submitting assignments late

A Few Ideas for Dealing with Late Work

August 4, 2019

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Most of my 9-week grading periods ended the same way: Me and one or two students, sitting in my quiet, empty classroom together, with me sitting at the computer, the students nearby in desks, methodically working through piles of make-up assignments. They would be focused, more focused than I’d seen them in months, and the speed with which they got through the piles was stunning.

As they finished each assignment I took it, checked it for accuracy, then entered their scores—taking 50 percent off for being late—into my grading program. With every entry, I’d watch as their class grade went up and up: from a 37 percent to a 41, then to 45, then to 51, and eventually to something in the 60s or even low 70s, a number that constituted passing, at which point the process would end and we’d part ways, full of resolve that next marking period would be different.

And the whole time I thought to myself, This is pointless . They aren’t learning anything at all. But I wasn’t sure what else to do.

For as long as teachers have assigned tasks in exchange for grades, late work has been a problem. What do we do when a student turns in work late? Do we give some kind of consequence or accept assignments at any time with no penalty? Do we set up some kind of system that keeps students motivated while still holding them accountable? Is there a way to manage all of this without driving ourselves crazy?

To find answers, I went to Twitter and asked teachers to share what works for them. What follows is a summary of their responses. I wish I could give individual credit to each person who offered ideas, but that would take way too long, and I really want you to get these suggestions now! If you’ve been unsatisfied with your own approach to late work, you should find some fresh ideas here.

First, a Few Questions About Your Grades

Before we get into the ways teachers manage late work, let’s back up a bit and consider whether your overall program of assignments and grading is in a healthy place. Here are some questions to think about:

What do your grades represent? How much of your grades are truly based on academic growth, and how much are based mostly on compliance? If they lean more toward compliance, then what you’re doing when you try to manage late work is basically a lot of administrative paper pushing, rather than teaching your content. Although it’s important for kids to learn how to manage deadlines, do you really want an A in your course to primarily reflect the ability to follow instructions? If your grades are too compliance-based, consider how you might shift things so they more accurately represent learning. (For a deeper discussion of this issue, read How Accurate Are Your Grades? )
Are you grading too many things? If you spend a lot of time chasing down missing assignments in order to get more scores in your gradebook, it could be that you’re grading too much. Some teachers only enter grades for major, summative tasks, like projects, major writing assignments, or exams. Everything else is considered formative and is either ungraded or given a very low point value for completion, not graded for accuracy; it’s practice . For teachers who are used to collecting lots of grades over a marking period, this will be a big shift, and if you work in a school where you’re expected to enter grades into your system frequently, that shift will be even more difficult. Convincing your students that ungraded practice is worthwhile because it will help their performance on the big things will be another hurdle. With all of that said, reducing the number of scored items will make your grades more meaningful and cut way down on the time you spend grading and managing late work.
What assumptions do you make when students don’t turn in work? I’m embarrassed to admit that when I first started teaching, I assumed most students with missing work were just unmotivated. Although this might be true for a small portion of students, I no longer see this as the most likely reason. Students may have issues with executive function and could use some help developing systems for managing their time and responsibilities. They may struggle with anxiety. Or they may not have the resources—like time, space, and technology—to consistently complete work at home. More attention has been paid lately to the fact that homework is an equity issue , and our policies around homework should reflect an understanding that all students don’t have access to the same resources once they leave school for the day. Punitive policies that are meant to “motivate” students don’t take any of these other issues into consideration, so if your late work penalties don’t seem to be working, it’s likely that the root cause is something other than a lack of motivation.
What kind of grading system is realistic for you ? Any system you put in place requires YOU to stay on top of grading. It would be much harder to assign penalties, send home reminders, or track lateness if you are behind on marking papers by a week, two weeks, even a month. So whatever you do, create a plan that you can actually keep up with.

Possible Solutions

1. penalties.

Many teachers give some sort of penalty to students for late work. The thinking behind this is that without some sort of negative consequence, too many students would wait until the end of the marking period to turn work in, or in some cases, not turn it in at all. When work is turned in weeks or even months late, it can lose its value as a learning opportunity because it is no longer aligned with what’s happening in class. On top of that, teachers can end up with massive piles of assignments to grade in the last few days of a marking period. This not only places a heavy burden on teachers, it is far from an ideal condition for giving students the good quality feedback they should be getting on these assignments.

Several types of penalties are most common:

Point Deductions In many cases, teachers simply reduce the grade as a result of the lateness. Some teachers will take off a certain number of points per day until they reach a cutoff date after which the work will no longer be accepted. One teacher who responded said he takes off 10 percent for up to three days late, then 30 percent for work submitted up to a week late; he says most students turn their work in before the first three days are over. Others have a standard amount that comes off for any late work (like 10 percent), regardless of when it is turned in. This policy still rewards students for on-time work without completely de-motivating those who are late, builds in some accountability for lateness, and prevents the teacher from having to do a lot of mathematical juggling with a more complex system.

Parent Contact Some teachers keep track of late work and contact parents if it is not turned in. This treats the late work as more of a conduct issue; the parent contact may be in addition to or instead of taking points away.

No Feedback, No Re-Dos The real value of homework and other smaller assignments should be the opportunity for feedback: Students do an assignment, they get timely teacher feedback, and they use that feedback to improve. In many cases, teachers allow students to re-do and resubmit assignments based on that feedback. So a logical consequence of late work could be the loss of that opportunity: Several teachers mentioned that their policy is to accept late work for full credit, but only students who submit work on time will receive feedback or the chance to re-do it for a higher grade. Those who hand in late work must accept whatever score they get the first time around.

2. A Separate Work Habits Grade

In a lot of schools, especially those that use standards-based grading, a student’s grade on an assignment is a pure representation of their academic mastery; it does not reflect compliance in any way. So in these classrooms, if a student turns in good work, it’s going to get a good grade even if it’s handed in a month late.

But students still need to learn how to manage their time. For that reason, many schools assign a separate grade for work habits. This might measure factors like adherence to deadlines, neatness, and following non-academic guidelines like font sizes or using the correct heading on a paper.

Although most teachers whose schools use this type of system will admit that students and parents don’t take the work habits grade as seriously as the academic grade, they report being satisfied that student grades only reflect mastery of the content.
One school calls their work habits grade a “behavior” grade, and although it doesn’t impact GPA, students who don’t have a certain behavior grade can’t make honor roll, despite their actual GPA.
Several teachers mentioned looking for patterns and using the separate grade as a basis for conferences with parents, counselors, or other stakeholders. For most students, there’s probably a strong correlation between work habits and academic achievement, so separating the two could help students see that connection.
Some learning management systems will flag assignments as late without necessarily taking points off. Although this does not automatically translate to a work habits grade, it indicates the lateness to students and parents without misrepresenting the academic achievement.

3. Homework Passes

Because things happen in real life that can throw anyone off course every now and then, some teachers offer passes students can use to replace a missed assignment.

Most teachers only offer these passes to replace low-point assignments, not major ones, and they generally only offer 1 to 3 passes per marking period. Homework passes can usually only recover 5 to 10 percent of a student’s overall course grade.
Other teachers have a policy of allowing students to drop one or two of their lowest scores in the gradebook. Again, this is typically done for smaller assignments and has the same net effect as a homework pass by allowing everyone to have a bad day or two.
One teacher gives “Next Class Passes” which allow students one extra day to turn in work. At the end of every marking period she gives extra credit points to students who still have unused passes. She says that since she started doing this, she has had the lowest rate ever of late work.

4. Extension Requests

Quite a few teachers require students to submit a written request for a deadline extension rather than taking points off. With a system like this, every student turns something in on the due date, whether it’s the assignment itself or an extension request.

Most extension requests ask students to explain why they were unable to complete the assignment on time. This not only gives the students a chance to reflect on their habits, it also invites the teacher to help students solve larger problems that might be getting in the way of their academic success.
Having students submit their requests via Google Forms reduces the need for paper and routes all requests to a single spreadsheet, which makes it easier for teachers to keep track of work that is late or needs to be regraded.
Other teachers use a similar system for times when students want to resubmit work for a new grade.

5. Floating Deadlines

Rather than choosing a single deadline for an assignment, some teachers assign a range of dates for students to submit work. This flexibility allows students to plan their work around other life activities and responsibilities.

Some teachers offer an incentive to turn in work in the early part of the time frame, such as extra credit or faster feedback, and this helps to spread out the submissions more evenly.
Another variation on this approach is to assign a batch of work for a whole week and ask students to get it in by Friday. This way, students get to manage when they get it done.
Other names mentioned for this strategy were flexible deadlines , soft deadlines , and due windows .

6. Let Students Submit Work in Progress

Some digital platforms, like Google Classroom, allow students to “submit” assignments while they are still working on them. This allows teachers to see how far the student has gotten and address any problems that might be coming up. If your classroom is mostly paper-based, it’s certainly possible to do this kind of thing with paper as well, letting students turn in partially completed work to demonstrate that an effort has been made and show you where they might be stuck.

7. Give Late Work Full Credit

Some teachers accept all late work with no penalty. Most of them agree that if the work is important, and if we want students to do it, we should let them hand it in whenever they get it done.

Some teachers fear this approach will cause more students to stop doing the work or delay submission until the end of a marking period, but teachers who like this approach say they were surprised by how little things changed when they stopped giving penalties: Most students continued to turn work in more or less on time, and the same ones who were late under the old system were still late under the new one. The big difference was that the teacher no longer had to spend time calculating deductions or determining whether students had valid excuses; the work was simply graded for mastery.
To give students an incentive to actually turn the work in before the marking period is over, some teachers will put a temporary zero in the gradebook as a placeholder until the assignment is turned in, at which point the zero is replaced with a grade.
Here’s a twist on the “no penalty” option: Some teachers don’t take points off for late work, but they limit the time frame when students can turn it in. Some will not accept late work after they have graded and returned an assignment; at that point it would be too easy for students to copy off of the returned papers. Others will only accept late work up until the assessment for the unit, because the work leading up to that is meant to prepare for that assessment.

8. Other Preventative Measures

These strategies aren’t necessarily a way to manage late work as much as they are meant to prevent it in the first place.

Include students in setting deadlines. When it comes to major assignments, have students help you determine due dates. They may have a better idea than you do about other big events that are happening and assignments that have been given in other classes.
Stop assigning homework. Some teachers have stopped assigning homework entirely, recognizing that disparities at home make it an unfair measurement of academic mastery. Instead, all meaningful work is done in class, where the teacher can monitor progress and give feedback as needed. Long-term projects are done in class as well, so the teacher is aware of which students need more time and why.
Make homework optional or self-selected. Not all students need the same amount of practice. You may be able to get your students to assess their own need for additional practice and assign that practice to themselves. Although this may sound far-fetched, in some classes, like this self-paced classroom , it actually works, because students know they will be graded on a final assessment, they get good at determining when they need extra practice.

With so many different approaches to late work, what’s clear is that there are a lot of different schools of thought on grading and assessment, so it’s not a surprise that we don’t always land on the best solution on the first try. Experiment with different systems, talk to your colleagues, and be willing to try something new until you find something that works for you.

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Categories: Classroom Management , Instruction , Podcast

Tags: assessment , organization

51 Comments

I teach high school science (mine is a course that does not have an “end of course” test so the stakes are not as high) and I teach mostly juniors and seniors. Last year I decided not to accept any late work whatsoever unless a student is absent the day it is assigned or due (or if they have an accomodation in a 504 or IEP – and I may have had one or two students with real/documented emergencies that I let turn in late.) This makes it so much easier on me because I don’t have to keep up with how many days/points to deduct – that’s a nightmare. It also forces them to be more responsible. They usually have had time to do it in class so there’s no reason for it to be late. Also, I was very frustrated with homework not being completed and I hated having to grade it and keep up with absent work. So I don’t “require” homework (and rarely assign it any more) but if students do ALL (no partial credit) of it they get a 100% (small point value grade), if they are absent or they don’t do it they are exempt. So it ends up being a sort of extra credit grade but it does not really penalize students who don’t do it. When students ask me for extra credit (which I don’t usually give), the first thing I ask is if they’ve done all the homework assigned. That usually shuts down any further discussion. I’ve decided I’m not going to spend tons of time chasing and calculating grades on small point values that do not make a big difference in an overall grade. 🙂

Do I understand correctly….

