: If you’re allowed to choose your own topic , try to pick something that you already know a bit about and that will hold your interest.
Do your research: Read primary and secondary sources and take notes to help you work out your position and angle on the topic. You’ll use these as evidence for your points.
Come up with a thesis: The thesis is the central point or argument that you want to make. A clear thesis is essential for a focused essay—you should keep referring back to it as you write.
Create an outline: Map out the rough structure of your essay in an outline . This makes it easier to start writing and keeps you on track as you go.

Once you’ve got a clear idea of what you want to discuss, in what order, and what evidence you’ll use, you’re ready to start writing.

The introduction sets the tone for your essay. It should grab the reader’s interest and inform them of what to expect. The introduction generally comprises 10–20% of the text.

1. Hook your reader

The first sentence of the introduction should pique your reader’s interest and curiosity. This sentence is sometimes called the hook. It might be an intriguing question, a surprising fact, or a bold statement emphasizing the relevance of the topic.

Let’s say we’re writing an essay about the development of Braille (the raised-dot reading and writing system used by visually impaired people). Our hook can make a strong statement about the topic:

The invention of Braille was a major turning point in the history of disability.

2. Provide background on your topic

Next, it’s important to give context that will help your reader understand your argument. This might involve providing background information, giving an overview of important academic work or debates on the topic, and explaining difficult terms. Don’t provide too much detail in the introduction—you can elaborate in the body of your essay.

3. Present the thesis statement

Next, you should formulate your thesis statement— the central argument you’re going to make. The thesis statement provides focus and signals your position on the topic. It is usually one or two sentences long. The thesis statement for our essay on Braille could look like this:

As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness.

4. Map the structure

In longer essays, you can end the introduction by briefly describing what will be covered in each part of the essay. This guides the reader through your structure and gives a preview of how your argument will develop.

The invention of Braille marked a major turning point in the history of disability. The writing system of raised dots used by blind and visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Write your essay introduction

The body of your essay is where you make arguments supporting your thesis, provide evidence, and develop your ideas. Its purpose is to present, interpret, and analyze the information and sources you have gathered to support your argument.

Length of the body text

The length of the body depends on the type of essay. On average, the body comprises 60–80% of your essay. For a high school essay, this could be just three paragraphs, but for a graduate school essay of 6,000 words, the body could take up 8–10 pages.

Paragraph structure

To give your essay a clear structure , it is important to organize it into paragraphs . Each paragraph should be centered around one main point or idea.

That idea is introduced in a topic sentence . The topic sentence should generally lead on from the previous paragraph and introduce the point to be made in this paragraph. Transition words can be used to create clear connections between sentences.

After the topic sentence, present evidence such as data, examples, or quotes from relevant sources. Be sure to interpret and explain the evidence, and show how it helps develop your overall argument.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

See the full essay example

The conclusion is the final paragraph of an essay. It should generally take up no more than 10–15% of the text . A strong essay conclusion :

Returns to your thesis
Ties together your main points
Shows why your argument matters

A great conclusion should finish with a memorable or impactful sentence that leaves the reader with a strong final impression.

What not to include in a conclusion

To make your essay’s conclusion as strong as possible, there are a few things you should avoid. The most common mistakes are:

Including new arguments or evidence
Undermining your arguments (e.g. “This is just one approach of many”)
Using concluding phrases like “To sum up…” or “In conclusion…”

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Write your essay conclusion

Checklist: Essay

My essay follows the requirements of the assignment (topic and length ).

My introduction sparks the reader’s interest and provides any necessary background information on the topic.

My introduction contains a thesis statement that states the focus and position of the essay.

I use paragraphs to structure the essay.

I use topic sentences to introduce each paragraph.

Each paragraph has a single focus and a clear connection to the thesis statement.

I make clear transitions between paragraphs and ideas.

My conclusion doesn’t just repeat my points, but draws connections between arguments.

I don’t introduce new arguments or evidence in the conclusion.

I have given an in-text citation for every quote or piece of information I got from another source.

I have included a reference page at the end of my essay, listing full details of all my sources.

My citations and references are correctly formatted according to the required citation style .

My essay has an interesting and informative title.

I have followed all formatting guidelines (e.g. font, page numbers, line spacing).

Your essay meets all the most important requirements. Our editors can give it a final check to help you submit with confidence.

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

An opening hook to catch the reader’s attention.
Relevant background information that the reader needs to know.
A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

It gives your writing direction and focus.
It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

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Assignments usually ask you to demonstrate that you have immersed yourself in the course material and that you've done some thinking on your own; questions not treated at length in class often serve as assignments. Fortunately, if you've put the time into getting to know the material, then you've almost certainly begun thinking independently. In responding to assignments, keep in mind the following advice.

Beware of straying. Especially in the draft stage, "discussion" and "analysis" can lead you from one intrinsically interesting problem to another, then another, and then ... You may wind up following a garden of forking paths and lose your way. To prevent this, stop periodically while drafting your essay and reread the assignment. Its purposes are likely to become clearer.
Consider the assignment in relation to previous and upcoming assignments. Ask yourself what is new about the task you're setting out to do. Instructors often design assignments to build in complexity. Knowing where an assignment falls in this progression can help you concentrate on the specific, fresh challenges at hand.

Understanding some key words commonly used in assignments also may simplify your task. Toward this end, let's take a look at two seemingly impenetrable instructions: "discuss" and "analyze."

1. Discuss the role of gender in bringing about the French Revolution.

"Discuss" is easy to misunderstand because the word calls to mind the oral/spoken dimension of communication. "Discuss" suggests conversation, which often is casual and undirected. In the context of an assignment, however, discussion entails fulfilling a defined and organized task: to construct an argument that considers and responds to an ample range of materials. To "discuss," in assignment language, means to make a broad argument about a set of arguments you have studied. In the case above, you can do this by
pointing to consistencies and inconsistencies in the evidence of gendered causes of the Revolution;
raising the implications of these consistencies and/or inconsistencies (perhaps they suggest a limited role for gender as catalyst);
evaluating different claims about the role of gender; and
asking what is gained and what is lost by focusing on gendered symbols, icons and events.

A weak discussion essay in response to the question above might simply list a few aspects of the Revolution—the image of Liberty, the executions of the King and Marie Antoinette, the cry "Liberte, Egalite, Fraternite!" —and make separate comments about how each, being "gendered," is therefore a powerful political force. Such an essay would offer no original thesis, but instead restate the question asked in the assignment (i.e., "The role of gender was very important in the French Revolution" or "Gender did not play a large role in the French Revolution").

In a strong discussion essay, the thesis would go beyond a basic restatement of the assignment question. You might test the similarities and differences of the revolutionary aspects being discussed. You might draw on fresh or unexpected evidence, perhaps using as a source an intriguing reading that was only briefly touched upon in lecture.

2. Analyze two of Chaucer's Canterbury Tales, including one not discussed in class, as literary works and in terms of sources/analogues.

The words "analyze" and "analysis" may seem to denote highly advanced, even arcane skills, possessed in virtual monopoly by mathematicians and scientists. Happily, the terms refer to mental activity we all perform regularly; the terms just need decoding. "Analyze" means two things in this specific assignment prompt.

First, you need to divide the two tales into parts, elements, or features. You might start with a basic approach: looking at the beginning, middle, and end. These structural features of literary works—and of historical events and many other subjects of academic study—may seem simple or even simplistic, but they can yield surprising insights when examined closely.
Alternatively, you might begin at a more complex level of analysis. For example, you might search for and distinguish between kinds of humor in the two tales and their sources in Boccaccio or the Roman de la Rose: banter, wordplay, bawdy jokes, pranks, burlesque, satire, etc.

Second, you need to consider the two tales critically to arrive at some reward for having observed how the tales are made and where they came from (their sources/analogues). In the course of your essay, you might work your way to investigating Chaucer's broader attitude toward his sources, which alternates between playful variation and strict adherence. Your complex analysis of kinds of humor might reveal differing conceptions of masculine and feminine between Chaucer and his literary sources, or some other important cultural distinction.

Analysis involves both a set of observations about the composition or workings of your subject and a critical approach that keeps you from noticing just anything—from excessive listing or summarizing—and instead leads you to construct an interpretation, using textual evidence to support your ideas.

