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Create an assignment

This article is for teachers.

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

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Create & post assignments

When you create an assignment, you can:

• Select one or more classes

Select individual students

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

• Turn on originality reports

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

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

• Enter the title and any instructions.

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

Select additional classes

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

• Create an assignment (details above).

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

• Click a student's name to select them.

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

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

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

• From the menu, select a grading period.

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

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

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

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

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

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

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

• Create an assignment.

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

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

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

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

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

Use an add-on

For instructions, go to Use add-ons in Classroom

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

For instructions, go to Turn on originality reports .

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

Post an assignment

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

Schedule the assignment to post later

Scheduled assignments might be delayed up to 5 minutes after the post time.

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

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

Save an assignment as a draft

• Follow the steps above to create an assignment

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

Manage assignments

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

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

Edit a posted assignment

• Enter your changes and click Save .

Edit a scheduled assignment

• Enter your changes and click Schedule .

Edit a draft assignment

Changes are automatically saved.

• Assign it immediately (details above).
• Schedule it to post at a specific date and time (details above).
• Click a class.

You can only delete an assignment on the Classwork page.

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

Related articles

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

Was this helpful?

Need more help, try these next steps:.

Create an assignment in Microsoft Teams

Create  assignments for your students in Microsoft Teams for Education . Manage assignment timelines, add instructions, create resources to turn in, and more.

Note:  Assignments is only available in class teams . You can assign assignments to classes of up to 1000 students. Classes larger than 300 can't use a Class Notebook or Makecode.

In this article

Create a new assignment, title and category, instructions and attachments.

Points, rubrics, and grading

Assigning to students or groups

Due dates and scheduling, assign, save, or discard, classwork modules.

Navigating the Grades tab

Navigate to the desired class team, then select Assignments .

Select Create >   New   Assignment .

At a minimum, you must give the assignment a title. This is required. You can optionally add a tag, which will make this assignment easier to search for in the future. 

Assignments only supports the following image file types: .png, .jpeg, and .gif. 

On mobile, Images will resize to the screen. 

On desktop, you can use sizing handles on images to resize them.  

You can also attach existing files, links, or assignment integrations and create and name a new file right from here for students to turn in.

Note:  You can add up to five files for students to edit. The total number of resources you can add to an assignment is 10, whether editable or non-editable. Read-only reference files can be up to 500 MB in size. Files for students to edit can be up to 50 MB in size.

Select Attach  to attach resources to the assignment. Choose a file from your OneDrive, upload a file from your device, or choose one of the other options set by your admin, such as MakeCode.

Note:  If you're assigning a Class Notebook page, check what version of OneNote your students are using to ensure that their assignment pages will lock after the assignment due date passes.

Select +New  to create a blank Word (.docx), Excel (.xlsx), PowerPoint (.pptx), or Whiteboard document, or a new video recording to hand out to your students.

Select  Apps  to attach content from an app to the assignment. Admins can  manage Teams apps in the Microsoft Teams admin center .

Select Learning Accelerators  to add Reading Progress , Search Progress and other Learning Accelerators to the Assignment.

By default, Students can't edit  attached documents, meaning the document is read-only. This is a great option for reference materials.

Note:  If you have older documents with the file extension .doc, .xls, or .ppt, students won't be able to edit them. You can either attach them as read-only reference material or create a new file in Teams, copy in the old content, and save it. All new files you create in Teams or other Microsoft 365 apps will have the correct extension.

The Assign to field is where you choose the class for this assignment. By default, the class team you are in will be selected. 

Multiclass Publish

Multiclass publish allows educators to create an assignment for multiple classes with the same due date. 

Do this by navigating to the Assign to field and check the boxes for classes the assignment will be published to. 

Points and rubrics

You can select which grading scheme,  grading categories , and points the assignment is worth. 

If you have configured the class to use Grading Categories, you need to select a Grading Category for assignment with points.

Select the amount of points this assignment is worth, if any. You can use points on any number-based scale including whole numbers of 100 and set your own denominator. Examples:  88/100 or decimals 3.7/4.0.

Select  Add rubric  to  create a rubric .

Select  Manage grading categories  to create or edit the grading categories for the class.

Setting up Grading Schemes

Letter grading and grading categories must be set as a Grading Scheme in the Grade settings section to display these options.

2. Navigate down to Grade settings .

3. Choose Add Schemes or  Manage schemes .

Note:  If no other grading schemes other than "Points" have been set, this link will read  Add Schemes . Once you have gone through the steps to add a new scheme, the link will change to  Manage schemes. 

5. Set the grading levels. Letter grades will be the normal A, B, C, D, F, scheme. Ensure that there are enough levels to cover the entire 0-100 percent range.

6. Select the Save button when complete. 

Finish by choosing the  Done  button. 

Choose multiple classes, individual students, or groups of students  in one class to assign to.

By default, only students who are in your class now will receive this assignment. Change this by selecting an option from the dropdown menu.

Note:  If you choose a close date, any student who joins will receive this assignment until the close date.

Select a time and date for the assignment to be due. To schedule an assignment, next to  Assignment will post immediately with late turn-ins allowed  select Edit assignment timeline . Here, you can customize when your assignment will be posted to students and when it will close for turn-ins. By default, no close date will be selected, which allows students to turn in assignments late.