Homework is not required. If a student fully completes the HW, they will earn full points. If the student is absent or doesn’t do it, they are excused. Students who do complete the HW will benefit a little bit in their overall grade, but students who don’t compete the work will not be penalized. Did I understand it correctly?

Do you stipulate that a student must earn a certain % on the assignment to get the full points? What about a student who completed an assignment but completes the entire thing incorrectly? Still full credit? Or an opportunity to re-do?

Thank you in advance.

From reading this blog post I was thinking the same thing. When not penalizing students for homework do you have students who do turn it in getting extra points in class?

From what I have seen, if there is a benefit for turning in homework and students see this benefit more will try to accomplish what the homework is asking. So avoid penalization is okay, but make sure the ones turning it in are getting rewarded in some way.

The other question regarding what to do with students who may not be completing the assignments correctly, you could use this almost as a formative assessment. You could still give them the credit but use this as a time for you to focus on that student a little more and see where he/she isn’t understanding the content.

Our school has a system called Catch Up Cafe. Students with missing work report to a specific teacher during the first 15 minutes of lunch to work on missing work. Students upgrade to a Wednesday after school time if they have accumulated 4 or more missing assignments on any Monday. They do not have to serve if they can clear ALL missing work by the end of the day Wednesday. Since work is not dragging out for a long period of time, most teachers do not take off points.

How do you manage the logistics of who has missing and how many assignments are needed to be completed-to make sure they are attending the Catch up Cafe or Wednesday after school? How do you manage the communication with parents?

When a student has missing work it can be very difficult to see what he/she is missing. I always keep a running record of all of their assignments that quarter and if they miss that assigement I keep it blank to remind myself there was never a submission. Once I know that this student is missing this assignment I give them their own copy and write at the top late. So once they do turn it in I know that it’s late and makes grading it easier.

There are a lot of different programs that schools use but I’ve always kept a paper copy so I have a back-up.

I find that the worst part of tracking make-up work is keeping tabs on who was absent for a school activity, illness or other excused absence, and who just didn’t turn in the assignment. I obviously have to accept work turned in “late” due to an excused absence, but I can handle the truly late work however I wish. Any advice on simplifying tracking for this?

I tell my students to simply write “Absent (day/s)” at the top of the paper. I remind them of this fairly regularly. That way, if they were absent, it’s their responsibility to notify me, and it’s all together. If you create your own worksheets, etc., you could add a line to the top as an additional reminder.

It might be worth checking out Evernote .

In order to keep track of what type of missing assignments, I put a 0 in as a grade so students and parents know an assignment was never submitted. If a student was here on the due date and day assignment was given then it is a 0 in the grade book. If a student was absent the day the assignment was given or when it was due, I put a 00 in the grade book. This way I know if it was because of an absence or actual no work completed.

This is exactly what I do. Homework can only count 10% in our district. Claims that kids fail due to zeros for homework are specious.

This is SUCH a difficult issue and I have tried a few of the suggested ways in years past. My questions is… how do we properly prepare kids for college while still being mindful of the inequities at home? We need to be sure that we are giving kids opportunity, resources, and support, but at the same time if we don’t introduce them to some of the challenges they will be faced with in college (hours of studying and research and writing regardless of the hours you might have to spend working to pay that tuition), are we truly preparing them? I get the idea of mastery of content without penalty for late work and honestly that is typically what I go with, but I constantly struggle with this and now that I will be moving from middle to high school, I worry even more about the right way to handle late work and homework. I don’t want to hold students back in my class by being too much of a stickler about seemingly little things, but I don’t want to send them to college unprepared to experience a slap in the face, either. I don’t want to provide extra hurdles, but how do I best help them learn how to push through the hurdles and rigor if they aren’t held accountable? I always provide extra time after school, at lunch, etc., and have also experienced that end of term box checking of assignments in place of a true learning experience, but how do we teach them the importance of using resources, asking for help, allowing for mistakes while holding them to standards and learning work habits that will be helpful to them when they will be on their own? I just don’t know where the line is between helping students learn the value of good work habits and keeping them from experiencing certain challenges they need to understand in order to truly get ahead.

Thanks for sharing – I can tell how much you care for your students, wanting them to be confident independent learners. What I think I’m hearing is perhaps the struggle between that fine line of enabling and supporting. When supporting kids, whether academically or behaviorally, we’re doing something that assists or facilitates their growth. So, for example, a student that has anxiety or who doesn’t have the resources at home to complete an assignment, we can assist by giving that student extra time or an alternative place to complete the assignment. This doesn’t lower expectations, it just offers support to help them succeed.

Enabling on the other hand, puts systems in place that don’t involve consequences, which in turn allow the behaviors to continue. It involves excuses and solving problems for others. It may be about lowering expectations and letting people get by with patterns of behavior.

Late work is tricky. The article does mention the importance of time management, which is why separating academic grades from work habits is something a lot of schools are doing. Sometimes real life happens and kids need a “pass.” If whatever you’re doing seems to be helping to support a student rather than enabling patterns, then that might help you distinguish between that fine line. Hope this helps!

Thank you again for such a great post. Always high-quality, relevant, and helpful. I so appreciate you and the work you do!

So glad to hear you enjoyed the post, Liz! I’ll make sure Jenn sees this.

I thought that these points brought up about receiving late work were extremely helpful and I hope that every classroom understands how beneficial these strategies could be.

When reading the penalties section under point deductions it brought up the idea of taking points off slowly as time goes by. Currently in my classroom the only point deduction I take off is 30% of the total grade after it is received late. No matter how much time has gone by in that grading period it will have 30% off the total.

I’m curious if changing this technique to something that would increase the percentage off as time goes by will make students turn in their work on time.

My question to everyone is which grading technique would be more beneficial for the students? Do you believe that just taking off 30% for late work would help students more when turning in their work or do you think that as time goes by penalizing their final score will have students turn in their work more?

If anyone has any answers it would be extremely beneficial.

Thank you, Kirby

When I was in school my school did 1/3 of a grade each day it was like. So 1 day late A >A-. Two days late: A->>B+ so on and so forth. This worked really well for me because I knew that I could still receive a good grade if I worked hard on an assignment, even if it was a day or two late.

I dread it when I have missing work or unsubmitted work. I would try to get a last-minute effort to chase those needed pieces of work which could be done from those students housed in dorms on campus. It is better than not failing them for lacking to turn in graded submissions or taking scheduled quizzes. I dread this not for the students, sadly, but for likely call to explain why I did not keep physical evidence of students’ supposed learning. In my part of the globe, we have a yearly “quality assurance” audit by the country’s educational authorities or their representatives.

I am a pre-service teacher and I am in the process of developing my personal philosophies in education, including the topic of late work. I will be certified as a secondary social studies teacher and would like to teach in a high school. Your post brought my attention to some important insights about the subject. For example, before this post I had not thought to use feedback as a way to incentivize homework submission on time. This action coupled with the ability to re-do assignments is a great way to emphasize the importance of turning work in on time. I do have a follow-up question, how do you adequately manage grading re-do’s and feedback on all assignments? What kinds of organizational and time-management strategies do you use as a teacher? Further, how much homework do you assign when providing this as an option?

Additionally, have you administered or seen the no penalty and homework acceptance time limit in practice (for example, all homework must be turned in by the unit test)? I was curious if providing a deadline to accept all homework until the unit test may result in an access of papers I need to grade. From your experience, what practice(s) have you seen work well in the classroom?

My goal is to prepare students for life beyond high school and to support their intellectual, social, and emotional development during their high school learning experience. Similar to a previous commenter (Kate), I am also trying to define a balance between holding students accountable in order to best prepare them for their future lives and providing opportunities to raise their grade if they are willing to do the work.

Hey Jessica, you have some great questions. I’d recommend checking out the following blog posts from Jenn that will help you learn more about keeping track of assessments, differentiation, and other aspects of grading: Kiddom: Standards-based Grading Made Wonderful , Could You Teach Without Grades , Boost Your Assessment Power with GradeCam , and Four Research-Based Strategies Every Teacher Should be Using . I hope this helps you find answers to your questions!

Overall I found this article extremely helpful and it actually reinforced many ideas I already had about homework and deadlines. One of my favorite teachers I had in high school was always asking for our input on when we felt assignments should be due based on what extra curricular activities were taking place in a given time period. We were all extremely grateful for his consideration and worked that much harder on the given assignments.

While it is important to think about our own well-being when grading papers, I think it is just as important (if not more) to be conscious of how much work students might have in other classes or what students schedules are like outside of school. If we really want students to do their best work, we need to give them enough time to do the work. This will in turn, help them care more about the subject matter and help them dive deeper. Obviously there still needs to be deadlines, but it does not hurt to give students some autonomy and say in the classroom.

Thanks for your comment Zach. I appreciate your point about considering students’ involvement in extracurricular activities and other responsibilities they may have outside the school day. It’s definitely an important consideration. The only homework my son seemed to have in 8th grade was for his history class. I agree that there’s a need for teachers to maintain more of a balance across classes when it comes to the amount of homework they give to students.

Thank you for an important, thought-provoking post! As a veteran teacher of 20+ years, I have some strong opinions about this topic. I have always questioned the model of ‘taking points off’ for late work. I do not see how this presents an accurate picture of what the student knows or can do. Shouldn’t he be able to prove his knowledge regardless of WHEN? Why does WHEN he shows you what he knows determine WHAT he knows?

Putting kids up against a common calendar with due dates and timelines, regardless of their ability to learn the material at the same rate is perhaps not fair. There are so many different situations facing our students – some students have challenges and difficulty with deadlines for a plethora of potential reasons, and some have nothing but support, structure, and time. When it comes to deadlines – Some students need more time. Other students may need less time. Shouldn’t all students have a chance to learn at a pace that is right for them? Shouldn’t we measure student success by demonstrations of learning instead of how much time it takes to turn in work? Shouldn’t students feel comfortable when it is time to show me what they’ve learned, and when they can demonstrate they’ve learned it, I want their grade to reflect that.

Of course we want to teach students how to manage their time. I am not advocating for a lax wishy-washy system that allows for students to ‘get to it when they get to it’. I do believe in promoting work-study habits, and using a separate system to assign a grade for responsibility, respect, management, etc is a potential solution. I understand that when introducing this type of system, it may be tough to get buy-in from parents and older students who have traditionally only looked at an academic grade because it is the only piece of the puzzle that impacts GPA. Adopting a separate work-study grading system would involve encouraging the entire school community – starting at the youngest level – to see its value. It would be crucial for the school to promote the importance of high level work-study habits right along side academic grades.

I teach a specials course to inner city middle schoolers at a charter school. All students have to take my class since it is one of the core pillars of the school’s culture and mission. Therefore it is a double edge sword. Some students and parents think it is irrelevant like an art or music class but will get upset to find out it isn’t just an easy A class. Other students and parents love it because they come to our charter school just to be in this class that isn’t offered anywhere else in the state, except at the college level.