Some Final Advice

If, having read the assignment carefully, you're still confused by it, don't hesitate to ask for clarification from your instructor. He or she may be able to elucidate the question or to furnish some sample responses to the assignment. Knowing the expectations of an assignment can help when you're feeling puzzled. Conversely, knowing the boundaries can head off trouble if you're contemplating an unorthodox approach. In either case, before you go to your instructor, it's a good idea to list, underline or circle the specific places in the assignment where the language makes you feel uncertain.

William C. Rice, for the Writing Center at Harvard University

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

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Select one or more classes

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Add a grade category, add a grading 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.

Enter the title and any instructions.

You can continue to edit and customize 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 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.

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Use grade categories to organize assignments. With grade 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 Grades page.

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

To organize assignments and grades into your school or district’s grading structure, create grading periods, such as quarters or semesters.

From the menu, select a grading period.

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

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

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

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 to 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 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 post 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 post later

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To schedule the same assignment across multiple classes, make sure to select all classes you want to include.
When you enter a time, Classroom defaults to PM unless you specify AM.
(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 at the scheduled date and 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 .

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Enter your changes and click Schedule .

Edit a draft assignment

Changes are automatically saved.

Assign it immediately (details above).
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Click a class.

You can only delete an assignment on the Classwork page.

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

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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Definition of assignment noun from the Oxford Advanced American Dictionary

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2 [ uncountable ] the act of giving something to someone; the act of giving someone a particular task his assignment to other duties in the same company

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Designing Peer and Group Assignments for Online Courses

graphic of student smiling at her computer screen where several of her peers are visible

Audrey Wick is an English professor at Blinn College in central Texas

Writing skills are important for college students at any stage. Whether they are in a writing-intensive course or simply using their skills to navigate a traditional course, strength in written communication will help students be successful, lifelong learners.

For instructors, one step toward that success is designing peer and/or group assignments to help students develop these important skills. But when instructors themselves face uncertainty of student population and modality, how can they effectively plan for these types of assignments?

Redefine What Constitutes “Group” Assignments

In terms of traditional pedagogical thinking, “group” assignments generally mean three or more students working in collaboration toward a singular goal. But collaboration can occur in pairs as well. Often, working with one other individual can still help students practice important skills of planning, drafting and revision. When courses are small or retention becomes an issue, pairing students who are active and engaged in the class can help ensure that no one goes missing-in-action for the duration of an assignment.

Also, by keeping groups small, whether through pairs or not, assignments can often be accomplished in a much shorter amount of time. For instance, in the English environment, peer editing is streamlined through the use of pairing rather than trying to accomplish this in small groups. For those instructors who want more students to contribute to the assignment, pairing can happen more than once.

When peer editing , I frequently pair students—and then pair them again. That way, they get more than one perspective in feedback but are only focused on providing that in one-on-one settings. This keeps the assignment manageable for them to complete as well as for me, as the instructor, to track.

Avoid the Pitfall of Expecting a Face-to-Face Result When Online

When assignments are adapted to the online learning environment , instructors should not try to—necessarily—translate a face-to-face project into a digital application. That’s because organic parts of the process like brainstorming may not work synergistically online.

Nonetheless, if an instructor gives the group a starting point and direct guidance for the end goals (think: due date, submission format, required length, research requirements, etc.), this will take the guesswork out of the initial group work and help the students work more effectively.

Let Existing Technology Be Assistive

There is no need to reinvent writing process stages or try to build digital assignments from the ground up. Instead, tap into existing platforms at your institution or through your textbook publisher in order to create effective group assignments that work.

Many textbooks have digital components, companion websites, assistive project arms and more. For instance, writing instructors have several options for programs students can use for electronic portfolios, document sharing and peer editing. The technology here can connect students in digital pairs and groups, giving them the flexibility of space and time to complete the assignments collaboratively in a fully online environment.

Don’t Overlook Institutional Resources

Does your college have a library, learning lab, tutoring center or campus computer technicians that are student-facing? Likely your institution already has tools that you can use in creating and managing peer and group assignments.

For starters, speak with librarians at your institution, or research existing digital tools available through the library page. Many have how-to videos, style guides, plagiarism tutorials and more. Link these through your digital classroom or import them to your Learning Management System. Viola! Tailored content at their fingertips!

You’re Ready!

Incorporating collaboration opportunities is one way instructors can help students feel more connected in their college classes, no matter what their digital landscape looks like.

Do you assign group work? If so, don’t miss the recording from our Empowered Educator webinar offering expert tips on making it equitable, meaningful and effective.

How to Use One Pagers with Literature and Informational Texts

Are you googling one pagers because you’re trying to avoid grading yet another stack of essays? I don’t blame you. That’s how I started, too. Or, maybe you are wondering whether a one pager is the right assignment for your students? Maybe it’s that you’re not sure how to create one, when to assign it, or how to provide structure? One pagers can be meaningful as a creative response to literature. Sprinkling them into your ELA curriculum is a powerful way to ask students to reflect upon what they have read. Plus, it lightens your grading load. Keep reading for tips that will help you assign a one pager in your secondary classroom. (P.S. – They aren’t just for ELA!)

WHAT IS A ONE PAGER?

As its name indicates, a one pager is a single page response to a text. They typically focus on showcasing the theme of a narrative or the topic of an informational text. Students include a variety of information to show they can think critically about a story, poem, book, article, video clip, or other text. For example, students might include important quotes, analysis, symbolism, figurative language, themes, images, doodles, connections, questions, and more. One pagers move students beyond basic comprehension to a more mature way of thinking about a text.

WHY ASSIGN A ONE PAGER?

I find one pagers valuable ways to check for understanding. Perhaps you want to see how students are thinking about what they have read. Assigning a one pager can give teachers the insight while still allowing students creativity in expression. One pagers also ask students to move beyond summarizing to a deeper level. Besides, one pagers are an excellent way for non-ELA teachers to promote literacy. Any time students are reading a text (even in science, history, or art class, for instance), they can create a one pager in response.

WHEN SHOULD I ASSIGN A ONE PAGER?

One pagers are excellent forms of differentiation. I enjoy using them as an option for students to respond to a text. Perhaps you’ve just finished grading essays and can’t stand the thought of drowning in yet another stack (already!). One pagers are usually quick and easy to grade, but they still require that students are thinking and making meaning. One pagers are excellent complements to choice reading units, poetry units, short story units, whole class novel units, literature circles, and book clubs. Want to see how students are relating the central idea of paired texts? Use a one pager!

How to use one pagers plus lesson plans, examples, and templates for middle and high school #OnePager #LiteraryAnalysis #HighSchoolELA

WHAT SHOULD I AVOID WITH A ONE PAGER?

Creating too few or too many guidelines..

It’s important to think about the age of your students. Most middle school students need structure and guidance; students who are not used to thinking from an abstract angle can struggle. Because one pagers are not concrete, teachers need to be specific in their expectations with younger students. High school students who are comfortable with creative thinking and who are used to coloring outside the lines thrive with less scaffolding.

GRADING ON ARTISTIC ABILITY.

It can be easy to get caught up in beautiful one pagers. If you’ve ever made one yourself, you understand how difficult they really are. It’s important to encourage students for their creative thought process – not their creative drawings or beautiful coloring.

DESIGNING RUBRICS BASED ON EFFORT.

With creative assignments, it’s important to validate students’ thinking. When we design rubrics based off of perceived effort, we undermine the content students create. A one pager rubric should reflect skills that are tangible and measurable. For example, I would not include a category for “Effort.” Instead, I would include a category for “Content.” Within that category, it would be reasonable to ask students to cover the page with their reflection on the text. It’s something you can measure. Either the page is covered, or it’s not. Effort, on the other hand, is much more difficult to grade objectively.

USING IT TO “PROVE READING”.

Like most reading projects, one pagers don’t “prove” students have read something. Granted, it’s extremely difficult to create an exemplary one pager without a solid understanding of a text. Still, when I assign one pagers, it’s because I want to see how students are analyzing and synthesizing a text. I use them as a way to measure learning toward standards…not a way to force reading. If you are concerned students aren’t reading a text, the best thing you can do is to confer with them as regularly as possible.

UNDERESTIMATING THE TIME THEY TAKE.

Creating an inspiring one pager takes time. If you’ve never tried to make one before, I encourage you to take on the task before assigning it to students. The first time I did this I was struck by two facts: mine was terrible …and it took way longer than I expected . I still believe they are worth the time and energy, but creating my own example gave me better perspective for what I should expect from students. Plus, I understood I needed to provide them more class time than I originally anticipated in order to complete the work.

TIPS FOR ONE PAGER SUCCESS

Complete one yourself. .