Note: If you choose multiple classes to publish the assignment to, you can select Set due date per class to set individual schedule , due and close date for each class

You can choose whether to add this assignment to your calendar on Outlook, students' calendars, and other educators or staff in your class team. Set this preference for all assignments in Assignments Settings .

Next to Add assignment to calendars , select the dropdown and pick one of the following options:

Students only  adds the assignment to just student calendars.

Students and me adds the assignment to both student calendars and your calendar.

Students and team owners to adds the assignment to both student and other educators or staff in the class team calendars.

Choose the channel where you'd like notifications for this assignment to post. This allows you to keep student work and discussion organized by unit, topic, or subject. By default, assignments will be posted in the General channel or your selection in Assignments Settings.

To choose a channel to post in, next to Post assignment notifications to:  select the down arrow for a list of available channels. 

Pick the channel you’d like this assignment notification to post in, your selection will be applied immediately.

To post assignment notifications to a channel, make sure bot posting is enabled. You can check that here  or ask your IT Admin for help.

Assignments will post to channels that are visible to all students. Private channels will not appear during this step.

If you have selected multiple classes, select Set per Class to set which channel to use or just use the General channel. Assignments to individual students do not post to channels.

When you're ready, you can finish the process of creating your new assignment by assigning it to students.

Note:  If your school uses Turnitin, you can sync assignment turn-ins to Turnitin .

Assign  will immediately publish the assignment and your students will be notified of the new assignment on the day you specified and the notification linking to this assignment will post in the channel you selected. They'll also have an entry on their Teams and Outlooks calendars if you've selected that option.

Save  will save a draft of the assignment. Students will not receive any notification, and nothing will be added to any calendar. 

Discard  will delete the draft of the assignment. Students will not receive any notification, and nothing will be added to any calendar. 

Create a New Module

1. Navigate to the desired Class Team, then select Classwork.

2. Select Add module. 

3. Enter a title for the new module.

4. Optionally, enter a description.

5. Select Save to save the module as a draft.

Note: Draft modules are only visible to Team owners (teachers) until published. All new modules are created in draft states. 

Learn more about managing classwork modules in Microsoft Teams.

Navigate the Grades tab

To open the Grades tab, navigate to your desired class team and select Grades .

You'll see that students appear in a column, with their assignments in a row next to their name. Assignments are listed in order by due date with the nearest date at the beginning. 

Learn more about the Grades tab. 

Create a group assignment

Edit an assignment

Save an assignment as a draft

Grade, return, and reassign assignments

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for Education

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Easily distribute, analyze, and grade student work with Assignments for your LMS

Assignments is an application for your learning management system (LMS). It helps educators save time grading and guides students to turn in their best work with originality reports — all through the collaborative power of Google Workspace for Education.

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Bring your favorite tools together within your LMS

Make Google Docs and Google Drive compatible with your LMS

Simplify assignment management with user-friendly Google Workspace productivity tools

Built with the latest Learning Tools Interoperability (LTI) standards for robust security and easy installation in your LMS

Save time distributing and grading classwork

Distribute personalized copies of Google Drive templates and worksheets to students

Grade consistently and transparently with rubrics integrated into student work

Add rich feedback faster using the customizable comment bank

Examine student work to ensure authenticity

Compare student work against hundreds of billions of web pages and over 40 million books with originality reports

Make student-to-student comparisons on your domain-owned repository of past submissions when you sign up for the Teaching and Learning Upgrade or Google Workspace for Education Plus

Allow students to scan their own work for recommended citations up to three times

Trust in high security standards

Protect student privacy — data is owned and managed solely by you and your students

Provide an ad-free experience for all your users

Compatible with LTI version 1.1 or higher and meets rigorous compliance standards

Product demos

Experience google workspace for education in action. explore premium features in detail via step-by-step demos to get a feel for how they work in the classroom..

“Assignments enable faculty to save time on the mundane parts of grading and...spend more time on providing more personalized and relevant feedback to students.” Benjamin Hommerding , Technology Innovationist, St. Norbert College

Classroom users get the best of Assignments built-in

Find all of the same features of Assignments in your existing Classroom environment

• Learn more about Classroom

Explore resources to get up and running

Discover helpful resources to get up to speed on using Assignments and find answers to commonly asked questions.

• Visit Help Center

Get a quick overview of Assignments to help Educators learn how they can use it in their classrooms.

• Download overview

Get started guide

Start using Assignments in your courses with this step-by-step guide for instructors.

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Teacher Center Assignments resources

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• Visit Teacher Center

How to use Assignments within your LMS

Watch this brief video on how Educators can use Assignments.

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Turn on Assignments in your LMS

Contact your institution’s administrator to turn on Assignments within your LMS.

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Create Engaging Classwork in Minutes

Simple all-in-one solution for teachers to create assignments, increase class participation and track progress

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WHY USE CLASSWISE?

Our drag and drop editing helps you create assignments in just minutes.

Loaded with Questions

Skip the hustle to find the right practice material. Pick from our massive library of 10,000+ Questions

Works with your CMS

Create classwork and assignments directly from Google Classroom, Schoology & many others.

Create & Send engaging assignment in minutes

Our assignment builder lets you create interactive classwork that is more impactful, more engaging, and more effective than any other assignment platform on the market.