As you may have already guessed, I see a lot of students who don’t do the work. So much that I no longer assign homework, which the majority would not be able to do independently anyways or may develop the wrong way of learning the material, due to the nature of the subject. So everything is done in the classroom together as a class. And then we grade together to reinforce the learning. This is why I absolutely do not accept missing work and there is no reason for late work. Absent students make up the work by staying after school upon their return or they can print it off of Google classroom at home and turn in by the end of the day of their return. Late and missing work is a big issue at our school. I’ve had whole classrooms not do the work even as I implemented the new routine. Students will sit there and mark their papers as we do it in the classroom but by the end they are not handing it in because they claim not to have anything to hand in. Or when they do it appears they were doing very little. I’d have to micromanage all 32 students every 5 minutes to make sure they were actually doing the work, which I believe core teachers do. But that sets a very bad precedent because I noticed our students expect to be handheld every minute or they claim they can’t do the work. I know this to be the case since before this class I was teaching a computer class and the students expected me to sit right next to them and give them step-by-step instructions of where to click on the screen. They simply could not follow along as I demonstrated on the Aquos board. So I do think part of the problem is the administrators’ encouraging poor work ethics. They’re too focused on meeting proficient standard to the point they want teachers to handhold students. They also want teachers to accept late and missing work all the way until the end of each quarter. Well that’s easy if you only have a few students but when you have classrooms full of them, that means trying to grade 300+ students multiplied by “x” amount of late/missing work the week before report card rolls out – to which we still have to write comments for C- or below students. Some of us teach all the grade levels 6-8th. And that has actually had negative effects because students no longer hold themselves accountable.

To be honest, I really do think this is why there is such a high turnover rate and teachers who started giving busy work only. In the inner city, administrators only care about putting out the illusion of proficiency while students and parents don’t want any accountability for their performance. As soon as a student fails because they have to actually try to learn (which is a risk for failing), the parent comes in screaming.

Yea, being an Art teacher you lost me at “ irrelevant like an art or music .”

I teach middle school in the inner city where missing and late work is a chronic issue so the suggestions and ideas above do not work. Students and parents have become complacent with failing grades so penalizing work isn’t going to motivate them to do better the next time. The secret to teaching in the inner city is to give them a way out without it becoming massive work for you. Because trust me, if you give them an inch they will always want a mile at your expense. Depending on which subject you teach, it might be easier to just do everything in class. That way it becomes an all or nothing grade. They either did or didn’t do the work. No excuses, no chasing down half the school through number of calls to disconnected phone numbers and out of date emails, no explaining to parents why Johnny has to stay after school to finish assignments when mom needs him home to babysit or because she works second shift and can’t pick him up, etc. Students have no reason for late work or for missing work when they were supposed to do it right there in class. Absent students can catch up with work when they return.

Milton, I agree with all of what you are saying and have experienced. Not to say that that is for all students I have had, but it is a slow progression as to what is happening with students and parents as years go by. I understand that there are areas outside of the classroom we cannot control and some students do not have certain necessities needed to help them but they need to start learning what can they do to help themselves. I make sure the students know they can come and talk to me if needing help or extra time, tutor after school and even a phone number to contact along with email if needing to ask questions or get help. But parents and students do not use these opportunities given until the week before school ends and are now wanting their student to pass and what can be done. It is frustrating and sad. I let students and parents know my expectation up front and if they do not take the opportunity to talk to me then the grade they earned is the result.

I am a special education resource teacher and late work/missing work happens quite a lot. After reading this article, I want to try a few different things to help minimize this issue. However, I am not the one making the grades or putting the grades in. I am just giving the work to the students in small group settings and giving them more access to the resources they need to help them be successful on these assignments based on their current IEP. I use a make-up folder, and usually I will pull these students to work on their work during a different time than when I regularly pull them. That way they do not miss the delivery of instruction they get from me and it does not punish my other students either if there is make-up work that needs to be completed. I try to give my students ample time to complete their work, so there is no excuse for them not to complete it. If they are absent, then I pull them at a time that they can make it up.

I too agree with that there’s a need for teachers to maintain more of a balance across classes when it comes to the amount of homework they give to students.

I had a few teachers who were willing to tolerate lateness in favor of getting it/understanding the material. Lastly, my favorite teacher was the one who gave me many chances to do rewrites of a ‘bad essay’ and gave me as much time as needed (of course still within like the semester or even month but I never took more than two weeks) because he wanted me to do well. I ended up with a 4 in AP exam though so that’s good.

Late work has a whole new meaning with virtual learning. I am drowning in late work (via Google Classroom). I don’t want to penalize students for late work as every home situation is different. I grade and provide feedback timely (to those who submitted on time). However, I am being penalized every weekend and evening as I try to grade and provide feedback during this time. I would love some ideas.

Hi Susan! I’m in the same place–I have students who (after numerous reminders) still haven’t submitted work due days…weeks ago, and I’m either taking time to remind them again or give feedback on “old” work over my nights and weekends. So, while it’s not specific to online learning, Jenn’s A Few Ideas for Dealing with Late Work is a post I’ve been trying to put into practice the last few days. I hope this helps!

Graded assignment flexibility is essential to the process of learning in general but especially in our new world of digital divide

It is difficult to determine who is doing the work at home. Follow up videos on seesaw help to see if the student has gained the knowledge or is being given the answers.

This is some good information. This is a difficult subject.

I love the idea of a catch-up cafe! I think I will try to implement this in my school. It’s in the same place every day, yes? And the teachers take turns monitoring? I’m just trying to get a handle on the logistics – I know those will be the first questions I get.

I really enjoyed this post. I think it provides a lot of perspective on a topic that teachers get way too strict about. I just wonder: wouldn’t it be inevitable for students to become lazy and care less about their understanding if there wasn’t any homework (or even if it was optional)? I know students don’t like it, and it can get redundant if they understand the content, but it truly is good practice.

Hi Shannon,

Glad the post helped! Homework is one of those hot educational topics, but I can’t say I’ve personally come across a situation or found any research where kids become lazy or unmotivated if not assigned homework. In fact, research indicates that homework doesn’t really have much impact on learning until high school. I just think that if homework is going to be assigned, it needs to be intentional and purposeful. (If students have already mastered a skill, I’m not sure how homework would provide them much benefit.) Here’s an article that I think is worth checking out. See what you think.

I like how you brought up how homework needs to be given with the understanding that not all kids have the same resources at home. Some kids don’t have computers or their parents won’t let them use it. There is no way of knowing this so teachers should give homework that requires barely any utensils or technology.

I think having students help determine the due dates for major assignments is a great idea. This works well with online schools too. Remote jobs are the future so helping students learn how to set their own due dates and to get homework done from home will prepare them for the future.

This year I am trying something new. After reading this article, I noticed that I have used a combination of some of these strategies to combat late work and encourage students to turn work in on time. I only record a letter grade in the grade book: A, B, C, D, F. If a student turns in an assignment late, I flag it as late, but it does not affect their “grade”.

If a student wants to redo an assignment, they must turn something in. If they miss the due date, they can still turn it in, but lose the opportunity to redo the assignment. Students will meet with me one last time before they turn it in to get final feedback.

At the end of the grading period, I conference with the student about their final grade, looking at how many times they have handed work in on-time or late. This will determine if the student has earned an A or an A+ .

I really appreciate how your post incorporates a lot of suggestions for the way that teachers can think about and grade homework. Thank you for mentioning how different students have different resources available as well. As teachers, we need to be aware of the different resources our students have and tailor our approach to homework to match. I like the idea of grading homework based on completion and accepting late work for full credit at any time (substituting a zero in the grade book until it is turned in). This is definitely a strategy that I’ll be using!

So glad the article was helpful for you! I will be sure to pass on your comments to Jenn.

I also have been teaching for a long time and I have found that providing an END OF WEEK (Friday at 11:59) due date for assignments allows students to get the work completed by that time. It helps with athletes, and others involved in extra curricular activities. I feel this is fair. I give my tests/quizzes on the days assigned and the supplemental work on Fridays.

I personally, as a special education teach, would allow my SPED students extra time to complete the work they have missed. This is in alignment with their IEP accommodations. I would work with each one independently and have remediation with the content that they are having difficulty. This setting would be in a small group and separate classroom.

I really like the idea of a work habits grade. I struggle with students who turn things in late regularly earning the same grade as those who always turn things in on time. A work habits grade could really motivate some learners.

I’ve been in education for 37 years and in all manner of positions. I share this only to also say that things have changed quite a bit. When I started teaching I only had one, maybe two students in a class of 34 elementary students that would not have homework or classwork finished. Now, I have two classes of about 15 each. One group is often half the class on a regular basis not having homework or not finishing classwork on a regular basis- so far. Additionally parents will pull students out to go to amusement parks, etc and expect all work to be made up and at full credit. I believe that the idea of homework is clearly twofold- to teach accountability and to reengage a learner. Classwork is critical to working with the content and, learning objective. We can all grade various ways; however, at some point, the learner has to step up. Learning is not passive, nor is it all on the teacher. I have been called “mean” because I make students do their work in class, refocusing them, etc. I find that is my duty. Late work should be simply dealt with consistently and with understanding to circumstance IMO. You were out or it was late because mom and dad were upset, ok versus we went to Disney for three days and I was too tired. hmm- used to be easy with excused/unexcused absences, now there is no difference. Late with no absence? That can be a problem and I reach out to home and handle it individually at my level.

Hi Jennifer! I really like your sharing about this topic! Late work is a problem that every teacher encounters. Thank you for your consideration of this issue and the many wise ideas you have provided. Your ideas also remind me to reflect on whether my overall program of assignments and grading is in a healthy place. I was inspired by the preventative measures you listed in this post. I want to try to include my students in setting deadlines, especially for some big projects. Students will feel respected by teachers and will be more willing to complete the assignments before deadlines! As you mentioned, some teachers have made homework optional or self-selected, or even stopped assigning homework. I partially agree with that opinion. I indeed try to reduce the amount of students’ homework or even stop assigning homework sometime, but doing related practice in class instead. I believe that the purpose of homework is to aid pupils in mastering the knowledge; it is not a necessary thing.

Thanks for sharing your thoughts, Yang. Jenn will be glad to know that you found the post inspiring!

Thanks so much for all your insights on giving assignments or homework. All are very helpful as I prepare to return to work after an extended medical leave. It is good to refresh! Anything we require of our students should be purposeful and meaningful to them, so they will give their best to meet whatever deadlines we set. I also like asking our students when is the best time they can turn work in; this is meeting them halfway. And if one strategy does not work, there are more to try; just read this post. Thanks a bunch!!

Jenn will be glad to know the post was helpful for you, Jo!

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Jul 25, 2015

Lateness and Learning: Issues and Strategies Associated with Late or Missed Submissions

Bonnie Mullinix Co-President & Educational Consultant - Jacaranda Educational Development

Do late assignment submissions equal less learning? Are firm, immutable deadlines the best approach? When zero points are factored in place of a late assignment, is this an accurate reflection of student’s knowledge? Although there are jobs in which one must turn something in on time or else it has no value, there are MANY jobs where deadlines may need to be negotiated at times. Therefore, perhaps we also need to consider strategies for dealing with late submissions in a clear, supportive way that takes into consideration context, general population characteristics, and accommodates individual challenges and situations?

Shared in this blog are practice-based consensus decisions related to late or missed submissions. These decisions resulted from teams of faculty (long-term Faculty Learning Communities (FLCs)/Communities of Practice (CoPs)(Cox, 2001) agreeing on course-based strategies that they collectively redesigned ( Mullinix et al., 2013 ). In striving for student success, the issue of late assignments was explicitly discussed and explored. In several instances the faculty teams looked at the impact that different requirements had on student grades and persistence. I have provided a few of the solutions our teams came up with excerpted from the syllabi (below). But first , in an effort to frame the discussion, I have listed a variety of strategy categories that are related to penalties or responses to late and missed submissions.