Making a one pager was a humbling experience for me. It really gave me insight into my students’ struggles. What was in my head is not what came out on paper. This experience resulted in a more empathetic and appreciative view of the one pagers I graded.

BRAINSTORM WITH STUDENTS.

Come up with a list of expectations for the assignment. Then, with students, brainstorm possible content to include. Secondary students have fabulous ideas and can inspire one another. Plus, discussing possibilities as a group gives teachers the opportunity to identify appropriate content and redirect students if necessary.

ANALYZE EXAMPLES.

It’s hard to visualize a one pager without looking at examples . I google “one pager examples” and display some of the search results on the projector. I’ve also saved some examples to Google Classroom so that students can view them from their iPads. As we study the images, students begin to see how different they are. We note what works and what doesn’t. We talk about examples that exceed expectations and those that don’t.

USE TEMPLATES.

Scaffold students’ experience with one pagers by providing templates. Use the templates to help students brainstorm and make a strategic plan for how they will maximize their space. The first time I assigned a one pager, I made all the mistakes…and found out that students don’t always know what to do with a blank page. That’s when I created these materials , which supported their thinking and led them toward the standards.

DON’T BOX YOURSELF IN.

It’s important that you don’t go into the one pager assignment thinking there are “rules.” There really aren’t! You can be as creative as you want, and students can, too. If they want their one pager to incorporate a mind map or a collage, that works. If you want them to add texture, don’t hesitate. Do you want students to create a one pager that incorporates multiple texts? Awesome! You do you.

USE THE ONE PAGER TO PROMOTE LITERACY.

It’s all about creating a literacy culture. We need secondary students to appreciate reading – to want to read. Providing students with a variety of ways to respond to a text is a way to achieve that goal. Saving the one pager for special occasions will help to ensure students don’t become burnt out with it. If you feel brave, allow students to work in partners to create a collaborative one pager. Many will love the social aspect of responding to reading. Building positive relationships between reading and how we ask students to respond to literature is a huge step in the process of building a community of readers.

RELATED RESOURCE:

One pagers are a valuable tool for any teacher. They should not replace all traditional essays, and they shouldn’t be assigned after every course text, but they are a wonderful alternative when used modestly. This resource contains scaffolded tools for getting started with literary and informational text one pagers .

Scaffolded one pager lessons for informational texts and literature

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Examining Sample Assignment 1: Summary and Analysis

In this chapter and in the next three, I walk through example assignments and how you might analyze them to better understand your task.

This assignment comes from one of my first-year writing classes. It’s a fairly typical early assignment in my first-year writing classes, one that asks students to read a text and engage with it in some way. In this case, the readings include the same one I use as a model in the first section of this book , though the actual assignment differs a bit.

The ability to read critically and summarize accurately is a crucial academic skill. The ability to use ideas from one text to guide understanding in another text is similarly crucial. This assignment helps you practice both of these skills.

Your summary will need to explain the key concepts in Mitchell’s article and to explain the main points in the article that you choose to work with. In class, we will work specifically on critical reading strategies to understand how authors make claims and connect those claims to one another. We will also work on techniques for writing strong summaries that accurately represent an author’s work.

Your summaries of these texts should be between 300 and 400 words of your final paper.

In this part of your paper, you will make connections between Mitchell’s concepts and the specific situation described in the article you have chosen. Specifically, you must try to explain the situation in your article using the terms “segregated coexistence” and “living in community” as Mitchell explains them. Think about questions like the following:

Does the article you have chosen describe a situation that could be considered “segregated coexistence”? If so, what is that situation and how well does it align with “segregated coexistence” as Mitchell describes it?
Similarly, does the article you have chosen describe a situation that could be considered “living in community”? If so, what is that situation and how well does it align with “living in community” as Mitchell describes it?
Are there ways in which Mitchell’s terms don’t apply or don’t cover the issue well enough? How so?

Note that this part of your paper should be between 400 and 500 words long, longer than your summaries. While accurately summarizing is important, readers at the college level are more interested in seeing your thinking, so this part should be longer than your summary.

When I comment on your summary and analysis, I will be looking to see how well you have met the goals of the assignment. That is, I will be looking for how accurately and thoroughly you have summarized the articles and how well you have explained and provided support for your analysis. If you only provide summaries of the articles without analysis, your project will not be successful. Instead, your project should demonstrate your critical reading and thinking skills.

Your summary and analysis will also need to meet the standard expectations of good college-level academic writing, which we will be working on during the term. Your purpose and focus will need to be clear and well explained. You will need to provide your reader with sufficient detail in your summary and your response so that your explanations are clear and thorough. You will also need to provide structural cues that enable your reader to follow the logic of your thinking. And your prose will need to be well written both stylistically and grammatically.

Examining the Verbs in Key Sentences

When I read this assignment, I find three key sentences that tell us what we’re supposed to do in this assignment.

Before going on, try to find the key sentences in the Summary and Analysis assignment. Then, read on to see if you agree with my choices.

Let’s look at them.

First Sentence for Examination

To start, there is a sentence summarizing the assignment at the top. Sentences pulled out like this are often important:

Summarize the ideas of “segregated coexistence” and “living in community” from Mitchell’s essay and analyze how those ideas apply to the situation described in an additional article (see sources below).

The verbs here are pretty direct: summarize and analyze.

What are you summarizing? Mitchell’s ideas
What are you analyzing? How those ideas apply to the situation in the second article you have chosen

Second Sentence for Examination

There’s another key sentence at the beginning of the “Summaries” section:

Your summary will need to explain the key concepts in Mitchell’s article and to explain the main points in the article that you choose to work with.

The verbs here are less helpful, at least until we look at the words around them.

When someone tells you that you “will need” to do something, you know that they mean that you “must” do it. If we substitute “must” for “will need,” we get a bit more help:

Your summary must explain the key concepts in Mitchell’s article and must explain the main points in the article that you choose to work with.

“Choose” is not terribly important for our purposes because it’s just identifying the second source that we are working with. “Explain,” however, seems to be very important.

Here we get a focus for our summary work:

Explain the key concepts in Mitchell’s article (which have been identified in the first sentence we analyzed)
Explain the main points in the article we’ve chosen

In this sentence, we have more detail about what “summarizing” looks like for this assignment.

Third Sentence for Examination

To understand the “analyzing” part of the assignment, we have a couple of sentences at the beginning of the “Analysis” section. I’m including two sentences since the second sentence begins with “specifically,” which indicates that it’s providing more detail about the first:

In this part of your paper, you will make connections between Mitchell’s concepts and the specific situation described in the article you have chosen . Specifically, you must try to explain the situation in your article using the terms “segregated coexistence” and “living in community” as Mitchell explains them.

These verbs require a bit of adjustment before our task will be clear. “Will make” doesn’t tell us much without the following word “connections,” without which we don’t know what we are making. However, “will make connections” can also be understood as simply “connect.” Here’s the sentence with this adjustment (eliminating a few more words to make the sentence grammatically correct:

In this part of your paper, you will connect Mitchell’s concepts and the specific situation described in the article you have chosen . Specifically, you must try to explain the situation in your article using the terms “segregated coexistence” and “living in community” as Mitchell explains them.

Similarly, “must try” doesn’t help us until we look at the words that tell us what we are trying to do. In this case, “must try to explain” is the idea we need to focus on. “Must try” in this sentence is an indication that our professor wants us to make effort, but explaining is really the work here:

In this part of your paper, you will connect Mitchell’s concepts and the specific situation described in the article you have chosen . Specifically, you must explain the situation in your article using the terms “segregated coexistence” and “living in community” as Mitchell explains them.

As with the sentence earlier, “have chosen” just indicates our second article, which is why I skipped that one.

The last “explains” is worth looking at in a bit more detail. In this case, the verb is not about your doing the explaining, but rather the fact that Mitchell has done some. From this sentence, we know that we must use the two identified terms in the same way that Mitchell does.

So, in the analysis part of our paper, we need to do the following:

Connect Mitchell’s concepts, which we summarized in the summary section of the paper, to the situation in our second article.
To do this effectively, we need to use Mitchell’s terms.

Applying Bloom

Having done this analysis, we now have a better sense of the intellectual work of this assignment:

Summary Part 1: Explain Mitchell’s key ideas
Summary Part 2: Explain the main points in our second article
Analysis: Use Mitchell’s ideas to explain the situation in our second article.

Before jumping into the next section, take what you know about the task in the sample assignment and see which types of knowledge and which cognitive processes you believe the assignment is looking for.