You can use images, interactive charts and videos to make your assignments feel more real for students. There is also a library of over 10,000 questions with answers, so you don’t have to look elsewhere.

Once you have created your assignment, the fun begins. We ask students just one question at a time, like in a real conversation. This helps them relax, focus and finish the exam without any anxiety.

Track Student Engagement

Save time. Save money. Save energy. All while you see when your students started their assignments, what they know and how far they are along in their learning journey.

With real-time notifications and helpful analytics, you can avoid the stress of grading and constantly reminding students to complete assignments, leaving you with more time to teach and get better results.

Keep everything on the same page! Always

The fastest way to connect with your school’s administrative system, Classwise connects seamlessly with all major classroom management systems.

Results for classwork shared using Classwise automatically synch across Google Classroom, Schoology and many others platforms. Once you connect Classwise with your CMS, you can,

Send assignments directly from your classroom management system

Synch results across Google Classroom, Schoology & many others.

Save with Hybrid Mode

We are all for technology, but we understand that not everyone can always be online.

You can download Classwise assignments with easy print options. Eco-Mode allows you to save trees and print multiple questions on the same page, and Focus mode prevents content overflow, so that your students don’t have to keep turning pages.

Fun Fact: Assignments created using Classwise use 23% lower ink and 15% fewer pages than other quiz software programs.

Create an assignment now and make learning a breeze

Once you have created your assignment, the fun begins. We ask students just one question at a time, like a real conversation. This helps them relax, focus and finish the exam without any anxiety.

You can download Classwise assignments with easy print options. Eco-Mode allows you to save trees and print multiple questions on the same page and Focus mode prevents content overflow, so that your students don’t have to keep turning pages.

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Google Classroom  - Creating Assignments and Materials

Google classroom  -, creating assignments and materials, google classroom creating assignments and materials.

Google Classroom: Creating Assignments and Materials

Lesson 2: creating assignments and materials.

/en/google-classroom/getting-started-with-google-classroom/content/

Creating assignments and materials

Google Classroom gives you the ability to create and assign work for your students, all without having to print anything. Questions , essays , worksheets , and readings can all be distributed online and made easily available to your class. If you haven't created a class already, check out our Getting Started with Google Classroom lesson.

Watch the video below to learn more about creating assignments and materials in Google Classroom.

Creating an assignment

Whenever you want to create new assignments, questions, or material, you'll need to navigate to the Classwork tab.

In this tab, you can create assignments and view all current and past assignments. To create an assignment, click the Create button, then select Assignment . You can also select Question if you'd like to pose a single question to your students, or Material if you simply want to post a reading, visual, or other supplementary material.

This will bring up the Assignment form. Google Classroom offers considerable flexibility and options when creating assignments.

Click the buttons in the interactive below to become familiar with the Assignment form.

This is where you'll type the title of the assignment you're creating.

Instructions

If you'd like to include instructions with your assignment, you can type them here.

Here, you can decide how many points an assignment is worth by typing the number in the form. You can also click the drop-down arrow to select Ungraded if you don't want to grade an assignment.

You can select a due date for an assignment by clicking this arrow and selecting a date from the calendar that appears. Students will have until then to submit their work.

In Google Classroom, you can sort your assignments and materials into topics. This menu allows you to select an existing topic or create a new one to place an assignment under.

Attachments

You can attach files from your computer , files from Google Drive , URLs , and YouTube videos to your assignments.

Google Classroom gives you the option of sending assignments to all students or a select number .

Once you're happy with the assignment you've created, click Assign . The drop-down menu also gives you the option to Schedule  an assignment if you'd like it to post it at a later date.

You can attach a rubric to help students know your expectations for the assignment and to give them feedback.

Once you've completed the form and clicked Assign , your students will receive an email notification letting them know about the assignment.

Google Classroom takes all of your assignments and automatically adds them to your Google Calendar. From the Classwork tab, you can click Google Calendar to pull this up and get a better overall view of the timeline for your assignments' due dates.

Using Google Docs with assignments

When creating an assignment, there may often be times when you want to attach a document from Google Docs. These can be helpful when providing lengthy instructions, study guides, and other material.

When attaching these types of files, you'll want to make sure to choose the correct setting for how your students can interact with it . After attaching one to an assignment, you'll find a drop-down menu with three options.

Let's take a look at when you might want to use each of these:

• Students can view file : Use this option if the file is simply something you want your students to view but not make any changes to.
• Students can edit file : This option can be helpful if you're providing a document you want your students to collaborate on or fill out collectively.
• Make a copy for each student : If you're creating a worksheet or document that you want each student to complete individually, this option will create a separate copy of the same document for every student.

Using topics

On the Classwork tab, you can use  topics to sort and group your assignments and material. To create a topic, click the Create button, then select Topic .

Topics can be helpful for organizing your content into the various units you teach throughout the year. You could also use it to separate your content by type , splitting it into homework, classwork, readings, and other topic areas.

In our next lesson , we'll explore how to create quizzes and worksheets with Google Forms, further expanding how you can use Google Classroom with your students.

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University Center for Teaching and Learning

How to create assignments for your canvas course.