Context – Context can be a critical consideration in deciding how to address lateness. Certain program and professional requirements can include non-negotiable deadlines that should be underscored for students. And yet others are less critical. Ultimately, different student populations benefit from different policies, and major shifts in student population should allow us to reflect on policies to ensure success, learning, and fairness (Boylan, 2002). Traditional students whose full-time responsibility is their studies can often benefit from structure and deadlines. When students are fitting studies into a full family, work, and life responsibilities ( Kuh et al., 2006 ), it makes sense to allow greater latitude so that they can persist and succeed.

Transparency – In all cases it is important that clear policy statements regarding practices for late submissions should be noted in the syllabus and shared clearly with students.

Extensions/Grace periods – Providing students with a small amount of time, when an advanced request is made and approved, to submit an assignment late without penalty can be encouraging to both class and individual students. If desired, this grace period may be tempered by having a limited number of times it can be used.

Time-based Penalties – Penalties can be applied on a daily basis, having points/percentages deducted for each day past the due date that it is submitted.

Substitutions – Better scores can be substituted for poor or missed scores for similar assignments. Example : major tests cannot be made-up (impractical to arrange for/manage makeups), but grades for later tests when higher can be substituted (especially cumulative unit/mid-term/final exams).

Forgiveness – Allow students to choose to miss or drop one assignment/test without penalty. This practice can be reserved for low-stakes assessment items. Alternately, allow students to retake/resubmit assignments to gain a higher grade.

Fairness to all – Consistency in applying strategies and policies as shared.

In most cases, these strategies can be instituted to help ensure the learning associated with a course happens and provides some space to ensure that students can persist, succeed and be retained in a program. The flexibility of technology-enhanced grading formulas makes these much easier to implement. And yet, any time an assignment that requires faculty grading is submitted late or any changes in practice requires faculty intervention, the impact on faculty schedules and time is noticeable. As such, faculty need to have a say in how policies are established and maintained. Further, individual student situations do not fit general population guidelines. Even the best crafted policies need to be phrased in a way that will allow faculty to consider special student situations and needs within the context of fairness to all.

Sample Policies

As promised, following are a few of the approaches implemented across several disciplines. The context for these policies is a two-year technical college where most students are first generation college students and students who are putting themselves through school, often while working and often managing families. These examples are drawn from the courses taken by students who are entering into college with limited skills and minimal knowledge of the college environment and culture. All of these point to a combined need for structure and flexibility. Here are a couple of excerpts from syllabi that incorporated appropriate strategies to facilitate and manage assignment submissions with a focus on helping students persist, learn, and ultimately succeed at a clear and high level (note: all redesigned courses included increased attention to active learning, technology-facilitated learning, time-on-task, and supplemental instructional support).

Homework will be done online using the [insert individualized online learning platform or program]. In this software you will study, practice, and “certify” on each topic covered in this class. To complete each assignment you must demonstrate your mastery by passing the certification quiz at 80%. This will earn you 100% on your homework assignment.

Each homework assignment for a class will be due at the beginning of the next class period. If you submit assignments late, you may still receive partial credit for the first 5 days after each due date, but there will be a late penalty of 10% per day subtracted from your score. Any assignments completed after the late period will be recorded at 50%. Because of the time needed to install and learn to use the [insert learning software], your first week’s assignments will be due at the beginning of the first class period of the second week. Your 3 lowest homework assignment grades will be dropped.

Unit Tests: You cannot make up a missed test , but one missed test score may be replaced by the final exam score. Other missed tests will receive a grade of zero.

Final Exam: You must take the final exam to pass this course. The final exam will be comprehensive and cannot be exempted. The final exam score may be used to replace a lower grade.

Activities: Consistent participation in class activities, problem-solving practice, group work, in-class quizzes, online discussions (in Blackboard), and application experiences is a central part of your learning experience.

While a primary strategy was incorporating active practices, engagement, and time-on-task, math instructors who found the integration of math software sufficiently challenging, were allowed the discretion to shift 5% of the grading scheme to the learning software quizzes.

Activities/Daily Grades : Participation in class activities, group work, homework, spiral entries, in-class quizzes, discussions, and writing assignments is a central part of the learning experience. Some in-class activities are participatory in nature and may not be made up.

Late/Make-up Assignments: May/may not be accepted: please refer to individual instructor’s policy.

Late/Make-up work will be addressed according to individual instructor policies (see Course and Instructor Information Sheet and/or Blackboard);

Students requiring learning accommodations must supply instructors with an accommodation sheet from Disabilities Services (SC 105-115) prior to assessment of any major assignment or test.

English instructors felt strongly that the ability to accept or reject late assignments or allow make-up work should be at the discretion of each instructor. Shared syllabi meant that common grading rubrics and structures were implemented across courses. Thus, grade deduction discretion was limited to no more than 10% and instructor policy variability was often limited simply to differences regarding whether to accept late assignments or makeup work.

Reading/Vocabulary Quizzes – Students complete quizzes in Blackboard for each of the 10 Chapters and topics covered. You have two opportunities to take each quiz and the highest score will be recorded.

All course assignments (quizzes, tests, projects, etc.) must be completed by assigned due dates in order to receive full credit. Under no circumstances may any assignments be submitted after the final exam date.

Reading Instructors shared common course syllabi, grading schemes, and rubrics and limited assignment deductions to no more that 5-10% of an assignment. In addition to flexibility, substitutions and deduction limits, they further instituted sliding scale of point reductions linked to degree of lateness.

Closing Thoughts

Student success is improved by balancing clear policies against the realities of student lives. Consistency across course sections and programs in grading policies and practices can improve student understanding and ability to meet course expectations. Even so, challenges faced by students, particularly first generation, non-traditional, and/or returning adult students, need to be considered. Faculty are the best positioned to know both their student’s challenges and their own. While faculty responsible for teaching courses should agree on common policies and practices to include in syllabi in order to facilitate continuity and comparability, they also should have some latitude to overlay their own insights and needs into the process. An extremely busy term schedule can influence time to accommodate late assignments. In addition, teaching philosophy can also influence individual policies. Although some faculty feel strongly that deadlines are critical to maintain, others believe that resubmissions, forgiveness, and flexibility are hallmarks of progress and learning. In the end, agreed assessment strategies, assignments, and grading policies are often a compromise that finds the sweet spot between such views. In order to make such policies and practices work, faculty need some implementation leeway to fit practices to their philosophies while acknowledging their instructional expertise and insights. Providing for individual faculty policies within a defined limit addresses faculty needs for freedom while providing the cross-course consistency and clarity that can help students to succeed.

Students appreciate choice, clarity, and the opportunity to succeed. If they have clear options and some flexibility to address a life or learning challenge, there is a much greater chance that they will not only continue within a course, but that they will persist in their studies. Knowing their faculty members are willing to support them and that they are interested in their learning and success increases retention. In the end, the ability of faculty and programs to embed clear flexible policies and practices that allow for extensions, substitutions, forgiveness, and fairness can provide the latitude to address the reality of students’ lives and give them the chance they need to learn.

References and Resources

Boylan, H. R. (2002). What Works: Research-based best practices in developmental education. Boone: NC: Continuous Quality Improvement Network/National Center for Developmental Education.

Cox, M. D. (2001). Faculty learning communities: Change agents for transforming institutions into learning organizations. To Improve the Academy , 19 , 69-93.

Kuh, G.D., J. Kinzie, J.A. Buckley, B. K. Bridges, J. C. Hayek. (2006). What Matters to Student Success: A Review of the Literature . National Post-Secondary Education Cooperative. Available: http://nces.ed.gov/npec/pdf/kuh_team_report.pdf

Mullinix, B.B. & J.S. Bishop & R. Sawyer. (2013, May 27). Unlocking Educational Futures: Weaving Data in Support of Curricular Development and Decisions . Presentation presented at the American Educational Research Association (AERA) 2013 Annual Meeting/Conference, San Francisco, CA. Available: http://tinyurl.com/AERA13-DataCurriculumDecision

Rutschow E.Z. & E. Schneider (2011). Unlocking the Gate: What We Know About Improving Developmental Education. MDRC. Retrieved February 1, 2015, from http://www.mdrc.org/publication/unlocking-gate

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A Late Work Policy That Works for Teachers and Students

Creating clear boundaries around when students can submit assignments after the due date can boost morale for everyone.

Photo of high school student and teacher in classroom

When the end of a term approaches, educator social media is full of images and commentary on the sheer amount of grading that will be coming their way. From images of monstrous waves or an exhausted teacher grasping a large cup of coffee, the stress is palpable. So how do we make this better for everyone, including teachers, students, families, case coordinators, and everyone else struggling at the end of the term?

As educators, we want to be considerate of the fact that students have yet to acquire excellent management skills. But we also need to protect our own mental health and teach students the responsibility that comes with completing assignments and turning in work.

Designing a Late Work Policy With Students

Some years back, I had a high school world language class with a wonderful group of students—but getting work from them was challenging on a good day. After one particularly exhausting end of the term when I received a monumental amount of late work, I flatly said, “We can’t do this again.” Shockingly, they agreed. I gave the class 30 minutes to discuss as a class what they thought could be a fair policy. The requirements were simple:

1. Simplicity. This policy had to be easy for me to manage as a teacher.

2. Accountability. It couldn’t be a free-for-all with no accountability.

I could easily write a separate article on how to have students design class policies, but that is for a different time. Here is what the students came up with as a proposal:

Assessment as final deadline: All homework and classwork is accepted full credit until the assessment—then it is not accepted at all. This also counts for any retakes (or corrections) to other activities or smaller assessments.

The 55 percent rule: If a student does the large majority of the assignments up until assessment, they do not get less than 55 percent on any assessment. This gives students an incentive to get their work done and make arrangements with the teacher to keep on track. It should be very unlikely that a student will do the majority of assignments related to an assessment and get below 55 percent. However, if it does happen, they know that there are policies in place to help them.

If a student does get below 55 percent and has done the large majority of the work, this forces me as an educator to consider the cause. Did other students have similar troubles? If so, was the assessment reflective of the work done in class? If this student was an outlier, perhaps they simply had a rough day (which does happen)?

Assessment as proof of competency: If a student is missing an assignment and they get above a certain score on the assessment, they can get partial credit for any missing work related to the assessment. The students were very clear that this was not a reason to not do work, but rather it was to allow students to focus on critical assignments if they get behind.

Assessment as redo attempt: If a student does well on a final unit assessment, they can have their grade raised for smaller assessments leading up to that larger one. This was because they showed understanding in areas where they had struggled before.

Once this policy was created, I shared it with all my sections. Students overwhelmingly supported it. So, we decided to implement it on a trial basis. Once that was a success, I shared this with colleagues, and they implemented it in their classrooms as well. It is now a regular course policy and is shared in all of my course syllabi.

a policy that works for teachers and students

After we set this policy up in my classroom, I observed a variety of benefits.

Morale boost for teacher and students: There was an immediate turnaround for both me and my students. Students who felt that failure was inevitable were motivated and engaged. And I felt better about giving students another chance-–but with boundaries.

Increased accountability: Students held each other accountable for their own success and admitted when they were not putting in their effort. Parents were highly supportive; it was clear why a student was not successful, and this saved a lot of time responding to parent emails.

Better-quality work: Work was less rushed, which led to better quality, deeper learning, and stronger assessment scores. Students told me they had often rushed through work so it wouldn’t be marked late, but this gave them time to do quality work and therefore learn in the process.

Students did the work: Very few students used the “proof of competency policy” as a chance to simply not do work. Rather, this policy helped students prioritize missing work if they got really behind. Although I worried that this policy might be taken advantage of, only a small handful of students tried—and they realized very quickly that this was not a recipe for success.

Range of grades: There was still a wide range of grades. Highly skilled students who had an excellent understanding of the content still earned excellent grades. Those who struggled earned grades that weren’t quite as high, but they felt empowered with the recognition of their efforts.