After you read the rest of this chapter, decide whether or not you agree with my analysis.

Kinds of Cognitive Processes

First, the verbs.

The summary section of the assignment focused on explaining the key ideas in both articles. It can be helpful to move “up” the pyramid or the side of the grid with the cognitive processes to help us figure this out.

We aren’t being asked to remember, since we can look up the information, but we are being asked to understand both Mitchell’s concepts and the main points from the second article. Notice that on the grid version, summarizing appears at the intersection of factual knowledge and the cognitive process of understanding.

When we look at connections, though, “understanding” doesn’t seem to be enough. Yes, we have to understand, but we’re trying to make those connections (remember the original wording?), and “understanding” seems to be more about making sense of ideas that others have already put together.

The next step is “ applying .” If we look only at the grid, applying doesn’t seem to work, but the pyramids explain this one a bit differently. If applying means to “use information in new situations” or “use information in a new (but similar) form,” the term seems to work, right? The assignment asks us to use Mitchell’s terms to explain the situation in the second article. That sounds like an application to me!

But what about “analysis” in the title of the assignment? Look at the explanation of analyzing on the grid: “Break material into constituent parts and determine how parts relate to one another and to an overall structure of purpose.” Similarly, the pyramids describe analyzing as making connections and exploring relationships.

We aren’t doing this kind of work if we look only at Mitchell’s article; there, we are simply explaining what Mitchell means (i.e., summarizing). But when we get to the second article, we have to do more than just apply Mitchell’s terms. We have to divide up the ideas in that article into ideas that are connected to “segregated coexistence” and ideas that are connected to “living in community.”

To do this successfully, we need to explain how these connections work. This means that it’s not enough to identify specific ideas as either one or the other. We also need to make those connections clear to our reader. Those explanations are kinds of analysis .

The verbs in the assignment do not ask us to make arguments or critique ideas, so Bloom’s “evaluate” doesn’t apply in this assignment. Similarly, we aren’t really “creating” something new, beyond the vague idea that what we write should be in our own words for the most part. These two cognitive processes don’t apply much, if at all, here.

To summarize, looking at the verbs and assignment, we seem to be working in the cognitive realms of understanding, applying, and analyzing.

Kinds of Knowledge

While the verbs tell us about the cognitive processes that we are being asked to use, the examination of those key sentences can also help us focus on the information that we will need to complete the task. While much of this was obvious as we explored the verbs, I’ll break it down a bit here to complete the example.

In this case, we will need to know/understand the following:

Mitchell’s key terms (“segregated coexistence” and “living in community”)
The main ideas in our second article
The connections between Mitchell’s concepts and the ideas in our second article

The first two would be factual knowledge, according to Bloom’s Taxonomy. We should be able to go to the article and find those ideas. We aren’t developing those terms or ideas; we are simply recording them. To do that, we have to understand them, but that’s a cognitive process, and we’ll come back to that in a minute.

The connections, however, aren’t factual. Our chosen article doesn’t use Mitchell’s terms directly, so we have to create those connections ourselves. If you look at the descriptions, you’ll see that this type of knowledge is called “ conceptual ,” which specifically is about organizing factual knowledge.

I don’t see anything here that is asking us to work with procedural (how to) knowledge or metacognition (thinking about thinking), so we are just working with the first two types of information.

Putting It Together

In this assignment, we are being asked to use factual and conceptual knowledge to understand, apply, and analyze.

The assignment comes in two parts. The first part is focused on summarizing Mitchell’s two key concepts and the main points from the second article. This part, then, stays firmly in the factual realm. We’re not supposed to talk about our opinions of any of these ideas or start making connections between them in this section. If we fail to present the factual information (e.g., we are missing one summary or the other; or we misread the article so our summary isn’t accurate), we will not succeed at this part. Also, because this is the more basic part of the assignment (lower on the pyramids and grid), if we don’t do this part accurately, odds are good that our analysis part won’t be as successful as we would like.

The second part, what the assignment calls “analysis,” is really a combination of applying and analyzing. We have to understand the main points, too, but mostly, we would do that in the first part of the assignment. In the “analysis,” we need to explain how the ideas in the second article can be categorized using Mitchell’s terms. We’re applying Mitchell, but we also have to explain if our assignment is going to be successful.

At this point, I have beaten this assignment into submission, but I’m hoping you can see the value in taking an assignment apart like this.

Reading and Writing Successfully in College: A Guide for Students Copyright © 2023 by Patricia Lynne is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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A Simple Trick for Success with One-Pagers

May 26, 2019

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Listen to my interview with Betsy Potash ( transcript ):

Sponsored by Chill Expeditions and Kiddom

Have you heard the whispers about one-pagers in the online teacher hallways? The concept of a one-pager, in which students share their most important takeaways on a single piece of blank paper, has really taken off recently.

The one-pagers I see on Instagram draw me in like a slice of double chocolate mousse cake. The artistry students bring to representing their texts on a single piece of paper, blending images and ideas in creative color, is almost hypnotizing for me. Perhaps you’ve had the same experience.

But it’s the very beauty of the models that get posted that can drive students and teachers away from the one-pager activity. Sure, it’s great for super artistic students , we tend to think, but what about everyone else?

Turns out it CAN be great for everyone. As long as you know how to structure it.

What Is a One-Pager?

Let’s backtrack a bit and talk more about what a one-pager is. It’s pretty simple, really. Students take what they’ve learned—from a history textbook, a novel, a poem, a podcast, a Ted Talk, a guest speaker, a film—and put the highlights onto a single piece of paper. AVID first developed this strategy, but now it’s widely used in and out of AVID classrooms.

But why is this seemingly simple assignment so powerful?

As students create one-pagers, the information they put down becomes more memorable to them as they mix images and information. According to Allan Paivio’s dual coding theory, the brain has two ways of processing: the visual and the verbal. The combination of the two leads to the most powerful results. Students will remember more when they’ve mixed language and imagery.

Plus, one-pagers provide variety, a way for them to share what they’ve learned that goes beyond the usual written options. Students tend to surprise themselves with what they come up with, and their work makes for powerful displays of learning. Plus, they’re fun to make. Let’s not pretend that doesn’t matter.

So, assuming you’re sold on trying this out, you’re probably wondering what exactly goes into a one-pager?

Students might include quotations, ideas, images, analysis, key names and dates, and more. They might use their one-pagers to make connections to their own lives, to art or films, to pop culture, to what they’re learning in their other classes. They might even do it all. You’d be amazed at how much can fit on a single piece of paper.

Many teachers create lists of what students should put inside their one-pagers. Knowing they need two quotations, several symbolic images, one key theme, etc., helps guide students in their work.

The Art Problem

When creating one-pagers, artistic students tend to feature more sketches, doodles, icons and lettering. Students wary of art tend to feature more text, and can be reluctant to engage with the visual part of the assignment at all.

It was this issue—the issue of the art-haters—that first drew me into one-pagers two years ago. I had seen some stunning one-pagers posted in my Facebook group, Creative High School English . But the comments that followed were always the same. “That’s amazing work! But so many of my students don’t like art….”

Those comments struck a chord with me. For years I had dealt with comments from some of my own students about their distaste for artistic materials when I would introduce creative projects. No matter how much I explained that it was the intention behind their choices that mattered, I always got some pushback if there were any artistic elements involved in a project.

Was there a way to tweak the one-pager assignment so every student would feel confident in their success?

Another problem was one of overall design: Though they knew they needed to hit all the requirements their teachers listed, students still seemed to be overwhelmed by that huge blank page. What should go where? Did colored pencils really have to be involved?

A Simple Solution: Templates

As I thought about the problem, I wondered if students would feel less overwhelmed if they knew what needed to go where. If the quotations had to be in the middle, the themes in the upper left, the images across the bottom, etc. I began to play around with the shapes tool in PowerPoint, creating different one-pager templates.

Then I began shaping my requirements, correlating each element with a space on the paper. Maybe the border could be the key quotations. The center would feature an important symbol. The themes could go in circles around the center. I developed a bunch of different templates for varied ways to respond to novels. Then I tried podcasts. Films. Poetry.

As I shared these templates with other teachers, I kept getting the same feedback: “It’s working!”

That little bit of creative constraint actually frees students to use their imagination to represent what they have learned on the page without fear. They know what they need to put down, and where, but they are also free to expand and add to the template. To choose their own colors. To bring out what is most important to them through their creativity and artistry. And those super artistic students? They can just flip the template over and use the blank page on the back.