• Quick Start
• Instructor Help
• Student Help

How to Create Assignments

Using assignments in Canvas provides a streamlined process for assigning homework and creating quizzes for students.  Canvas considers an ‘assignment’ to be anything that is graded, whether that be a quiz or homework assignment, and whether it’s delivered entirely online, paper-and-pencil, or is a participatory assignment with no actual deliverable.

This Quick Start guide will cover the creation of assignments where the student submits a file electronically, on paper, using an external tool such as Turnitin or Panopto , or where no submission is expected (e.g. class participation). See How to Create Tests and Quizzes for Your Canvas Course and Create and Manage Discussions for more information about using those tools as assignments.

1. In the Course Navigation menu, click the Assignments link.

2. Click “ +Assignment ” at the top right.

3. Write the assignment title and directions for students.

4. Assign the number of points available for the assignment.

5. Choose an “ Assignment Group” . Assignment groups are, in essence, a category of assignment. For more information about using Assignment Groups, see the Canvas guides regarding Assignments.

6. There are four submission types :

• No Submission: an activity where nothing will be collected from students (e.g. a participation grade)
• For the full details about the online assignment subtypes, (text entry, annotation, file upload, etc.), please see the official documentation .
• We have a recorded mini-webinar on annotation assignments, including assignment ideas, available on the Training Webinars page.
• On Paper: assignments/quizzes/activities that were written on paper and collected by the instructor
• External Tool: assignments submitted through a 3rd party tool that is integrated with Canvas, such as a textbook publisher’s website or Turnitin

7. Submission Attempts: You may allow unlimited submission attempts for Online assignments, or restrict attempts to one or more. When a student submits to an assignment they have already submitted to, the previous submission is retained as well, and the instructor may view both.

8. Group Assignments and Peer Reviews:  Assignments can be created as either a group assignment or peer review assignment.

9. Assign options- You can assign an assignment to your entire class, a specific student, and/or a section of your class. You can also set the due date and the availability dates (when your students can submit their assignment). Each section can have different due dates and availability dates.

10. If you are finished creating the assignment, click on “ Save & Publish “. If you are not finished creating the assignment, click on “ Save ” and you may come back and work on it more later without students having access to it.

Instructor Help for Assignments

Creating assignments.

• How do I create an assignment?
• How do I add a moderated assignment to be graded by multiple reviewers?
• How do I create an online assignment?
• How do I add or edit details in an assignment?
• How do I add or edit points for an assignment?
• What assignment types can I create in a course?
• How do I limit submission attempts for an assignment?
• How do I add an assignment that includes anonymous grading?
• How do I enable anonymous instructor annotations in student submissions?
• How do I import SCORM files as an assignment?
• How do I publish or unpublish an assignment as an instructor?

Managing Assignments

• How do I use the Assignments Index Page?
• Can a student resubmit Canvas assignments?
• How do I assign an assignment to everyone in a course?
• How do I assign an assignment to a course group?
• How do I assign an assignment to a course section?
• How do I assign an assignment to an individual student?
• How do I view differentiated assignments with different due dates in a course?
• How do I bulk update due dates and availability dates as an instructor?
• How do I delete an assignment?
• How do I duplicate an assignment?
• How do I move or reorder an assignment?
• How do I use Direct Share to copy an assignment to another course?
• How do I use Direct Share to send an assignment to another instructor?

Creating and Managing Peer Review Assignments

• How do I create a peer review assignment?
• How do I use peer review assignments in a course?
• How do I automatically assign peer reviews for an assignment?
• How do I manually assign peer reviews for an assignment?
• How do I view student peer review comments as an instructor?

Creating External Tool Assignments

• How do I add an assignment using an external app?
• How do I create a cloud assignment with a Microsoft Office 365 file?

Using Assignment Groups

• How do I add an assignment group in a course?
• How do I create an assignment shell in an assignment group?
• How do I create rules for an assignment group?
• How do I move or reorder an assignment group?
• How do I weight the final course grade based on assignment groups?

Grading Considerations

• How do I add a grading scheme to an assignment?
• How do I download all student submissions for an assignment?
• How do I upload all student submissions for an assignment?
• How do I exclude an assignment from the course’s final grades?
• How do I give extra credit in a course?

Student Help for Assignments

• How do I view Assignments as a student?
• How do I filter assignments by type as a student?
• How do I submit an online assignment?
• How do I submit a text entry assignment?
• How do I enter a URL as an assignment submission?
• How do I submit a media file as an assignment submission?
• How do I upload a file as an assignment submission in Canvas?
• How do I upload a file from Microsoft Office 365 as an assignment submission?
• How do I know when my assignment has been submitted?
• How do I manage celebration animations in Canvas as a student?
• How do I submit a cloud assignment with Microsoft Office 365?
• How do I download assignment submissions from all my courses?
• How do I annotate a file as an assignment submission in Canvas?
• How do I use DocViewer in Canvas assignments as a student?
• How do I submit a PDF assignment with annotations in the Student app on my Android device?
• How do I add annotations to a submission in the Student app on my iOS device?

Groups and Peer

• How do I submit an assignment on behalf of a group?
• How do I know if I have a peer review assignment to complete?
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How to Create Assignments in Google Classroom

Assignments in Google Classroom are created to assess student learning. They can be posted immediately or scheduled for later. After an assignment is completed and turned in, you are then able to grade it and return it to students.

• Click the Classwork tab.
• Click the Create button.