So why does this policy work? I believe there are two main reasons. The first is assurance. Provided they do “their part,” students feel that they can be successful and are assured that their efforts do matter. If they make mistakes, life events make submitting work challenging, or the content gets particularly hard for them, there are structures in place to help them. Second, there is a sense of control for the students. Students crave the opportunity to have control over their future, and they are able to recognize what is fair and how they (and their classmates) should be held accountable for their responsibilities.

10 Useful Tips for Students to Submit Assignments on Time

We all have been on the receiving side of the terror that comes with running late to turn in your assignment. As a student, one of the most critical skills you can develop is submitting your assignments on time. Late submissions can result in lost grades, missed opportunities, and added stress, making it essential for students to understand the importance of timely submissions.

In this comprehensive guide, we’ll share a wealth of tips and strategies that can help you ensure timely submissions and help you stay on top of your coursework -

1. Create a schedule

The first step in submitting assignments on time is to create a schedule. This can prove to be a useful step in the entire process. A schedule will help you keep track of your deadlines and plan your time accordingly. You can use a physical planner or a digital calendar, whichever works best for you. Make sure to include all of your assignments, exams, and other commitments in your schedule so that you have a clear understanding of how much time you have available.

2. Start timely

It is essential to start working on your assignments as early as possible. Waiting until the last minute to start your assignment can result in stress and decreased quality of work. By starting early, you’ll have enough time to review and refine your work, ensuring that you submit a high-quality assignment. Having said that, we understand and aren't too optimistic that balancing school life and homework can be a task. In that case, you can always start with the easy part so that it can create a sense of winning, which will eventually lead you to complete the entire assignment.

3. Break down tasks

Breaking down a large assignment into smaller tasks can make it seem more manageable and help you avoid procrastination. By setting deadlines for each of these tasks, you can keep yourself accountable and ensure that you’re making progress toward your end goal. Another way to go about it is to prioritize tasks based on their importance and urgency, making sure to complete the most critical tasks first.

One of the key benefits of breaking down tasks is increased productivity. When students are faced with a large and complex assignment, it can be easy to become overwhelmed and demotivated. However, by breaking the assignment down into smaller tasks, students can focus on one component at a time, making it easier to make progress and complete the assignment in a timely manner. This can help students to avoid procrastination and ensure that they are making progress toward their goals.

4. Use tools and resources

There are many tools and resources available to help students stay organized and on track. For example, you can use online citation generators to help you format your bibliography correctly or use productivity apps to stay focused and avoid distractions. Utilizing these tools and resources can save you time and help you submit your assignments on time. One such assignment help website is Desklib; here you can find study material and documents in abundance where as a student you can have access to help conveniently.

5. Ask for help

Don’t hesitate to reach out to your teachers, tutors, or classmates if you need help. They can provide you with valuable feedback and insights that can improve your work and ensure that you’re on the right track. Furthermore, if you’re struggling with a particular aspect of an assignment, seeking help can save you time and prevent you from making costly mistakes.

Asking for help is a critical aspect of student success, especially when it comes to completing class assignments. Whether students are struggling to understand a complex concept or need assistance with a specific task, seeking help can provide them with the support they need to succeed.

6. Manage your time effectively

Effective time management is necessary in order to turn in an assignment timely. When writing an assignment, make sure to allocate your time wisely and prioritize tasks based on their importance and urgency. This step can also help improve the quality of the final product. It is important to take regular breaks, review the work completed so far, and make any necessary revisions. By managing time effectively, it is possible to allocate sufficient time for these activities, ensuring that the final product is of the best possible quality.

7. Stay organized

Staying organized can also help to prioritize tasks and deadlines. When working on an assignment, it can be easy to feel overwhelmed by the many tasks and deadlines involved. However, by staying organized, it is possible to see the big picture and prioritize tasks in a way that ensures that everything is completed on time and to a high standard.

Make sure to keep all of your notes, materials, and other resources in one place so that you can easily access them when you need them. You can also use a filing system or an online storage solution to help you stay organized.

8. Set realistic goals

It’s important to set realistic goals for yourself when submitting assignments. While it’s great to strive for excellence, setting unrealistic goals can result in added stress and decreased productivity. Make sure to set achievable goals and focus on making progress towards your goals rather than striving for perfection.

9. Eliminate distractions

Distractions can have a significant impact on your productivity and ability to complete a task at hand. While working, make sure to eliminate distractions by creating a conducive environment for studying like turning off your phone, or using a noise-canceling app. I know this might sound and feel a bit tough at first but trust me, it only gets better from hereon. This step will get the work done effectively and timely.

10. Reward yourself

In the end, do not forget to pat yourself on the back. After having completed the assignment, it is equally important to reward yourself for your hard work and achievements.

Conclusion:

In conclusion, submitting your assignments on time is crucial for your academic success. We hope that we could help you a little by providing you with these tips. We hope that the above-given tips will help ensure that your work is completed to the best of your ability and submitted on time.

Remember, consistent effort and planning can go a long way in achieving your goals.

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Assignments and late submission

What happens if i submit an assignment late do i receive a penalty on my grade.

Penalties for late submission may include:

reduction of your mark by 5% per working day (or part working day) after the submission date
not being permitted to submit the assignment
assignment not being marked if it is submitted five working days after the original submission date without an approved extension or beyond the five working days after any approved extension (including those granted under any Learning Access Plan or Special Consideration application)

For more information see the Assessment Procedure - Adjustments to Assessments .

Speak with your academic as early as possible if you are having difficulties completing an assessment task. Your academic will clarify your options and the penalties for late submission.

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How to apologize for late work in college (with email template)

Well, here you are after missing a deadline on an assignment in college and you want to tell your professor that you are sorry about turning it in late.

This is really thoughtful of you and an apology can go a really long way. If you write a good enough apology, maybe your professor won’t penalize you for turning it in late in the first place.

And even if they won’t do that for you, at least you can let them know you really care about their class.

I can help you because I was a professor for 15 years and I received A LOT of late assignments from students. And I also got a lot of emails from students regarding their late work that included lots of excuses.

I will tell you what strategies worked the best because all excuses aren’t equal. However, it isn’t just about the excuse but more about your sincerity.

And let’s face it, you might not even have a good reason why you missed the deadline anyway. But here you are. And now you want to politely tell your professor you are sorry.

You don’t want to make a bad impression.

In this article, I am going to go over ways to apologize for your late work. But don’t worry, I have another article that helps students understand when professors accept late work and how to ask.

READ MORE : How to ask you professor to accept late work

READ MORE : How to ask for a makeup assignment

How do you politely apologize for a late submission

When a college student has to turn in work late, it is considerate for them to tell their professor why they’re submitting it late and apologize. I think it’s best that students follow my email template on how to explain their situation and say they’re sorry for submitting it late in the first place.

I have an email template to help you apologize to your professor for your late assignment. But let me go over a few things first.

You might wonder if you even need to apologize in the first place. Yes, I think you should send a quick email to let your professor know you are sorry.

This is because your professor will think that you care about your education and their class. And as a former professor, I got a lot of late assignments and very few emails from students saying they’re sorry.

But when I did get an apology, I knew the student was serious about the class and their coursework, and it let me know just how much they appreciated my course.

You might wonder what’s in it for you. Well, your professor might choose to remove your late penalty. Or at the end of the semester, they might raise your grade just a bit.

At the very least, they will know you appreciated them accepting the assignment.

Alright, enough about that. Let’s get into telling them.

Email template saying you’re sorry for late work

Dear Professor Smith,

I wanted to send you an email explaining my late work. Recently, I had to submit a few assignments late. I know that this likely inconveniences you because of the late grading and I apologize. But I also wanted to let you know that this late work is not a reflection of me or my abilities. I had some personal issues that I had to deal with and this caused me to fall behind in all my classes. I am caught up and I am working to prevent the same issues in the future because I care about your course and my education. I just wanted to let you know that I do care about your class and my late work has nothing to do with my excitement for this course.

Sincerely, your student

Okay, this is an email template of how to ask your professor for forgiveness on your late assignment.

Your professor will think that you care a lot about your education, and they may even cut you some slack. What I like about this email is that you aren’t asking for anything from your professor.

Instead, you are letting them know how sorry you are and that you are really trying.

Now, what are you waiting for, go email them now!

READ MORE : How to ask for an extension or makeup assignment

My professor doesn’t give back our exams? (What to do?)

Do profs care about undergraduates (prof answers).

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Late Assignments – A Complete College Student’s Guide

As semester assignments begin to accumulate, students can often feel overwhelmed by the amount of work they might be facing. When deadlines from various classes begin to coincide, it can be all too easy to end up with late work. This is a common experience for many students, and it is important to understand the consequences of turning in late assignments.

The ability to turn in late work will vary from professor to professor. Many will accept late work with a penalty, while others will only accept it if you have made a special arrangement beforehand. It is important to understand the policy for each of your classes to be successful.

In the rest of this article, we will take a closer look at late work policies in different college classrooms. We will see some typical examples from professors as well as the reasons behind these different policies. We will also see how to ask your professor for an extension if you feel like you cannot complete an assignment on time.

Do professors accept overdue assignments?

Do Professors Accept Late Work?

Professors do accept late work, but they tend to have different policies when it comes to accepting work and awarding credit. Even if it is late, professors usually prefer that students complete the assignment so that they will stay engaged with the material and the learning process.

However, professors usually will assign consequences for late work. If your professor accepts late assignments, he or she might do so with some amount of point dedication. The system for these penalties will depend on your specific professor.

You will need to consult your syllabus or your class policies to understand the consequences of turning in a late assignment for each of your professors.

This deduction may increase the later the assignment is, such as a 10% loss of points each day that it is late. Or you may find that if you submit the assignment even a minute after it is due, it can only receive 50% credit.

These penalties may depend on the size and importance of the assignment as well.

If you can submit a late assignment, even with a points deduction, earning some credit is often better than earning no credit at all. Even though it can be painful to submit a fully complete assignment and know that it can only earn up to 50% of the total possible points, this is still better than earning a zero for that particular assignment.

Extenuating Circumstances and Emergencies

Professors may be willing to make exceptions for late assignments in extenuating circumstances and serious emergencies. However, be prepared to show documentation if this applies to you.

If you had a severe illness, a death in the family, or other emergencies, consult with your professor about what documentation they may need to verify your situation.

Professors ask for proof not because they don’t believe you but often as a way to make sure students won’t try to take advantage of the system in place when there are real emergencies. If these circumstances apply to you, you may be able to submit an assignment late without receiving the penalties that usually apply to late work.

Other Extensions and Exceptions

Depending on your professor, you may be able to contact them in advance if you know you won’t be able to make your assignment deadline, which does not usually mean the night before the assignment is due.

It is more likely your professor needs to hear from you at least a week in advance.

If you have a serious reason why you won’t be able to make the anticipated deadline, some professors are open to making special arrangements with responsible students. Others will not be so open to this, as they will see it as your responsibility to arrange your time and complete your tasks.

You may get a feel from other students who have already had this professor whether or not it’s possible to arrange extensions. You may also encounter a limit to these extensions, such as professors who will give you one special extension per semester but are not open to any more extensions than that.

Can a Professor Refuse a Late Assignment?

If you are not facing extenuating circumstances with documented proof, professors can refuse a late assignment. It will depend on the professor, as many will accept late assignments with a penalty. It is important to check with each professor to understand the policy.

You may find that some professors are very strict on their policies to accept assignments only if they are on time. While the inflexibility of their policy might feel alarming to students, most professors have well-intentioned reasons for how they choose to conduct their class.

Professors can understand that students are facing a lot of challenges and may even be willing to make exceptions in extreme circumstances. However, professors are also trying to prepare students for life after college that will certainly involve strict deadlines without much room for flexibility.