Beyond Novels

There are so many ways to integrate this creative strategy into your classroom. While one-pagers lend themselves beautifully to final assessments after reading independent novels, literature circle selections, or whole class novels, that’s really just the beginning.

You can use them to get to know students better, as with a name tent or “about me” one-pager at the beginning of the year. One school used templates to have every student create a one-pager about their own lives, collecting them all into hallway displays as part of a project they called “Tell your Story.”

You can also use them to help students focus in on the most important information in nonfiction articles and books. One EFL teacher in Croatia used the templates to have students share key takeaways from articles they read about social media. Not only did students have to analyze the text deeply to figure out what was most important, but the dual-coding theory suggests the process of creating the one-pagers will help them remember the information better.

Another great use for one-pagers is to keep students focused while absorbing media. When students are watching a film, listening to a podcast, or even attending an assembly with a guest speaker, they can be creating one-pagers as they listen, a kind of formalized version of sketchnotes.

Simple Steps for One-Pager Success

Whenever you’re considering your options for assessment, throw one-pagers into the mix. The steps below should help you in creating an assignment for which every student has a roadmap to success.

1. Choose the elements you want your students to put onto their one-pagers. For example, quotations, key themes, literary elements, discussion of style, important characters or dates, connections to other disciplines, connections to their lives, connections to modern culture.

2. Create a layout using the shapes tool in PowerPoint or something similar (or grab a free set of templates here or here ).

3. Connect your instructions to your layout. Make it clear which elements should go in which area of your template.

4. Create a simple rubric with the key categories you want your students to succeed with. With literary one-pagers, I use “Textual Analysis,” “Required Elements,” and “Thoroughness.”

5. As you introduce the assignment, show students some examples of one-pagers to give them a sense for how they might proceed.

6. Give students time to work on their one-pagers in class so they can ask you questions. Consider providing some artistic materials if you can, or inviting students to bring them in. You can always let them complete the work at home if necessary.

7. Do a gallery walk of the one-pagers before you collect them, or have them present to each other in small groups. The students will learn a lot from seeing each other’s representations.

8. Create a display after you grade the one-pagers with your rubric.

You can find more of Betsy’s great ideas on her website, Spark Creativity .

Come back for more. Join our mailing list and get weekly tips, tools, and inspiration that will make your teaching more effective and fun. You’ll get access to our members-only library of free downloads, including 20 Ways to Cut Your Grading Time in Half , the e-booklet that has helped thousands of teachers save time on grading. Over 50,000 teachers have already joined—come on in.

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Categories: Instruction , Podcast

Tags: assessment , English language arts , teaching strategies

57 Comments

Using this for assessment is also a great idea to provide an idea of student learning. Can you comment on how you use these for assessment and how you assess the one-pagers? Thanks!

Hi Kim, I think one-pagers make a great closing assessment for many units. They provide a chance for kids to really sum up everything they’ve learned, whether it’s from a novel, a series of poems, a part of history, etc. I think it helps a lot to grade them from a clear rubric – if you download my free set of templates, it includes the rubric I designed. You might want to grab it, just to help you design your own if you prefer. Hope this helps! Betsy

i think the students really help between to encourage other students to be creative and loyal to others and make up your own ideas.

Can you share a link to your rubric templates?

Hi Tish, you can go to A Simple Trick for Success with One-Pagers and find the links to the rubrics. If you look at the captions under the images, there’s a link to download them directly. Hope this helps!

I assess one-pagers against our education department’s rubric for written work – we have one for personal response (ideas + presentation) and another, more elaborate one for essays (content + support + form/structure + choices + correctness). It transfers nicely to one-pagers, and provides enough buffer for the kids who fear the artistic components. Here are our rubrics: https://www.alberta.ca/assets/documents/edc-2019-2020-ela30-1-scoring-guide.pdf

Hi there! This is awesome! Do you have any samples or formats for a math class? Algebra 1 and Geometry? I can see this more so with geometry since there’s lots of shapes and visuals. Thanks for your help and input!

I had students make a math one (I teach 6th grade) as a 2nd semester review. They had to include 3 things from each unit from that semester. Since we had 5 units, they broke the paper up into 5 sections.

Hi Brittany, That sounds like a wonderful review! Did you encourage them to bring in some visuals and color to help bring the concepts to life? I hope it went well! Betsy

Hi Janice, I’m afraid I don’t have any examples for math, but I think it would work very similarly. I would suggest template sections on main ideas from the unit, illustrations of the main ideas, connections to students’ own lives and the modern world, connections to other math concepts, etc. I hope that’s helpful! Betsy

I love this idea! I’m wondering how to tweak it to use in our math classrooms. Time to start experimenting. Thank you for this!

This is so helpful. I am a math teacher and a mother. My teenage son would come to a screeching halt whenever he had to generate a visual representation, because he dd not know how. I finally convinced him that, since the teacher had not *taught* him any art, and would not be *assessing* him on the artistic merit of his work, that, for instance, tracing was an ok thing to do. We expect kids to “do art” when they have not been taught how to, and some of them are not in a position (for whatever reason) to spontaneously “do art.” Why is this? (BTW, I hold a BFA.)

Hi Johanna, I hear you! It’s sad for me how little artistic outlet our students get these days, if they don’t choose to follow it on their own. It’s one reason I love this type of assignment, that can let those who flourish with art fly, and provide some reasonable small steps for those who feel intimidated by it. I’m glad you found these ideas helpful! Betsy

I’ve been hearing about these for a while! So glad to see this break down of the activity. I think creating templates is such a wonderful idea to help those students who struggle to see themselves as creative. I had my writing students create infographics this past semester, and showing them all the templates on canva really helped them feel more comfortable with creating their own examples of the genre. I’m definitely going to give this activity a try, potentially as a shareable attachment to their short autobiographies at the beginning of the semester. Thanks for the idea!

Erika, I’m so glad you find the template idea helpful! I couldn’t agree with you more about how helpful it is to share some structure ideas when approaching a design task – I love Canva too. I’ve seen some great results with one-pagers reflecting kids’ own lives, so I hope the autobiographical one-pagers will turn out well for you!

Another way to get around the “art” issue, is to use digital templates online such as the pre-set templates available on platforms like Pictochart, or create your own to share and use within Google Classroom. Encourage students to use free graphics from Copyright Commons approved sites, create comic strips to import from tools such as Pixton, etc. Another way to increase student engagement and engage in multimodal meaning making…

What great ideas! I love giving kids the option to go digital if they feel comfortable in that design space, and these are a lot of wonderful specific options. Thanks!

I teach high school physics. I can think of ways for astronomy and earth science but what of Newton’s laws or projectile motion. A section for equations. A definition perhaps. What else? Any suggestions?

What about sections that illustrate some of the principals, and a section that shows examples of practical applications of the scientific laws in students’ own lives?

I’m a science teacher, too. I know someone who assigned “Newtoons”, where kids had to think of a real world example and apply Newton’s laws to it in the form of a cartoon. Perhaps that could be incorporated into a one pager?

I think I will check out Newtoons

I would love some advice on how to use this with college math students.

Hi Lauren, I think it can be adapted to math with pretty similar template sections. You could have sections for main concepts, key equations, connections to other math or science concepts, connections to the real world, etc. And throughout, you could encourage students to create visuals that demonstrate the information to go with their text. I hope that’s helpful! Betsy

I went digital with one pagers this spring. Students used Adobe Spark to create and published on a class Padlet. Voila! No art supplies needed (and by May, few are to be had!).

Digital is a great option for one-pagers! Canva would be another fun place to experiment for those without access to Spark.

One other alternative is to pair up two students for the one-pager. One student could be more artistic/visual and the other more textual. Such a pair would have to learn to cooperate, communicate, and build on each other’s strengths. The process could be just as important as the product. Alternatively, each person in the pair could separately come up with various parts of the design. They would then meet to choose which elements to include or re-design to make the one-pager.

Tim, This is a great idea! Thanks for sharing.

Hi, I love having students gallery Walk their one pagers, but not sure what sort of accountability piece to have students complete as they do the gallery Walk and examine each other’s works. Any suggestions would be great!

Hi Courtney, I may have some suggestions for you for this. When my students do gallery walks, they usually complete a graphic organizer that sits with the work of each author. There are two forms I like to use: the Glows and Grows and the TAG sheet. The format is up to you but it can be as simple as a 2- or 3-column table on a page. The Glows and Grows is just two categories: One glow telling what the author did well, and one grow telling what they can do to make their work even better. The TAG sheet is similar but takes it one step further. T- Tell something you liked, A- Ask a question, G- Give a suggestion. I find that both these tools help students recognize good practices in their work of their peers, help them to spot errors that they might want to avoid, and give solid feedback that they respect because it’s coming from their peers. Hope you find this helpful!