See the table below for a description of each option in the Assignment dialog box.

• Assign : The assignment is assigned immediately.
• Assign list arrow : Schedule the assignment for a later date or save it as a draft to come back to later.

The Assignment Dialog Box

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How to Write a Perfect Assignment: Step-By-Step Guide

Table of contents

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

How to Structure an Assignment?

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

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

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

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

Main Steps of Assignment Writing

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

The research part

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

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

Planning your text

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

Writing major parts

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

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

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

Expert Tips for your Writing Assignment

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

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

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

Will I succeed with my assignments?

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

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

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

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

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Create Online Homework on Quizizz

Create, share, and host online homework quizzes and assignments for free on Quizizz!

Why assign homework online?

If you would like to streamline your grading process and provide more personalised support for your students, online homework might be the way to go. When you assign homework online, you can easily allocate and track assessments , quickly provide feedback, and tailor content to meet the specific needs of your students.  As a teacher, making the shift from pen-and-paper homework to online homework can benefit both you and your students. Online homework platforms, such as Quizizz, offer a host of tools that can boost student engagement through interactive questions, audio-visual aids, and gamification .  Whether you’re brainstorming for online math homework or grading responses for online chemistry homework, a platform like Quizizz can support you every step of the way.

Online homework - a win for students

Quizizz enables you to create interactive homework online, so your students can fully immerse themselves in the joy of learning.

Assess anywhere, anytime

Assign quizzes and lessons as homework with a future start time and deadline. Quizizz empowers your students to do their online homework from anywhere, using any device.

Inclusive, accessible design

The fastest finger doesn’t always have to be first. On Quizizz, students can complete their online homework at their own pace. You can also enable ‘Read aloud’ for ELL and elementary students.

Double the engagement

Boost participation and captivate your learners through a range of audio-visual aids including images, gifs, videos, audio clips, and more. Engage a variety of skills through multiple question types.

Double the fun

The road to mastery can be fun and exciting . Students can enjoy attempting their online homework with the Quizizz Leaderboard, memes, music, redemption questions, and power-ups.

Online homework - a win for teachers

Quizizz provides the space for you to create effective and high-quality online homework assignments in just a few minutes.

Import from Library

Gain inspiration from over 30M free online homework activities created by teachers on Quizizz, and import the content you need with a single click.

Learn more about this >

Import from device or Google Drive

Import your presentations, PDFs, Google Slides, Google Forms, and spreadsheets from your Google Drive or device to bring all your resources under one roof.

Use adaptive question banks

Provide every learner with a unique experience by showing them a different set of questions that change with each attempt.

Craft homework using multiple question types

In this classic activity, learners can complete sentences by filling in the blanks with the right answers.

Ask your students to reorder a set of jumbled options in ascending, descending, or chronological order.

Present learners with the opportunity to select one or more correct answers from a list of options.

Gamify your assessment with shuffled text and images that your students can pair together.

Choose between a plain background or an image and watch as students give shape to their thoughts with colors, highlighters, and more.

Motivate learners to think critically by dragging and dropping the right options to complete a sentence.

Let students take center stage with video responses so you can assess their presentation skills.

Check the pulse of your classroom with a fun poll or vote.

Use Lessons to create an instructor-led experience where slides and multimedia are combined with quiz and poll questions.

Engage your students’ higher order thinking skills and encourage them to dig deep with open-ended questions.

Analyze speaking skills by allowing students to voice their answers using the audio response feature.

Prompt your students to choose between a set of drop-down options to fill out the blanks in a piece of text.

With online homework on Quizizz you can

Grade flexibly

Allow Quizizz to grade homework assignments automatically. Or, assess submissions manually by assigning a scaled grade for each question.

Get instant reports

With detailed reports on Quizizz, measure the growth and progress of your students, and share significant milestones with other stakeholders.

Sync with an LMS

Update online homework and grades in the blink of an eye by syncing Quizizz with an LMS like Canvas, Schoology, or Google Classroom.

The best way to ask questions, explore ideas, and let students show what they know.

Use Quizizz for online homework

Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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Eberly Center

Teaching excellence & educational innovation, creating assignments.

Here are some general suggestions and questions to consider when creating assignments. There are also many other resources in print and on the web that provide examples of interesting, discipline-specific assignment ideas.

Consider your learning objectives.

What do you want students to learn in your course? What could they do that would show you that they have learned it? To determine assignments that truly serve your course objectives, it is useful to write out your objectives in this form: I want my students to be able to ____. Use active, measurable verbs as you complete that sentence (e.g., compare theories, discuss ramifications, recommend strategies), and your learning objectives will point you towards suitable assignments.

Design assignments that are interesting and challenging.

This is the fun side of assignment design. Consider how to focus students’ thinking in ways that are creative, challenging, and motivating. Think beyond the conventional assignment type! For example, one American historian requires students to write diary entries for a hypothetical Nebraska farmwoman in the 1890s. By specifying that students’ diary entries must demonstrate the breadth of their historical knowledge (e.g., gender, economics, technology, diet, family structure), the instructor gets students to exercise their imaginations while also accomplishing the learning objectives of the course (Walvoord & Anderson, 1989, p. 25).

Double-check alignment.