If a professor allows a student to hand in assignments or ask for extensions after the due date, they may feel the students in their classroom are drifting apart in terms of cohesion. Assignments typically correspond with the topics being covered in class, and their due dates reflect the timeline in which students should be processing and applying the information.

If you have half of the class sticking to the schedule and the other half of the class drifting behind, the professor’s job of teaching the collective group of students suddenly becomes much more challenging.

It is no longer a cohesive whole but a fragmented group with some students hungry for the new information while others have not yet internalized last week’s material.

Professors have designed their lectures and class structures carefully and usually with years of experience in applying them.

The lessons they have to teach will build on each other ( source ). If students have holes in their foundational knowledge because they haven’t yet completed the assignments, they will struggle to absorb the new information as well.

This leads to a downward trend in the classroom where students simply cannot keep up. To avoid this from happening, professors may choose to stick to strict deadlines to keep their students responsible for the material taught on the timeline that has been designed.

From the student’s experience as well, the class can start to feel overwhelming, and the assignments can become a burden.

As assignments begin to accumulate, students may need to rush through them just to get them done before the end of the semester. This style of working does not help students enjoy the learning process or get the most out of the classes they are taking.

However, even for professors with strict policies, the sooner you can talk to them about any issues you are experiencing, the better. Conversations about extensions after the deadline has passed may not be welcomed by the same professor who is willing to make a special arrangement with you a week or two before the deadline arrives.

How To Ask Professor To Accept a Late Assignment

If you know you won’t be able to make a set deadline, it is best to contact your professor as early as possible.

The sooner you realize your limitations and express them, the more responsible you will seem like a student, and the more likely your professor may be to make a special arrangement for you.

Professors have heard every excuse imaginable as to why an assignment wasn’t handed in when it should have been. Their sympathy may be low when contacted with one of these excuses after the fact.

You are better off contacting them before the deadline has passed, if possible.

It is also best to be honest and take responsibility for the fact that you will not complete your work on time. This is also preferable for many professors than to be told excuses and avoid taking the responsibility that the situation requires.

If it’s possible to meet with your professor in person, this is ideal.

Try to stop by during their office hours, if possible, because it will show that you are putting in the effort and demonstrating that you are engaged in the class. They might see that you are really trying your best and that you simply have a conflict that requires a little extra time to complete an assignment properly.

If it’s not possible to meet with your professor in person, sending an email is also a common practice for students needing to discuss deadlines.

However, if you’re writing an email to stall and try to buy yourself more time, your professor will likely see right through this tactic. If you write to your professor claiming that the assignment is done, but you are wondering if you can still submit it, you should be ready to back up your claim.

If it’s possible to attach the assignment to the document or provide a link where the professor can see the assignment, that will go a long way in bolstering your credibility. Many times students will write that the assignment is complete when it is not, hoping they will have it done by the time the professor responds to the email.

To get a college professor’s perspective on excuses and honesty in asking about late assignments, you can check out this video on Youtube:

How To Compose an Email to Your Professor

Keep your emails short and to the point while being respectful and taking responsibility for your lateness. Avoid blaming outside circumstances, because you can explain your situation while recognizing the fact that it was you who failed to complete the assignment on time.

To help you write a respectful and effective email to your professor about a late assignment, you can follow this sample guide:

Sample Email To Professor Regarding Late Assignment

To: ( make sure you have entered your professor’s email correctly here ) Subject: Late Assignment ( you can also write your name and class section here for clarity ) Dear Professor ______, ( use the appropriate name and title for your professor here ) I am writing to you because I am concerned with my ability to meet the deadline for the _______ assignment ( specify the particular assignment here ). I have struggled to manage my time wisely in the last few weeks and really apologize for failing to keep up with the clearly explained structure of the course. ( You can offer your explanation and take responsibility for your mistake here ). If you are willing to accept this assignment past its date, I am prepared to turn it in on ____ ( offer a suggested deadline here ). Or I can come by your office hours tomorrow to discuss this further if that suits you ( offer an alternative to discuss it in person if appropriate ). Again, I am sorry for this mismanagement on my part. I am doing my best to improve myself in terms of time and assignment management. Sincerely, ( Your name, class, and section information )

Be Respectful

No matter the response your professor gives you, continue to be respectful in your communications.

Your professor is doing you a favor by negotiating deadlines and trying to help you out in succeeding in the class. Even if you are facing a harsher penalty than you would like, try to take it in stride and remember this lesson for the next set of deadlines you are facing.

If your professor doesn’t respond to your email, see this guide on what to do .

Final Thoughts

When it comes to turning in late assignments, your ability to do so will depend on your professor and your circumstances. It is best to understand the late assignment policy for each class from the beginning, so you know what kinds of penalties you are facing for late work.

When it comes to contacting your professor, try to do this as early as possible. The sooner you talk to your professor, the more likely he or she is to try to help you. If you are facing a real emergency, remember to communicate this and provide any supporting documentation.

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Minutes Late Assignment Submission: Tips to avoid Penalties

Minutes Late Assignment Submission

Have you ever completed an assignment and noticed that you are just minutes late to its submission time? If so, then you are among the many students who seek ways to avoid late penalties when submitting an assignment, even 1 minute late.

In this post, you will learn all the tips on how to handle any late submission and the ways in which you can avoid the associated penalties. We will also give you an email template to your professor if you are caught submitting an assignment late.

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Tips how to Handle 1-Minute Late Submission

As we have noted, even a one-minute late submission is subject to a 10% penalty. This is automatic for all assignments submitted through Turnitin.

This is undeniably frustrating because a 10% penalty is a heavy price to pay for just being a minute late.

Furthermore, you will be treated the same as a student who has submitted their work within 24 hours after the deadline.

Some tips can be used to help you submit your assignment 1 minute late without necessarily receiving a 10% penalty.

The best and most appropriate tip for 1 minute late submission is to submit and communicate with your instructor concerning the issue.

Algorithms control Turnitin, while your instructor is a human with emotions. You can approach them physically or email them detailing why you have been late by a minute.

Like humans, they will understand that issues like errors in communication, slow or unstable internet connection, or any other software or hardware malfunction may cause the delay.

They also understand that the penalty will negatively affect a good paper’s score. The chances are that they will understand and reconsider the 10% penalty on your paper.

If you do not wish to communicate with your instructor or you have heard from students that your instructor will not reconsider the penalty even after you have explained the reason for the 1-minute lateness, there are some tips that you can use to avoid the 10% penalty.

The first tip is to change the deadline or the current assignment link. To accomplish this, you must first log in to your Turnitin account and open the control panel.

You should then select the course tools and pick the desired Turnitin assignment from the drop-down list. Select the link to the Turnitin assignment.

After you finish, look for the top menu and select the tab labeled “Edit Assignment”. It is from here that you can change the deadline. Ensure that the changed deadline comes after the actual deadline.

The second tip is to edit the settings of the Turnitin assignment within the content folder. You should find the link to the assignment and select the tab labeled “Action Link.”

Finally, choose the “Edit Assignment” section. The final tip for 1 minute late submission is to upload a corrupted file to Turnitin. Your instructor will not be able to open it and, therefore, will request you to resubmit your paper.

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Late Submission Penalties

The Penalties of submitting on Turnitin 1 minute late differ from one institution to another.

This is because different instructors have varying levels of leniency when it comes to penalizing students on late assignments, even when they are late by a minute

Ideally, most universities through Turnitin or Canva give a 10% penalty on late assignments not later than 24 hours.

If you have submitted your work 1 minute late, the penalty may be similar to a student who has submitted several hours late.

This can be attributed to the fact that Turnitin uses an algorithm to determine what constitutes a late assignment submission.

For example, if the deadline is 11:59 pm, submitting your assignment at midnight or even the next day may be treated the same.

Therefore, you will be penalized 10% of the total grade.

However, this does not apply to all institutions or instructors. Some instructors may show empathy when they realize that you have submitted your assignment 1 minute late.

If they do not and you are worried that the penalty will affect your overall score, it is advisable to talk face-to-face with the instructor or write them an email detailing the situation.

What does Assignment Due at 11:59 pm Mean?

When you are told to submit your assignments on the due date via Turnitin, it means that that is the deadline for submitting your work. Any submission after the due date is considered a late submission, and it is subject to penalties.

Assignment due at 11:59 pm means that Turnitin has taken it as the default submission deadline for the course’s time zone. It should be noted that the seconds are not counted in due dates.

Therefore, an assignment due at 11:59 pm means that the assignment is due at 11:59:01 pm. Any submission after that is considered late and is subject to penalty.

Risks when you Submit an Assignment at 11:59 pm

As aforementioned, there are risks associated with submitting your assignment 1 minute late. The default deadline for Turnitin is usually 11:59 pm.

This is because a minute after that time will mean that midnight has reached and a new day with a new date has reached. It is a way of giving students ample time to complete their assignments.

Lateness risk

For example, if the deadline for an assignment is, let’s say, July 21st, the 11:59 pm deadline rule will ensure that the last day of the deadline is completely utilized by the students.

Any submission after that will mean that the student submitted their assignment the next day, which will be July 22nd.

Therefore, the risk of submitting your assignment at 11:59 pm is that one minute will pass and your assignment will be perceived to be 1 day late.

The shift from 11:59 pm to 12:00 midnight means that the day and date have changed.

It is therefore advisable to submit your assignments earlier than that because the algorithms governing Turnitin will not understand that only a minute has passed for a full day to change.

This is the reason why a 24-hour late submission and a 1-minute late submission after 11:59 pm is treated the same and the default penalty is 10%.

Facing Technical Problems

Another risk associated with submitting assignments at 11:59 pm is that you may face unavoidable technical problems or issues that may result in lateness.

One issue may originate from unstable or slow internet. At times, Wi-Fi or internet sources may fail in terms of connectivity and speed.

Just imagine that you have completed your assignment and the internet fails you at the due date and time? That can be very frustrating. Again, you may face technical issues originating from your computer’s hardware or software.

At the same time, Turnitin’s servers may be unresponsive especially when several students are trying to submit their assignments at the due date. So, avoid such last-minute submissions.

Tips for Turning in Assignments Early

As aforementioned, it is evident that there are a lot of disadvantages when turning in assignments on the due date or after the due date.

This is because you will automatically be penalized if you do not approach your instructor with a convincing explanation. Therefore, it is important to turn in your assignments early to avoid inconveniencing yourself and your grade.

One of the tips for turning in assignments early is planning your day’s schedule. This is important because you have to separate your personal life and studies in such a way that they do not negatively affect each other.

You should have a few hours to tackle your assignment partly so that when the due date arrives, you will have already been through and even submitted it. You should also prioritize assignments in terms of their urgency.

Complete the most urgent first. When doing assignments, it’s advisable to complete those you consider to be the most difficult. The easier assignments will be easier to tackle and therefore you will be able to submit them early.

Finally, take planned breaks between doing your assignments to avoid procrastination. For example, during the time you have allocated for doing your assignments, you should have strict time-bound breaks that are not longer than 10-15 minutes. Longer breaks will diminish your willpower to complete the assignment.

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What to do if you Forgot to Submit your Assignment

Even though this can be considered as a reason for the late submission of assignments, it is usually not a viable or arguable reason for lateness.

This is because your instructor will create a negative perspective of you as a student. You can be regarded as lazy, negligent, unfocused, not serious, and so on. If you forgot to submit your assignment, be ready to have a very good reason for that.

Such reasons should prove to be more urgent or direr than submitting your assignment.

Such can be family or personal emergencies, health issues, and so on.

You should also be prepared with your assignment so that you can submit it. It is better to have a late assignment submission than to not submit.

This will demonstrate to your instructor that you did the assignment. They might show empathy if you provide a valid reason for forgetting to submit your assignment. Finally, be ready to write an email to your instructor.