What a cool way to let each student play to their own strengths. Thanks for sharing!

Thanks for this simple break down. I do a lot of writing and I’d like my students to be more reflective of what they learn from each assignment, particularly when we address a new style of writing. Any suggestions on how to use this with writing?

Hi Lauren, There are a few solid ways to use one-pagers around writing. One is to use it as an argument writing activity, or pre-writing. You can create a template where there are places for main ideas, counterarguments, quotations, and a thesis, all to be shared through both text and imagery. Another option would be to get meta and create a one-pager that is actually about the type of writing the student has just tried out and reflects the work they did and what they need to improve. With this type of template, you could create space for the main structures of the writing, what the student excelled at, and what they need to work on for the next iteration. Again, all to be shared through both text and imagery. Yet one more option would be to create a series of mini-one-pagers throughout the year that reflect writing type. So you could teach them the structures of different types of writing and have them create small illustrated versions to put together as a guide for themselves moving forwards. At the end of the year, they’d have a little book illustrating argument writing, opinion writing, compare and contrast, etc. Hope those ideas help! Betsy

I love one pagers and have used them for the last few years both with and without the template. I also taught my students how to make an infographic this year using Canva and they loved it. I think next year, I will combine the two and have them make their one-pager electronically so that both the artistic kids and the non-art lovers can be equally successful.

I have been doing projects similar to these for many years:))) Love the way you broke the ideas into steps and defined the process. Templates are great!!!!

I provide the option of collaging from magazines for my students who see themselves as less artistically inclined. They can do just collage or combine collage elements with some of their own drawings. I find this makes them feel less insecure about their drawing abilities. An unintended bonus is that some students have realized that they can be artistic without having to put pencil or paint to paper.

Love this idea of a collage for an option! I am trying one pagers this year in history to review units prior to quizzes and tests.

Love these. I have often used the Frayer model – with adaptions- for math and science concepts and or just terminology.

I used One-Pagers with my AP Human students as an end of year review. Students had to do one One-Pager per chapter. My students told me this was the best review and the most enjoyable work they did all year. They really felt this prepared them for the AP exam. Even the non-artistic students did a beautiful job!

I am using this as a project for a movie we’re watching. I’m allowing them to utilize the template or free-style, as I have quite the range of skill and anxiety in my class. Thank you for sharing.

Vickie, We are glad to hear that you’re planning to use one-pagers in your class. Let us know how it goes with your students.

How do you encourage students to use images? In providing a checklist of items I wanted students to include, somehow the One-Pagers my students recently completed for social studies included mostly text. Do I also require a certain number of images? amount of color? When I used One-Pagers last year, they were much more successful. I don’t recall how my prompt was different. I use your marvelous templates (thank you) and examples (thank you again) and the directions that identifying specific information needs to be considered. What is missing? Why aren’t the images a focus? How might I change my prompt.

With appreciation, Lisa

Hello! What is the research behind one-pagers? I would like to incorporate this method into my classroom.

This is wonderful, and it’s exactly what my students need! I’ve wanted to incorporate one-pagers into our units, but my anti-art, special ed students have balked at the idea. Thanks for sharing these templates!

Stacy, We are glad that this is exactly what you needed for your students!

I agree with all of you

I love this concept of a one pager to summarize a lesson. I teach kindergarten and can see how the students can use this technique to introduce themselves to the class.

I have never heard of the concept of using one-pagers in a classroom, though I can vaguely remember doing something very similar in a high school English class. After reading this blog post and listening to the interview, I am very excited to work this into a lesson plan that I am currently working on! Thank you for the tips and information on how to do these correctly.

I’ve tried to incorporate one pagers in my high school history classes but have struggled with how to use them effectively. The students were often intimidated or overwhelmed and the lessons seemed to flop every time. Thank you for the walk through of your process and templates. My attempts were missing the structure/parameters my students needed to be successful. I’m excited to tweak my lessons for next year and use the strategies you discussed.

Does anyone know of research related to using digital tools to write and draw and does this help or hinder learning?

Hello there. I am 14 years old. i need some help unfortunately with completing a one pager for school online. Do you know where I could go?

– Bella

Hey Isabella,

We’re sorry to hear you’re having trouble with this. Our advise is to reach out to your teacher or classmates – they should be able to help you. Good luck!

HI! Just wanted to give you a heads up that the AVID link at the beginning of the post is not working–it routed me to website that looked like a professional soccer club. I am not sure which one because the website is in Chinese, or Korean, or Japanese, or some other language I don’t know well enough to recognize! Thanks!

Hey Kelly, Thanks so much for the heads up! The link has been updated.

hey kelly , thanks so much for the heads up and thanks for everything.# love it give you the deets.

This will be my first use of a one-pager. Your information will be most valuable as I present it to the students..

This is an amazing idea! As I was reading my brain was coming up with all kinds of way I could adapt this further for Special Education when some students needs a different way to express what they’ve learned throughout a unit. I feel like so many people shy away from artistic projects so that they don’t pressure those “less artistic” students when they should be supporting their creative processes by making these projects more accessible. Wonderful read.

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Create Assignments

Create question bank assignments: select content , link will open in a new tab.

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

Create Question Bank Assignments: Set Policies , Link will open in a new tab

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

Create writing assignment overview , link will open in a new tab.

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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Synonyms of assignment

as in lesson
as in appointment
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Thesaurus Definition of assignment

Synonyms & Similar Words

responsibility
undertaking
requirement
designation
appointment
authorization
installment
installation
destination
emplacement
investiture
singling (out)

Antonyms & Near Antonyms

dethronement

Synonym Chooser

How does the noun assignment contrast with its synonyms?

Some common synonyms of assignment are chore , duty , job , stint , and task . While all these words mean "a piece of work to be done," assignment implies a definite limited task assigned by one in authority.

When is it sensible to use chore instead of assignment ?

While the synonyms chore and assignment are close in meaning, chore implies a minor routine activity necessary for maintaining a household or farm.

When is duty a more appropriate choice than assignment ?

Although the words duty and assignment have much in common, duty implies an obligation to perform or responsibility for performance.

When might job be a better fit than assignment ?

The synonyms job and assignment are sometimes interchangeable, but job applies to a piece of work voluntarily performed; it may sometimes suggest difficulty or importance.

When could stint be used to replace assignment ?

In some situations, the words stint and assignment are roughly equivalent. However, stint implies a carefully allotted or measured quantity of assigned work or service.

When can task be used instead of assignment ?

The meanings of task and assignment largely overlap; however, task implies work imposed by a person in authority or an employer or by circumstance.

Thesaurus Entries Near assignment

assignments

Cite this Entry

“Assignment.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/assignment. Accessed 11 Apr. 2024.

More from Merriam-Webster on assignment

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Getting started
Manage your Personal Tasks
Manage your Team's Plans
Plan your day with My Day
Advanced capabilities with Premium Plans

Getting started with Planner in Teams

The Planner app in Microsoft Teams brings together all your tasks and plans across the Microsoft 365 ecosystem in a single convenient location. It helps you manage tasks more efficiently for individual plans and team initiatives, as well as larger scale projects that are aligned to goals and key strategic objectives.

Once you add the Planner app to Teams, you'll find:

My Day : Includes any tasks that are due today, along with any tasks you choose to add to this view.

My Tasks : Includes a dedicated place called Private Tasks for you to quickly create tasks, Flagged Emails, and Tasks that have been assigned to you from Team’s meeting notes, basic plans, premium plans, and Loop components.

My Plans : Includes all of your To Do lists, basic plans, and premium plans.

New Plan : Create new personal or shared plans directly in the app.

You can also use the Planner app to get notifications about Planner tasks.

Add the Planner app

getting started with planner screenshot one version two.png

Tip: To pin the app for easy access, right click on Planner after adding the app and select Pin . To open the Planner app in a separate window, select Open in new window .

getting started with planner screenshot two version two.png

Note: If you don't see Planner, your organization might not have the app turned on. Check with your administrator to find out more.

Plan your day with My Day

My Day is a clutter-free focus space that helps you stay on top of tasks that you want to focus on today. Tasks from My Tasks and personal plans that are due today will show up in My Day. You can also create tasks that you feel are important and may need your attention.

getting started with planner screenshot three version two.png

Your daily dashboard:

Handpicked priorities: Determine and add your main tasks for the day.