After creating your assignments, go back to your learning objectives and make sure there is still a good match between what you want students to learn and what you are asking them to do. If you find a mismatch, you will need to adjust either the assignments or the learning objectives. For instance, if your goal is for students to be able to analyze and evaluate texts, but your assignments only ask them to summarize texts, you would need to add an analytical and evaluative dimension to some assignments or rethink your learning objectives.

Name assignments accurately.

Students can be misled by assignments that are named inappropriately. For example, if you want students to analyze a product’s strengths and weaknesses but you call the assignment a “product description,” students may focus all their energies on the descriptive, not the critical, elements of the task. Thus, it is important to ensure that the titles of your assignments communicate their intention accurately to students.

Consider sequencing.

Think about how to order your assignments so that they build skills in a logical sequence. Ideally, assignments that require the most synthesis of skills and knowledge should come later in the semester, preceded by smaller assignments that build these skills incrementally. For example, if an instructor’s final assignment is a research project that requires students to evaluate a technological solution to an environmental problem, earlier assignments should reinforce component skills, including the ability to identify and discuss key environmental issues, apply evaluative criteria, and find appropriate research sources.

Think about scheduling.

Consider your intended assignments in relation to the academic calendar and decide how they can be reasonably spaced throughout the semester, taking into account holidays and key campus events. Consider how long it will take students to complete all parts of the assignment (e.g., planning, library research, reading, coordinating groups, writing, integrating the contributions of team members, developing a presentation), and be sure to allow sufficient time between assignments.

Check feasibility.

Is the workload you have in mind reasonable for your students? Is the grading burden manageable for you? Sometimes there are ways to reduce workload (whether for you or for students) without compromising learning objectives. For example, if a primary objective in assigning a project is for students to identify an interesting engineering problem and do some preliminary research on it, it might be reasonable to require students to submit a project proposal and annotated bibliography rather than a fully developed report. If your learning objectives are clear, you will see where corners can be cut without sacrificing educational quality.

Articulate the task description clearly.

If an assignment is vague, students may interpret it any number of ways – and not necessarily how you intended. Thus, it is critical to clearly and unambiguously identify the task students are to do (e.g., design a website to help high school students locate environmental resources, create an annotated bibliography of readings on apartheid). It can be helpful to differentiate the central task (what students are supposed to produce) from other advice and information you provide in your assignment description.

Establish clear performance criteria.

Different instructors apply different criteria when grading student work, so it’s important that you clearly articulate to students what your criteria are. To do so, think about the best student work you have seen on similar tasks and try to identify the specific characteristics that made it excellent, such as clarity of thought, originality, logical organization, or use of a wide range of sources. Then identify the characteristics of the worst student work you have seen, such as shaky evidence, weak organizational structure, or lack of focus. Identifying these characteristics can help you consciously articulate the criteria you already apply. It is important to communicate these criteria to students, whether in your assignment description or as a separate rubric or scoring guide . Clearly articulated performance criteria can prevent unnecessary confusion about your expectations while also setting a high standard for students to meet.

Specify the intended audience.

Students make assumptions about the audience they are addressing in papers and presentations, which influences how they pitch their message. For example, students may assume that, since the instructor is their primary audience, they do not need to define discipline-specific terms or concepts. These assumptions may not match the instructor’s expectations. Thus, it is important on assignments to specify the intended audience http://wac.colostate.edu/intro/pop10e.cfm (e.g., undergraduates with no biology background, a potential funder who does not know engineering).

Specify the purpose of the assignment.

If students are unclear about the goals or purpose of the assignment, they may make unnecessary mistakes. For example, if students believe an assignment is focused on summarizing research as opposed to evaluating it, they may seriously miscalculate the task and put their energies in the wrong place. The same is true they think the goal of an economics problem set is to find the correct answer, rather than demonstrate a clear chain of economic reasoning. Consequently, it is important to make your objectives for the assignment clear to students.

Specify the parameters.

If you have specific parameters in mind for the assignment (e.g., length, size, formatting, citation conventions) you should be sure to specify them in your assignment description. Otherwise, students may misapply conventions and formats they learned in other courses that are not appropriate for yours.

A Checklist for Designing Assignments

Here is a set of questions you can ask yourself when creating an assignment.

• Provided a written description of the assignment (in the syllabus or in a separate document)?
• Specified the purpose of the assignment?
• Indicated the intended audience?
• Articulated the instructions in precise and unambiguous language?
• Provided information about the appropriate format and presentation (e.g., page length, typed, cover sheet, bibliography)?  
• Indicated special instructions, such as a particular citation style or headings?  
• Specified the due date and the consequences for missing it?
• Articulated performance criteria clearly?
• Indicated the assignment’s point value or percentage of the course grade?
• Provided students (where appropriate) with models or samples?

Adapted from the WAC Clearinghouse at http://wac.colostate.edu/intro/pop10e.cfm .

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How to Start an Assignment

Last Updated: January 29, 2024 Fact Checked

This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 105,548 times.

Getting started on an assignment or homework can often times be the hardest step. Putting off the assignment can make the problem worse, reducing the time you have to complete the task and increasing stress. By learning how to get started and overcome the urge to procrastinate, you can get your assignments done on schedule and with less stress, opening up more free time.