How to Email your Professor for a Late Assignment

If you have submitted your assignment late, you should be prepared to write an email to your professor to avoid the 10% to 25% penalty depending on the duration of lateness.

The first thing you should do is apologizing and admitting that you have submitted your assignment late.

Secondly, provide valid reasons why you submitted your assignment late. Be straight to the point. You can read a post on various late submission hacks and learn how to give such reasons.

Thirdly, solemnly apologize for the late submission and demonstrate how the penalty would negatively affect you. Then, show that you will not repeat the same mistake by proposing a personal solution.

Late Assignment Email to the Professor

Dear (Name of your professor),

I am writing to express my sincere apologies for submitting my assignment late. I understand that it is unacceptable to our institution’s policy, and it could lead to extreme measures and consequences.

My actions have troubled me and brought a lot of regrets. I had been very sick (providing a valid reason) for a while, and completing the assignment has been a struggle. I humbly request that you reconsider the penalty because it will badly affect my final grade.

In my studies, I promise to plan my time well to avoid the re-occurrence of such an incident. I resolve to work hard henceforth.

Thank you for your time and consideration. Hope to hear from you soon.

(Student’s Name)

With over 10 years in academia and academic assistance, Alicia Smart is the epitome of excellence in the writing industry. She is our managing editor and is in charge of the writing operations at Grade Bees.

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Schools & departments

Late Submissions

Guidance on the penalties for late work submission.

For every assignment you will be given a deadline for submission of the work. It is important that you submit your coursework by the deadlines stated.

We adhere rigidly to deadlines, because we are committed to returning your work (and marks) to you in a timely manner. You should aim to submit coursework by the published deadline.

There are penalties for late submission of work.

If you submit an assignment late, you are advised to discuss the circumstances with your Student Adviser.

If you are submitting a late hard copy (most courses do not require hard copies):

Complete a “Late Submission of Assessed Work” form (found in the BTO reception). (Note that this form is not the same as the “Extension Request” form.)
Attach the form to your work and post in to the “late box” in the BTO reception.

If an assignment is submitted late online, you may still complete a late form to tell us the reason and post it in the “late box”, but Learn and other online assessment systems will also automatically time-stamp the late work.

Penalties for Late Work

There is a 5% penalty per day the course work is late, up to 7 days (for example, a mark of 65% on the common marking scale would be reduced to 60% up to 24 hours later) . Note that this includes weekends.

Beyond 7 days the mark given will be 0.

Once feedback has been provided to the class, late submissions will generally not be accepted. Feedback may be given sooner than 7 days.

Extensions and Special Circumstances

While we hope that your studies will go smoothly, we recognise that sometimes you may be affected by circumstances beyond your control, such as injury, illness or mental health. There are support systems and processes, such as course work extensions and special circumstances, in place to help.

If you know in advance that you will struggle to get your coursework in on time you can apply for an extension.

If you have already submitted the assessment you may be able to apply for special circumstances.

Special Circumstances Guidance

Biology Teaching Organisation (BTO)

School of Biological Sciences

Contact details

Work: +44 (0)131 650 8649
Email: [email protected]
Web: Interactive Map to find the BTO Office

James Clark Maxwell Building, Room 2105 Peter Guthrie Tait Road The King's Buildings

Availability

Monday - Friday 9:00am to 5:00pm

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How to Write an Application to Ask My Professor to Accept a Late Assignment?

Find sample late submission assignment letters here.

Late submission of assignments is something that many college students go through. Emergencies happen, students go through heartbreaks, work and study schedules clash, and student-athletes and artists get busy with their practice. Sometimes, students become tardy. Sometimes, they fall ill. Sometimes, they become careless and forget about an assignment.

However, most students with genuine reasons for submitting an assignment late manage to get an extension from their professors – as they request it ‘before’ the deadline. Most teachers understand students’ predicaments. If they deem that a student has a valid reason for submitting an assignment late, they grant him or her an extension of 2-7 days.

The problem arises when you delay submitting an assignment even though you have NOT been granted an extension. In such a case, the professor may refuse to accept your assignment and award you an F (fail) grade in the assignment. Or they may accept the assignment and give you penalty marks.

In the age of online assignment submissions, almost 65% of college students submit their assignments at the last minute. And then, there are 10% of students who submit assignments late with predictable excuses like:

My laptop/device developed a technical glitch.

Professors hear these excuses as:

I have been lazy and failed to do my homework on time.
I am so tech-tardy that I failed to ask for online assignment help and find a way to do it on time.
I am so lazy that I couldn’t even find a better and novel excuse for late assignment submission.

At GoAssignmentHelp , we often receive requests from students across the US to write effective and convincing applications for late assignment submissions or how to apologize for a late assignment.

You may also check out: How To Ask For Assignment Extension With Request Letter Sample?

Different reasons why students submit assignments late (and sample late submission applications)

A study by Megal Nieberding and Andrew F. Heckler published in June 2021 found that students who procrastinate in writing assignments have lower course grades. The study also found that 90% of students do not delay completion of an assignment intentionally, and those who did were two to three times more likely to earn D or E grades.

Another study published by Mehmet Kokoc et al found that students’ online assignment submission behaviour does not change semester after semester. One can predict their end-of-term academic performance depending on their assignment submission behaviour at the beginning of the semester. GoAssignmentHelp’s assignment assistance experts aim to provide appropriate intervention to students on a timely basis.

How to apologize for a late assignment when you forget the submission deadline?

A 2015 research by Keith Gregory and Sue Morgan revealed that if an assignment has a long deadline, more students submit it late. In such cases, students tend to forget when they have to turn in the assignment. If you also forgot to do a task assigned by your professor long ago, you may write the following email for late assignment submission:

Dear [Sir or Ma’am],

I sincerely apologize for the late submission of my assignment [assignment number/topic/question]. I am so sorry for causing you inconvenience and hope that you wouldn’t have to change your schedule when you accept this assignment.

I [fell sick/had to attend my sister’s wedding/broke my leg/or any other excuse] and that’s why my assignment submission got delayed. This is my first mistake and I hope you could excuse me this time. I did not procrastinate intentionally and promise never to submit my assignment late again.

Please accept my assignment along with my heartfelt apology. I am attaching my completed assignment here.

Best Regards,

[Name]

Attaching a doctor’s prescription to prove that you really had an accident or fell sick, or a signed letter from your parents to prove that you had a family emergency could increase your chances of getting your assignment accepted when you submit it late.

Late submission email to a professor when you have valid academic reasons

Sometimes, students need more time to research a topic some more to analyze it better and to provide a better piece of work. Students who ask teachers time to improve the quality and substance of their writing are rare – and often teachers’ favourites. The chances of their late assignments being accepted are quite high.

Here’s a sample apology email to the professor for late submission because you needed more time for research or analysis:

I am sorry for turning in my [thesis/essay/assignment] on [Topic] late. As I was working on my assignment, I found a few sources [list of sources] which I thought were critical to my research. It took more time than expected to examine them and use them while doing my research.

I understand that I should have approached you earlier to get an extension on the assignment submission deadline but I miscalculated the time I would need to complete my research work and write my assignment. I apologize for not planning my assignment work better but I assure you that I was late only because I wanted to do my best while writing it.

I hope you will be able to review my assignment without much inconvenience. I’ve spent a lot of time on it and am looking forward to your feedback and recommendations on it.

Warm Regards,

You may also want to seek assignment help from our assignment writing service experts to get high-quality answers and academic essays written within time to avoid such a situation.

How to apologize to a professor for a late assignment?

An apology letter to the professor for late submission must include these three things:

A Plausible, Believable Excuse: Experienced professors know all the commonplace excuses students use to get out of tight spots when it comes to submitting assignments on time. But if you give a creative and credible excuse, the chances of it getting accepted increase.
A Sincere Apology: Teachers and professors have busy schedules. Apart from giving lectures in class, they have to prepare curriculum, class activities, prepare notes, and go through a pile of assignments, academic essays, dissertations and theses. Assignment submission deadlines are their way to make time to correct your assignment. When you submit an assignment late, you inconvenience them by disturbing their entire schedule. So, they are justified in feeling irritated. Hence, if you submit an assignment late, you owe them a sincere apology.
A Promise of Being More Cautious in the Future: You can never take a teacher’s acceptance of your apology for granted. With the late assignment email, you must always include a promise never to repeat that mistake. Remember, such apology letters or emails work their magic only once. If you repeat them too often, they lose their power.

Need help with an application for late submission of assignments?

You can use these samples to officially apologize for submitting assignments late. An apology letter or email also serves as a reminder to the instructor of the date on which you submitted the assignment. Assignment writers on our leading online assignment help platform help students across Canada , including those in Toronto, Montreal, Calgary, Ottawa, Edmonton, Winnipeg, Vancouver, Quebec City, and more.

Besides these late assignment submission email samples, there are tons of different ways to apologize to the professor for a late assignment. If you are wondering how to write an email for a late assignment that works, get help from GoAssignmentHelp experts.

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How does Gradescope handle late assignment submissions?

Updated 2 years ago

When creating a student-uploaded assignment or programming assignment , you can check “allow late submissions” and set the due date as well as the “late due date.”

If you allow late submissions, students will see both the “due date” as well as the “late due date” for the assignment in their Gradescope dashboard. ( Submitting an assignment )

If you choose not to allow late submissions, students will only see the due date. Instructors and TAs are able to upload submissions on behalf of students after the deadline from the Manage Submissions page by clicking “Upload submission” in the bottom action bar.

Time late will be displayed for late assignments on the grading interface (in days and hours) and on the Download Grades spreadsheet (in HH:MM:SS format). ( Exporting grades )

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Late for Assignment Submission? Here's How to Write a Perfect Excuse Letter?

MyAssignmentHelpAu
07 Feb 2022

In any organization, meeting a deadline for task submission is critical. The timely submission of needed work might affect a lot of work. This is most commonly applicable to businesses that rely on donations and must present a project report. Commercial companies are likewise highly concerned about deadlines, and employees are expected to fulfill them. On the other hand, employees are unable to achieve deadlines due to their delays.

If you fail to present your work on time, it may cause complications at work. You do not need to be concerned, though, because you may rectify the problem by sending an apology letter. Explain why you were late with your submission in your apology letter. As a guide, a Sample Apology Letter for Late Submission can make things clearer, smoother, and simpler. If you cannot write a letter on your own, it is recommended that you seek help from professionals who provide My Assignment Help Australia in letter writing.

How Do You Write a Perfect Late Assignment Excuse Letter?

1. address the correct individual.

The first thing you need to do is find out who you're writing to. Is it your professor, your department chair, or the university administration? Most institutions prefer to get letters from their heads of departments or the university administration. Start with courteous terms and the relevant mail address from your university's website. In the correspondence, provide a formal designation or name and your department and personal information.

2. Assume responsibility and write concisely

Your professors or the authorities for whom you are writing may be too busy to read the full account of your late submission owing to their hectic schedules. As a result, rather than writing in circles, it is recommended that you go right to the point. Begin your letter of apology for the late submission of the assignment by expressing your regret for being late. Instead of making excuses like the deadline were too tight or any other unimportant explanation, take responsibility for your actions and accept the blame. Keep in mind that your professor will not be pleased. It appears to be something you are compelled to do.

3. Take Personal Responsibility

Because all students have the same deadlines, each student must submit the assignment by the deadline, rather than waiting until the end and requesting extensions.

If you have a legitimate explanation or scenario for missing the deadline, take responsibility and accept responsibility for your actions, and do your best to resolve the issue. Present yourself as a serious, mature professional or student who knows his obligations.