Auto-population: Tasks from My Tasks and personal plans that are due today automatically appear on My Day, keeping you on top of important deadlines.

Prioritize and work on these tasks: Once the tasks are on My Day, you can prioritize the tasks in the order you want to accomplish them today.

Start fresh in My Day each day: My Day clears itself every night, so you can start the next day with a blank slate and personalize your day. Any unfinished tasks in My Day that are left over before it clears will be available in the original Plan that they came from.

Track your tasks in My Tasks

getting started with planner screenshot four version two.png

Planner offers a purpose-built My Tasks view, designed to centralize all the tasks relevant to you. My Tasks is organized into four distinct views, each serving a unique purpose:

Private tasks : Private tasks is a place for you to quickly jot down tasks at the speed of thought. This is a place where you can create tasks that do not belong to a plan yet. You can then further organize these tasks inside Plans by selecting More actions, which will help you move these unorganized tasks in definitive plans.

Assigned to me : Includes all of the tasks that have been assigned to you in Teams meeting notes, basic plans, premium plans, Loop component, and shared lists in To Do.

Flagged emails : All your flagged emails from Outlook appear in the Flagged emails section. You can also navigate to the emails directly from the task by selecting the attachment.

All : The All view provides an aggregation of all your individual tasks from Private tasks, Assigned to me, and Flagged emails. You can then filter and sort to meet your needs. For example, if you want to see all your tasks that are due tomorrow and are urgent, just apply the filter on this view and you will get a curated list of tasks.

See all of your plans with My Plans

getting started with planner screenshot five version two.png

The My Plans page in Planner shows all of your plans, no matter where they were created. This includes lists created in To Do, plans created in Planner and Project for the web, Loop plans, plans from Teams meeting notes, and more.

The My Plans page provides five filters to help find the right plan or list:

Recent: Shows your most recently accessed plans and lists.

Shared: Shows your shared plans and lists.

Personal: Shows your personal plans and lists.

Pinned: Shows all plans and lists you have pinned.

My teams: Shows all of your plans that are shared with a Team’s channel.

Tip: Use keywords to quickly find plans and lists by selecting Filter by keyword .

Create new plans

With plans, you can easily manage your team workload, track work towards team goals, organize work into sprints using agile planning, track dependencies on the timeline view, and more.

getting started with planner screenshot six version two.png

Get notifications about Planner tasks

Task notifications will appear in your Teams activity feed both on your desktop and in the Teams mobile app. You'll get a notification when:

Someone else assigns a task to you.

Someone else assigns an urgent task to you.

Someone else makes a task assigned to you urgent.

Someone else makes a task assigned to you not urgent.

Someone else changes the progress of a task assigned to you.

Someone removes you from a task's assignees.

More information

To learn more about what you can do with plans in Planner, please check out:

Manage your Personal Tasks with Planner in Teams

Manage your Team's Plans with Planner in Teams

Advanced Capabilities with Premium Plans

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This AI Tool Cut One Teacher’s Grading Time in Half. How It Works

It usually takes Aimee Knaus, who has been teaching computer science for more than two decades, upwards of two hours to grade a classful of coding projects.

This school year, she cut that time roughly in half, with the help of an AI teaching assistant developed by Code.org, a nonprofit organization that aims to expand access to computer science courses, and the Piech Lab at Stanford University in Palo Alto, Calif.

Knaus, who teaches middle school in Kimberly, Wis., was one of twenty teachers nationwide who tested the computer science grading tool’s capability on about a dozen coding projects also designed by Code.org, as part of a limited pilot project.

Beginning today, Code.org is inviting an additional 300 teachers to give the tool a try.

In early testing by Knaus and other teachers, the tool’s assessment of student work closely tracked those of experienced computer science teachers, said Karim Meghji, the chief product officer at Code.org. If that trend holds through this larger trial, the nonprofit hopes to make the tool widely available to computer science teachers around the country, he said.

Meghji would ideally like the tool to become widely available by the end of the calendar year, but the timeline will depend on the results of the broader testing.

‘I worry AI couldn’t push my students to the next level’

Many educators see helping teachers tackle time-consuming but relatively rote tasks— like grading —as a huge potential upside of AI. Curriculum company Houghton Mifflin Harcourt’s Writable tool, Essaygrader, Gradescope, and others have already been released . And some teachers have experimented with using ChatGPT, an AI-powered writing and research tool, to grade papers.

But others are wary of outsourcing grading—especially on assignments that call for making subjective decisions about students’ writing or ideas.

“After all these years, I’ve worked to perfect my feedback and my process,” said Carly Ghantous, a humanities instructor at Davidson Academy Online, a private virtual school. “I worry that the AI wouldn’t be able to push my students to the next level of writing” as well as an experienced teacher could.

By contrast, the criteria for grading the coding projects that the computer science tool examined are cut and dry, Meghji explained.

The AI tool must determine whether a student’s coding project contains certain requirements—for instance, whether there are at least two changeable elements. That’s something the technology figures out quickly and accurately.

Megjhi predicts that, down the road, AI tools could frequently be tapped to help grade student work. Given the technical nature of computer science, it makes sense that the subject would be among the first out of the gate, he added.

“I think we have a unique situation with computer science and coding,” he said. “I do think that assessment will become an AI-assisted task for teachers across multiple subjects. I can’t say what that’s gonna look like for English or for social studies or other subjects. But I can tell you that I do think based on what I’ve seen in computer science that there is there’s definitely an opportunity for broader application.”

‘I had the answer key, but I didn’t know what I was doing’

Grading computer science tasks can be particularly tricky —and time consuming, Meghji said, which is why Code.org was interested in exploring possible AI solutions.

Many teachers who lead computer science courses don’t have a degree in the subject—or even much training on how to teach it—and might be the only educator in their school leading a computer science course.

Kevin Barry, a former social studies teacher, was tapped to teach computer science at his southern Maryland high school by a principal who noticed Barry’s facility with technology. Barry, who is one of a hundred educators who gave Code.org information to inform the development of its tool, hasn’t yet tested the product for himself.

Still, he already wishes that something like it had existed when he first stepped into the computer science teaching role nearly ten years ago.

Back then, “it took me even longer to grade because I didn’t know what I was grading,” said Barry, who teaches at La Plata High School. “I was learning it as I was doing it with the students. I had the answer key, but I didn’t know what I was doing.”

These days, the tool could help him challenge his highest flyers—giving Barry extra time to help those who may be struggling.

In his classes, “I’ve had the captain of the robotics team [and a] kid who lives on a farm and barely knows what the power buttons are,” along with 28 other students whose abilities are somewhere in between those extremes, Barry said.

“I have more advanced students that want to go on” to trickier projects, Barry said. If the tool was able to examine their work, “they can be working three assignments down the road.”

‘We should still always be the ones in control’

Knaus agrees that the tool could be a huge time-saver for teachers. She’s interested in seeing it go beyond grading, offering real-time feedback or assistance to students as they work on coding assignments.

Knaus was surprised by how in sync the tool’s assessment of student work seemed to be with her own. But if she disagreed with the tool’s estimation of an assignment, she wouldn’t hesitate to ignore the AI tool’s recommendation.

“I don’t know that it necessarily is going to always be completely accurate,” Knaus said. “When we think about AI, I think it’s really important for humans to understand that we should still always be the ones in control.

“I don’t think we want to get to the point where we trust AI” over our own knowledge, she concluded.

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Julio Teheran designated for assignment 1 day after poor results in debut with Mets

New York Mets pitcher Julio Teheran delivers to an Atlanta Braves batter in the first inning of a baseball game Monday, April 8, 2024, in Atlanta. (AP Photo/John Bazemore)

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ATLANTA (AP) — New York Mets right-hander Julio Teheran was designated for assignment on Tuesday, one day after he lasted only 2 2/3 innings in his debut with the team.

The Mets selected the contract of right-hander Dedniel Núñez from Triple-A Syracuse before Tuesday night’s game against the Atlanta Braves.

Teheran, 33, gave up four runs in Monday night’s 8-7 win over the Braves. Teheran signed with New York on Friday. He began his career with Atlanta in 2011 and was an All-Star with the Braves in 2014 and 2016.

Teheran earns $2.5 million while in the majors and $150,000 while in the minors in his contract with the Mets . The deal also includes the possibility of $400,000 in performance bonuses.