Restructuring Your Assignment

• For example, you might research areas of a report that you find most interesting before moving on to other areas.
• If your math assignment has different types of questions, try doing those that you enjoy the most before moving on to the others.
• You might also try tackling smaller or easier tasks first so you can cross a few items off your list. Seeing that you've already made progress may help you feel motivated to continue.

• Promise yourself that you will meet your goal of working for five minutes on the assignment.
• Once you get started, you may find that you don't want to stop working. Otherwise, you can take a break and come back to the assignment, knowing you're at least five minutes closer to finishing than you were before.

• Try to set reasonable periods of time that you know you can meet. For example, you might set aside two hours on a Friday to dedicate to your assignment. If you don't have that much time all at once, try to carve out a few 20- or 30-minute blocks.
• You may or may not wish to continue working after your time limit has gone by.
• Have a realistic understanding of how fast you can write and plan your schedule accordingly.

• It can help to read the assignment as soon as you get it and then ask any questions you might have.
• If you're not sure if you understand the assignment, try rewriting it in your own words or explaining it to someone else. If you find you can't or have a lot of questions, you may need more information.
• You should have an overview of the assignment, understand the main task, and understand the technical and stylistic requirements.
• Look for important words in the instructions to understand the assignment. These words might include define, explain, compare, relate, or prove.
• Keep your audience in mind and write a paper that would best deliver information to them.

• Goals that are too big or not well defined can be difficult to start working towards.
• Smaller and well defined goals can seem easier to achieve than larger ones.
• For example, you could break a research paper down into several smaller tasks: 1) do preliminary research, 2) write an outline, 3) draft an introduction, 4) draft body paragraphs, 5) write conclusion, 6) revise. Each of these is much more do-able on its own.

Changing Your Focus

• You might want to go for a quick walk after working for a set amount of time.
• Try reading a website or book that you enjoy for a few minutes after working.
• Alternatively, try a quick burst of exercise before setting to work. Exercise releases feel-good chemicals called endorphins and can also help boost your memory. [8] X Research source

• Instead of dreading your work, focus on how good it will feel to make progress. You won't have it hanging over your head. You can actually enjoy the weekend instead of feeling guilty.
• Keeping your eye on long-term rewards can help you stay motivated to finish your assignment.

• Avoid moving your workspace constantly.
• Don't get lost on tangential research.
• Don't take constant breaks to get a snack.

• For every hour you waste procrastinating, you can limit how much television you watch that night.
• If you waste too much time procrastinating, you might deny yourself a favorite snack later on.

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• ↑ https://www.psychologytoday.com/blog/solving-unsolvable-problems/201408/4-steps-stop-procrastinating
• ↑ https://www.psychologytoday.com/blog/friendship-20/201405/the-surefire-first-step-stop-procrastinating
• ↑ http://writingcenter.unc.edu/handouts/procrastination/
• ↑ https://kidshealth.org/en/teens/homework.html
• ↑ http://writingcenter.unc.edu/handouts/understanding-assignments/
• ↑ https://open.alberta.ca/dataset/ab22ff64-3358-4387-9761-8c58878a6b84/resource/3ee38320-17e4-46f9-b24f-c95f9f345eb9/download/ipp7.pdf
• ↑ http://well.blogs.nytimes.com/2013/08/07/how-exercise-can-help-us-learn/
• ↑ https://kidshealth.org/en/teens/happy-life.html

About This Article

To start an assignment, try working on the most enjoyable or easiest parts of the assignment first to get the ball rolling. Even if no part of the assignment seems enjoyable or easy, set a timer and try to make yourself work for at least 5 minutes, which is usually enough time to build momentum and overcome procrastination. You can also try breaking your assignment up into smaller, more manageable tasks and scheduling yourself regular breaks so it doesn't seem as overwhelming. To learn how to stay positive and avoid procrastination while working on your homework, scroll down! Did this summary help you? Yes No

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The D2L Help pages are moving to a new home!

This site retires on March 12, 2024. Visit the Instructor Help and Student Help pages for our updated support resources. 

You must update  any D2L Help Page links in your syllabi or courses, as they will no longer work after the transition.

Create Assignments

1. create: individual assignment.

Create file, text, paper-based and observed in person assignments.

• Select  Assignments  from the navbar.

• Enter a  Name for the assignment. 
• (Optional) If grading, enter a score in the Grade Out Of box. This will automatically create a grade item in Grades. 

• File submission - students submit a file in D2L (Word, PDF, etc.).
• Text Submission - students write their response in a textbox.
• On paper submission - students turn in the assignment to the instructor.

NOTE:  You may also list an assignment under a category to improve organization of your course.  Click here to find instructions for Assignment Categories .

• Click Save and Close .

2. Create: Group Assignments

Create file, text, paper based and observed in person assignments for students working in groups.

Group assignments are useful if you have students working in groups and each student gets the same grade for the assignment. You can enter one grade for a group assignment, and each student in the group receives the grade. A group assignment is used in conjunction with the Groups tool in D2L.

• Enter a Name  for the assignment. 
• (Optional) If grading, enter a score in the Grade Out Of box. This will automatically create a grade item in Grades.

• Observed in person - the assignment is performance based (presentation, recitation etc.).   

• Select  Save and Close .

3. Visibility: Date Restrictions

Hide folder or add Start/Due/End Dates to new or existing folder.