4. Examine Some Reasons to Write an Excuse Letter for an Assignment

There's a problem with your Internet connection.
You assumed the deadline was flexible
You were ill suddenly
You had a family emergency
You battled with the issue for three days and realized you couldn't handle it
You lost electricity
You accidentally damaged your laptop
You required more time to review the evidence

5. Glue the Pieces of Evidence Together

It would not be adequate to merely write the reasons in an excuse letter for the late submission of assignments. You must, however, back it up with appropriate information so that your professors can confirm it. If you're writing about a family emergency, for example, don't forget to include the doctor's prescription with the letter.

Similarly, if you cannot submit your assignment due to scheduled job commitments, include a note from your employer. To make it more trustworthy, you may add verification sources such as people's names and contact information.

Apology Letter for Late Submission of Project (Sample Letter)

Application for late assignment submission (subject line) [your complete name; details about your class and section]

Name of the recipient: Mr. Thomas,

Body: I apologize for the delay in submitting the proposal. I apologize for the inconvenience, and I hope you will accept my apologies and provide me with a new deadline.

The interruption occurs due to [reasons or justifications for the delay]. I assure you that I was unable to finish the task.

Finally, please accept my heartfelt apologies for this oversight. I will do all in my power to prevent this from happening again.

Best wishes,

[Include your complete name, class, and personal information]

Attach proof of lateness; this will greatly boost the odds of your assignment getting accepted.

Protocols to Follow When Writing an Apology Letter for Late Project Submission

When sending emails to your professors, you must adhere to etiquette since they demonstrate maturity and respect for your professor's time.

Conclusion:

It's conceivable, though, that you have a legitimate reason for submitting late assignments; in that instance, students can request a deadline extension by completing the deadline extension form. At MyAssignmentHelpAU, we give your assignment projects to specialists that have thorough comprehension and expertise of their respective areas so that we can supply you with high-quality answers as the most famous online academic support company in the world.

Our Essay Help Australia writers have a decade of expertise writing college and university assignments and can easily handle any assignment job. We provide 100% unique assignment solutions written in strict accordance with the requirements and rubrics, assuring 100% quality compliance! Students choose MyAssignmentHelpAU for all of their academic demands because we provide assignment writing services with unrivaled features.

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9 Excuses for Late Assignments: Turning Online Homework Late

by Michael Smart
January 5, 2024

It is a common scenario to fail to submit the assignment within the timeframe during your academic years. With many reasons for late assignment submission, there are a number of excuses you can give and they soften the stance of your professor.

Any student should strive to stay updated when it comes to matters of studies and assignments. However, some may face some uncertainties which can derail their concentration and affect how they are working, leading to delays.

In that case, here is a comprehensive list and explanation of the excuses you can give for late submissions.

9 Excuses for Late Submission of Assignments

A student may develop stress of keeping with the environment and hinder them from keeping assignment deadlines.

Although we may not deny the chances of a student being careless, genuine cases can prompt a student to fail to finish the work on time.

If found in such a scenario, then look for any possibility of asking for an extension. Here, you must have a compelling reason that can bargain your request.

1. Blaming Illness for late Homework

Illness and sickness are natural happenings that are unavoidable in someone’s life. Such situations may make one lack the physical and emotional strength to work on the assignment or homework.

While giving such an excuse, ensure that it is valid by backing it up with the note from your doctor. Some sickness can still occur on your immediate family member, thereby affecting how you work.

For example, your parent or a sister may be highly sick, prompting you to leave what you are doing and take care of him or her. Such is a strong reason that can compel one to ask for a late submission.

2. Domestic Violence for Undone Assignment

Domestic flights are typical cases in any marriage setup. Such can be a sensitive excuse which a teacher must consider and probably bring it up to your parents.

Also, a teacher can report such cases to the guiding and counseling office, who can talk to your parents concerning such ordeals. They should understand the impacts of such actions on your academic life.

3. Writers Block

A student can read many books until he/she develops writer’s block. Such situations are overwhelming, thereby affecting the productivity of a student. One can diagnose such an experience by taking a short break and come back while fresh.

A teacher should listen to your story and grant you leave of some days before you recollect and work on your assignment before submitting it as agreed.

4. Other Paper Due

When you have another paper to work on ahead, you may need time to prepare. About that, you can request your professor to give you more time so that you can prepare for another paper that you are about to handle.

That can be a valid reason that could justify your late submission. The best practice is to put such information in the application and let the teacher acknowledge your request.

5. Job Interview

One can receive a request for a job interview which can be unavoidable. A teacher should listen and accept such an apology by granting ample student time to prepare and attend that interview in the subject area. It is a valid reason that can lead to the late submission of assignments.

6. Learning Disability

One should inform the university in advance in case you have a learning disability. The most common issue is dyslexia which is an abnormal condition that makes a student struggle in making speedy and accurate spelling and reading.

Nearly all universities have plans that support students who experience learning disabilities. Such conditions are harsh, and that is why a college should accommodate such cases.

7. Lost a Family Member

Death is unavoidable in the life of someone. When you lose an immediate family member, it can be distractive, leading to divided attention

If found in such circumstances, you can ask your professor to extend the submission date to assist you in overcoming such a situation.

8. You are a Caretaker

A student may be caring for a disabled person like a sick partner or a disabled parent. You have to let your teacher know in advance about that situation for you to enjoy the window of late submissions.

9. Blaming a Lazy Group Member

Group assignments are not new in the academic world. You might get assigned to someone who is lazy and drag your group leading to late submission.

If you are sensing that, it is critical to inform your instructor of late submissions. You can join this by saying that he forgot to submit the assignment early, especially his or her part.

As a group, you can join forces and assist that student who might be the cause of the delay and finish the assignment within the agreed timeframe as agreed by your teacher. You can choose to cover up the ills of a lazy student for success.

Reasons and Excuses for Turning in Late Online Homework

Online assignments present a little bit different excuses on top of the ones discussed above. However, ensure that you back your excuse with sound reasoning.

Such creates a better impression with your instructor as it indicates sincerity towards the pending task. This works better if you send a good late assignment email to your professor to explain more about the situation.

In this section, we can examine some of the good excuses you can provide to justify your late submission of the online assignment.

1. Computer Issues

When your laptop fails to work, it can lead to the destruction of your schedule. Such an excuse co only be valid if you provide evidence for your argument.

You can provide a receipt from your technician indicating the service quotation. Alternatively, you can take it to the university’s ICT department to see if they can assist in data recovery.

2. Wi-Fi Failed to Work

Wi-Fi is a technological issue that the school can address objectively. Schools should provide such a service to allow the students to work effectively.

However, when the students go out and encounter an internet challenge, it could cause a delay in the submission of assignments.

This is also one of the excuses for student lateness in class and can be used as a common reason. You can present the same evidence for missing classes and assignments.

3. Never Understood the Assignment

Every student learns uniquely. We have quick learners who need simple directions to learn. Some may be slow hence requiring more lessons to grasp the subject.

If you are in the category of slow learners, it may take you a while before completing the same assignment leading to late submission.

4. Sickness

One can fail to submit the assignment at school due to sickness. It would help if you wrote to your instructor to explain why it was challenging to work in such conditions.

You can back up your points with a medical report from your doctor to ascertain your honesty.

5. Had an Exam

The student could be doing a different course elsewhere. When the programs clash, the student must find a way of balancing them. If you are examining another cause, then it is reasonable to seek leave for a late submission.

Consequences of Being Late with Assignment

Different schools and colleges deal with such situations uniquely. For example, some universities and colleges would take off some points from the total mark.

In most universities, a late assignment submission penalty is taking 5% off the total allocated marks for that assignment. Such would be deducted for the first seven days, after which the professor will not accept the assignment again. While the late submission penalty varies, most universities follow a similar plan to deter lateness.

Another consequence of being late with your assignment is that it could lead to your studies’ postponement.

If you fail to submit it within the semester’s schedules, it will be difficult for the faculty to compile your marks and decide your course overall within the program leading to deferments.

On the other hand, some extreme cases could lead to suspension or expulsion. Before your join, any academic institution, ensure you understand the policies that govern your studies. Also, it is good to apply tips to beat homework due dates so as to avoid these consequences.

It is essential to adhere to the laid down procedures so that you are on the safe side. However, lecturers sometimes decide on the pros and cons of accepting late student assignments before applying the penalties. Here are the common penalties.

I am an educational writer and blogger focussing on tech, education, and life improvement.

Enabling late submissions

During assignment creation , you will have the option to allow submissions after the set due date.

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Thus they use all that extra time to complete their assignments and submit it on the 13th day. You should implement a policy where there is no penalty on the due date, a 50% penalty two weeks late. If a student submits it on any day in between, the penalty should be linear extrapolation between the two extremes.
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If you submit assignments late, you may still receive partial credit for the first 5 days after each due date, but there will be a late penalty of 10% per day subtracted from your score. Any assignments completed after the late period will be recorded at 50%. Because of the time needed to install and learn to use the [insert learning software ...
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Procrastination and Late Assignment Submission Late assignments submissions are sometimes generalized as procrastination. Procrastination can be defined as the intentional delay of a task (Nordby, Klingsieck, & Svartdal, 2017). The delay can come at any point of the action, whether it is at the beginning of the task or
10 Useful Tips for Students to Submit Assignments on Time
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Penalties for late submission may include: reduction of your mark by 5% per working day (or part working day) after the submission date. not being permitted to submit the assignment. assignment not being marked if it is submitted five working days after the original submission date without an approved extension or beyond the five working days ...
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At the very least, they will know you appreciated them accepting the assignment. Alright, enough about that. Let's get into telling them. Email template saying you're sorry for late work. Dear Professor Smith, I wanted to send you an email explaining my late work. Recently, I had to submit a few assignments late.
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This deduction may increase the later the assignment is, such as a 10% loss of points each day that it is late. Or you may find that if you submit the assignment even a minute after it is due, it can only receive 50% credit. These penalties may depend on the size and importance of the assignment as well.
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Students should submit their assignment before its due time. If you submit 2 hours late, credit will only be given for 95% of the work. For 24 hours late submission, credit is given to only 80% and 50% for 48 hours late submission. 0% credit is awarded for more than 48 hours late submission. Stanford University.
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To calculate a late penalty, Canvas rounds up the day or hour to the next whole number. For example, you may set a 10% per day late submission policy. If a student submits a 10-point assignment 1.3 days late, the late penalty will round 1.3 days up to 2 days. The student's score will reflect a 20% (2 point) late submission deduction.
How to Write an Application to Ask My Professor to Accept a Late
Different reasons why students submit assignments late (and sample late submission applications) A study by Megal Nieberding and Andrew F. Heckler published in June 2021 found that students who procrastinate in writing assignments have lower course grades. The study also found that 90% of students do not delay completion of an assignment ...
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How does Gradescope handle late assignment submissions?
When creating a student-uploaded assignment or programming assignment, you can check "allow late submissions" and set the due date as well as the "late due date.". If you allow late submissions, students will see both the "due date" as well as the "late due date" for the assignment in their Gradescope dashboard. ( Submitting an ...
Late for Assignment Submission? Here's How to Write a Perfect Excuse
5. Glue the Pieces of Evidence Together. It would not be adequate to merely write the reasons in an excuse letter for the late submission of assignments. You must, however, back it up with appropriate information so that your professors can confirm it. If you're writing about a family emergency, for example, don't forget to include the doctor's ...
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Late penalties will be applied for submissions received after 11.59pm on the due date. Penalties for late submission. The following marking penalties will apply if you submit an assessment task after the due date - without an approved extension: 5% of the total marks of the task is deducted for each new calendar day up to 7 calendar days.
Enabling late submissions
Enabling late submissions. During assignment creation, you will have the option to allow submissions after the set due date. At the bottom of the assignment creation form, select whether you wish to allow submissions after the due date of the assignment. If set to Yes, students will be able to submit to the assignment after the due date ...
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