Teheran spent spring training with the Baltimore Orioles but opted out of his minor league deal in late March when he didn’t make their opening-day roster. He was 3-5 with a 4.40 ERA in 11 starts and three relief appearances last year for NL Central champion Milwaukee.

Núñez, 27, pitched 3 1/3 scoreless innings in relief for Syracuse this season. He has not pitched in the majors.

AP MLB: https://apnews.com/hub/MLB

The Mets have designated a promising right-hander for assignment

T he Mets 2024 campaign has gotten off to a shaky start. After nine games, the blue and orange are sitting at 3-6 and continuing a rough stretch of 15 games in 14 days.

While the pitching staff has been the general strength of this year’s squad so far, some have struggled to live up to expectations.

On Monday afternoon, the Mets designated a promising right-handed reliever for assignment.

The Mets designate Yohan Ramírez for assignment

According to Anthony DiComo of MLB.com , the Mets have designated RHP Yohan Ramírez for assignment.

Ramírez spent 2023 splitting time between the Pittsburgh Pirates and Chicago White Sox organization.

The Dominican Republic native pitched 38.1 innings across 31 appearances to a 4.23 ERA with a 1.461 WHIP and 35 strikeouts.

The Mets acquired Ramírez from the Chicago White Sox this past offseason for cash considerations.

The 28-year-old made seven appearances this spring, pitching 10 innings to a 1.80 ERA with a 0.90 WHIP and striking out 11 while also picking up a pair of saves.

After earning one of the final two bullpen spots alongside the recently designated for assignment Michael Tonkin .

Ramírez made three appearances for the blue and orange, pitching 5.1 innings to an 11.81 ERA with a 2.438 WHIP and striking out six.

Despite the struggles on the bump, the Dominican Republic won the hearts of the Flushing Faithful after throwing at the head of Rhys Hoskins following the 31-year-old’s hard slide into second the day before.

3 things the Mets learned from their series victory over the Cincinnati Reds
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The Mets have designated a veteran reliever for assignment

What does this mean for the Mets?

The Mets needed to get some help for a taxed bullpen, and after struggling on Saturday, Ramírez got DFA’d to give the bullpen some help.

Coming up to take Ramírez’s spot is Cole Sulser . Sulser thrived in spring training for the blue and orange, pitching six innings across five appearances, allowing just one hit and 10 strikeouts.

The California native could be coming out of the bullpen as soon as tonight, with the Mets set to begin a four-game series with the Atlanta Braves.

More must-reads:

MLB: Chicago White Sox at Boston Red Sox, mets

Phoenix Suns

Suns' Kevin Durant sends message to fans with blame assignment after Clippers debacle

Kevin Durant was not ready to call anyone out after the Suns' blowout loss to the Clippers.

Brett Siegel

Suns' Kevin Durant saying "We all need to be better" next to Devin Booker and Frank Vogel

To say the Phoenix Suns got beat on Tuesday night against the Los Angeles Clippers would be an understatement. Although this turned out to be a 105-92 victory for the Clippers, one that doesn't appear to be a blowout by the naked eye, this game was over within the first few minutes of play. Los Angeles began this game on a 37-6 run and led by as many as 37 points in the second quarter. As a team, the Suns were not prepared for this game, but Kevin Durant was not about to call out any of his teammates or coaches for the loss.

“We're not putting the blame on one player, we're not putting the blame on anybody. I guess what the fans want to do is place blame,” Durant stated after the game in response to Suns fans taking to social media, via ClutchPoints' Trevor Booth. “We win and lose as a team. That's what we talk about every single day. We all can play better.

“People want us to put the blame on one player or coach, but we win and lose as a team.”

Durant's response targeting Suns fans was in response to being questioned about how the team takes accountability for games like they had against the Clippers, where nobody appears to be on the same page.

While the Suns did cut into Los Angeles' lead, outscoring them 54-39 in the second half, Durant, Devin Booker, and Bradley Beal struggled on offense throughout the course of this game. The Suns' three stars shot just 15-of-46 from the floor, roughly 32 percent, highlighted by Booker's one-made shot from the floor.

As a result of this loss, Phoenix sank to the 7-seed in the Western Conference with only three games remaining on their schedule, including another matchup with the Clippers on Wednesday night in Los Angeles.

Kevin Durant, Suns ready to turn the page

Phoenix Suns forward Kevin Durant (35) reacts between plays against the New Orleans Pelicans in the second half at Footprint Center.

Down as many as 37 points in the first half is not the way the Suns wanted to present themselves to their fans in the regular-season home finale. Phoenix, a team with high championship aspirations, now finds themselves on the verge of having to win their way to a playoff spot in the Western Conference. In doing so, the Suns will ultimately run into one of the best teams in the conference should they have to earn a spot in the postseason via the play-in tournament.

The good news for the Suns is that they still have three games remaining on their schedule, including Wednesday night's game against the Clippers, a chance for revenge from the night before. In his postgame remarks, Booker talked about staying ready for the task at hand, especially since the team can correct their mistakes from Tuesday night's loss to the Clippers.

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“I don't get into the too-high and too-low thing. Just gotta take it a game at a time,” Booker said. “Our next task is tomorrow (Wednesday), and we'll cross that bridge once we get there.”

When asked about the team's level of frustration following the loss, Booker simply stated, “chilling.”

Currently in the play-in region of the Western Conference standings, the Suns still have an opportunity to climb out of the hole they have dug themselves into. The Clippers, Sacramento Kings, and Minnesota Timberwolves are the three teams Phoenix has left on their schedule. Although they haven't defeated the Clippers this season, the Suns have picked up two wins over both the Kings and the Timberwolves. They will need some help, but the path to claiming an actual playoff spot is still presenting itself.

Everything for the Suns starts with getting back on the right track for Wednesday's game. Unlike the Clippers, who have already ruled Kawhi Leonard, Paul George, and James Harden out for this game, the Suns are making all of their stars available. Revenge is exactly what Phoenix needs right now, which is why a win on Wednesday could go a long way in improving their effort level heading into postseason play.

About the Author

Mets designate P Julio Teheran for assignment after poor debut

Associated Press

ATLANTA -- New York Mets right-hander Julio Teheran was designated for assignment on Tuesday, one day after he lasted only 2⅔ innings in his debut with the team.

The Mets selected the contract of right-hander Dedniel Núñez from Triple-A Syracuse before Tuesday night's game against the Atlanta Braves .

Teheran, 33, gave up four runs in Monday night's 8-7 win over the Braves. Teheran signed with New York on Friday. He began his career with Atlanta in 2011 and was an All-Star with the Braves in 2014 and 2016.

Teheran earns $2.5 million while in the majors and $150,000 while in the minors in his contract with the Mets. The deal also includes the possibility of $400,000 in performance bonuses.

Teheran spent spring training with the Baltimore Orioles but opted out of his minor league deal in late March when he didn't make their opening-day roster. He was 3-5 with a 4.40 ERA in 11 starts and three relief appearances last year for NL Central champion Milwaukee.

Núñez, 27, pitched 3⅓ scoreless innings in relief for Syracuse this season. He has not pitched in the majors.

Mets DFA two-time All-Star after just one start

Updated: Apr. 09, 2024, 3:06 p.m. |
Published: Apr. 09, 2024, 2:40 p.m.

New York Mets pitcher Julio Teheran delivers to an Atlanta Braves batter in the first inning of a baseball game Monday, April 8, 2024, in Atlanta. (AP Photo/John Bazemore) AP

Manny Gómez | NJ Advance Media for NJ.com

After just one start, Julio Teheran ’s tenure with the Mets is over.

On Tuesday, the team announced that the two-time All-Star has been designated for assignment. In a corresponding move, the Mets have called up Dedniel Núñez from Triple-A Syracuse.

MORE METS COVERAGE

Mets will pay pitcher they cut up to $150,000 for 2 2/3 innings of terrible work
Mets make ominous roster move with ace pitcher | When will he return?
If Mets don’t improve, ‘trading Pete Alonso on the table,’ says MLB insider
How much is Mets’ Steve Cohen worth? Forbes list reveals he’s one of richest again
New Mets addition is ‘damaged goods,’ NY host says

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Updated 12:11 PM PDT, April 9, 2024. ATLANTA (AP) — New York Mets right-hander Julio Teheran was designated for assignment on Tuesday, one day after he lasted only 2 2/3 innings in his debut with the team. The Mets selected the contract of right-hander Dedniel Núñez from Triple-A Syracuse before Tuesday night's game against the Atlanta ...
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