To hide the Assignment from students:

• Click Edit Assignment .

To add dates to the Assignment:

• Select  Start Date  to allow students to begin submitting at a specific date and time. Prior to this date and time students will be able to see the assignment but not submit to it (if Visible).
• Select  End Date  to close the assignment from further submissions. After this date, students will see the assignment but cannot submit to it.

About Availability Date Options

Immediately after setting Start or End Dates, you'll see the default student access option displayed just under the date.

You can change the student access options by selecting the blue text that describes the currently selected option (circled in red). This will open a dialog window.

Each option will provide students a different access view of the assignment on the date selected.

• Hidden The assignment is hidden to learners until the start date is reached or after the end date passes. Learners can not see the assignment anywhere, including corresponding Calendar events and Notifications.  
• Add availability dates to Calendar If you would like the Start and End dates to appear in the Calendar as a reminder to students, select this box.

NOTE :  You can change the default option for the date restriction views in the Availability Date Defaults.  Go to Course Admin and look in the Site Setup section for this tool.

4. Assess: Link Assignments to your Gradebook

Link  Assignments  to  Grade Items  so you can transfer scores and feedback directly to the gradebook.

NOTE:  By default, if you enter a score a new grade item will be created in Grades with the same name as the assignment.  You can use this same process to edit that grade item.

If you have already created the grade item, you can link to that instead.

Link an assignment to an existing grade item

• Enter total number of points a student can earn for the assignment in the Score Out Of box.
• Select Not in Gradebook .

• Select OK .
• Select Save and Close .

5. Enable: Turnitin Similarity Reports

Set up TurnItIn Similarity Reports on a new or existing assignment.

Note: While PDFs can be submitted to Turnitin, PDFs that contain text saved as images will not create reports .

• Select Evaluation & Feedback .

• Select Save when finished.  

Please refer to this page from the TurnItIn site for more information on how to read and interpret a TurnItIn Similarity Report.

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• REST API for Oracle Fusion Cloud Procurement
• Content Zones
• Smart Form Assignments

Create smart form assignments

/fscmRestApi/resources/11.13.18.05/contentZones/{contentZonesUniqID}/child/smartFormAssignments

• contentZonesUniqID(required): string This is the hash key of the attributes which make up the composite key for the Content Zones resource and used to uniquely identify an instance of Content Zones. The client should not generate the hash key value. Instead, the client should query on the Content Zones collection resource in order to navigate to a specific instance of Content Zones to get the hash key.
• Metadata-Context: If the REST API supports runtime customizations, the shape of the service may change during runtime. The REST client may isolate itself from these changes or choose to interact with the latest version of the API by specifying this header. For example: Metadata-Context:sandbox="TrackEmployeeFeature".
• REST-Framework-Version: The protocol version between a REST client and service. If the client does not specify this header in the request the server will pick a default version for the API.
• application/json
• SmartForm: string Title: Smart Form Name of the smart form that's assigned to the content zone.
• SmartFormId: integer (int64) Value that uniquely identifies the smart form that's assigned to the content zone.

Default Response

• ContentZoneId: integer (int64) Read Only: true Value that uniquely identifies the content zone.
• CreatedBy: string Read Only: true Maximum Length: 64 User who created the smart form assignment.
• CreationDate: string (date-time) Read Only: true Date and time when the user created the smart form assignment.
• LastUpdatedBy: string Read Only: true Maximum Length: 64 User who most recently updated the smart form assignment.
• LastUpdatedDate: string (date-time) Read Only: true Date and time when the user most recently updated the smart form assignment.
• links: array Links Title: Links The link relations associated with the resource instance.
• SmartFormAssignmentId: integer (int64) Read Only: true Value that uniquely identifies the smart form assignment.
• Array of: object link
• href: string Title: hyperlink reference The URI to the related resource.
• kind: string Title: kind Allowed Values: [ "collection", "item", "describe", "other" ] The kind of the related resource.
• name: string Title: name The name of the link to the related resource.
• properties: object properties
• rel: string Title: relation Allowed Values: [ "self", "lov", "parent", "canonical", "child", "enclosure", "action", "custom" ] The name of the relation to the resource instance. Example: self.
• changeIndicator: string Change indicator or the ETag value of the resource instance.

This example describes how to assign a smart form to a content zone.

Example cURL Command

Use the following cURL command to submit a request on the REST resource.

Example Request Body

The following example includes the contents of the request body in JSON format. You replace the request payload in the cURL command with the contents of the Example Request Body. The request payload specifies attribute values that the command will use in the record that it updates.

Example Response Body

The following example includes the contents of the response body in JSON format:

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Students: Save syllabi and assignments on Tevera

Modified on Fri, 12 Apr 2024 at 12:03 PM

 Starting 23/SU2, Expressive Therapies will only use Tevera for Field Training courses.  

Please store your syllabi and assignments in a Tevera folder so you can access them.

This feature can also be used by students from EXPRESSIVE THERAPIES AND COUNSELING AND PSYCHOLOGY who forgot to upload an assignment and syllabi to a course that has already ended.

• Watch this video showing you how to save your syllabi for each course,   STUDENTS - How to Upload & Share a Document.mov
• To keep them organized, save each syllabus with the title of the course: GEXTH xxxx or GCOUN xxxx and then the Name of the Course

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