A survey conducted by the Associated Press has revealed that around 58% of parents feel that their child has been given the right amount of assignments. Educators are thrilled that the majority has supported the thought of allocating assignments, and they think that it is just right.

However, the question arises when students question the importance of giving assignments for better growth. Studies have shown that students often get unsuccessful in understanding the importance of assignments.

What key purpose does an assignment have? They often question how an assignment could be beneficial. Let us explain why a teacher thinks it is best to allot assignments. The essential functions of assigning tasks or giving assignments come from many intentions. 

importance of assignment submission

What is the Importance of Assignment- For Students 

The importance of the assignment is not a new concept. The principle of allocating assignments stems from students’ learning process. It helps teachers to evaluate the student’s understanding of the subject. Assignments develop different practical skills and increase their knowledge base significantly. As per educational experts, mastering a topic is not an impossible task to achieve if they learn and develop these skills.  

Cognitive enhancement 

While doing assignments, students learn how to conduct research on subjects and comprise the data for using the information in the given tasks. Working on your assignment helps you learn diverse subjects, compare facts, and understand related concepts. It assists your brain in processing information and memorizing the required one. This exercise enhances your brain activity and directly impacts cognitive growth. 

Ensured knowledge gain   

When your teacher gives you an assignment, they intend to let you know the importance of the assignment. Working on it helps students to develop their thoughts on particular subjects. The idea supports students to get deep insights and also enriches their learning. Continuous learning opens up the window for knowledge on diverse topics. The learning horizon expanded, and students gained expertise in subjects over time.      

Improve students’ writing pattern 

Experts have revealed in a study that most students find it challenging to complete assignments as they are not good at writing. With proper assistance or teacher guidance, students can practice writing repetitively.

It encourages them to try their hands at different writing styles, and gradually they will improve their own writing pattern and increase their writing speed. It contributes to their writing improvement and makes it certain that students get a confidence boost. 

Increased focus on studies 

When your teachers allocate a task to complete assignments, it is somehow linked to your academic growth, especially for the university and grad school students. Therefore, it demands ultimate concentration to establish your insights regarding the topics of your assignments.

This process assists you in achieving good growth in your academic career and aids students in learning concepts quickly with better focus. It ensures that you stay focused while doing work and deliver better results.         

Build planning & organization tactics

Planning and task organization are as necessary as writing the assignment. As per educational experts, when you work on assignments, you start planning to structurize the content and what type of information you will use and then organize your workflow accordingly. This process supports you in building your skill to plan things beforehand and organize them to get them done without hassles.   

Adopt advanced research technique

Assignments expand the horizon of research skills among students. Learners explore different topics, gather diverse knowledge on different aspects of a particular topic, and use useful information on their tasks. Students adopt advanced research techniques to search for relevant information from diversified sources and identify correct facts and stats through these steps.  

Augmenting reasoning & analytical skills 

Crafting an assignment has one more sign that we overlook. Experts have enough proof that doing an assignment augments students’ reasoning abilities. They started thinking logically and used their analytical skills while writing their assignments. It offers clarity of the assignment subject, and they gradually develop their own perspective about the subject and offer that through assignments.     

Boost your time management skills 

Time management is one of the key skills that develop through assignments. It makes them disciplined and conscious of the value of time during their study years. However, students often delay as they get enough time. Set deadlines help students manage their time. Therefore, students understand that they need to invest their time wisely and also it’s necessary to complete assignments on time or before the deadline.  

Assignment Benefits

What is the Importance of Assignment- Other Functions From Teacher’s Perspective: 

Develop an understanding between teacher and students  .

Teachers ensure that students get clear instructions from their end through the assignment as it is necessary. They also get a glimpse of how much students have understood the subject. The clarity regarding the topic ensures that whether students have mastered the topic or need further clarification to eliminate doubts and confusion. It creates an understanding between the teaching faculty and learners. 

Clarity- what is the reason for choosing the assignment 

The Reason for the assignment allocated to students should be clear. The transparency of why teachers have assigned the task enables learners to understand why it is essential for their knowledge growth. With understanding, the students try to fulfill the objective. Overall, it fuels their thoughts that successfully evoke their insights. 

Building a strong relationship- Showing how to complete tasks 

When a teacher shows students how to complete tasks, it builds a strong student-teacher relationship. Firstly, students understand the teacher’s perspective and why they are entrusted with assignments. Secondly, it also encourages them to handle problems intelligently. This single activity also offers them the right direction in completing their tasks within the shortest period without sacrificing quality. 

Get a view of what students have understood and their perspective 

Assigning a task brings forth the students’ understanding of a particular subject. Moreover, when they attempt an assignment, it reflects their perspective on the specific subject. The process is related to the integration of appreciative learning principles. In this principle, teachers see how students interpret the subject. Students master the subject effectively, whereas teachers find the evaluation process relatively easy when done correctly. 

Chance to clear doubts or confusion regarding the assignment  

Mastering a subject needs practice and deep understanding from a teacher’s perspective. It could be possible only if students dedicate their time to assignments. While doing assignments, students could face conceptual difficulties, or some parts could confuse them. Through the task, teachers can clear their doubts and confusion and ensure that they fully understand what they are learning.   

Offering individualistic provisions to complete an assignment 

Students are divergent, and their thoughts are diverse in intelligence, temperaments, and aptitudes. Their differences reflect in their assignments and the insight they present. This process gives them a fair understanding of students’ future and their scope to grow. It also helps teachers to understand their differences and recognize their individualistic approaches.  


You have already become acquainted with the factors that translate what is the importance of assignments in academics. It plays a vital role in increasing the students’ growth multifold. 

TutorBin is one of the best assignment help for students. Our experts connect students to improve their learning opportunities. Therefore, it creates scopes of effective education for all, irrespective of location, race, and education system. We have a strong team of tutors, and our team offers diverse services, including lab work, project reports, writing services, and presentations.

We often got queries like what is the importance of assignments to students. Likewise, if you have something similar in mind regarding your assignment & homework, comment below. We will answer you. In conclusion, we would like to remind you that if you want to know how our services help achieve academic success, search www.tutorbin.com . Our executive will get back to you shortly with their expert recommendations. 

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The Writing Center • University of North Carolina at Chapel Hill

Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

  • What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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Addressing Student Choice in Assignment Submissions

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Assessments are one of the most critical elements of a course. Not only are they the activities students engage in, but they’re also the measure of whether students have mastered your learning objectives. As such, it’s essential that you maximize the impact they can make.

While the traditional model of assessment requires students to all complete the same activity, newer instructional models and technology support allowing students the opportunity to demonstrate their learning in unique ways that are relevant to their learning preferences, career goals, and more. Fortunately, adding an element of student choice to your students’ assignment submissions does just that. In this article, we’ll discuss a few strategies you can employ to begin addressing student choice in your online course assessments.

Universal Design for Learning

It’s hard to discuss student choice without acknowledging universal design for learning (UDL). At its core, UDL is an instructional design framework that acknowledges the fact that every student comes into a classroom with a preset preference for how he or she learns. Disabilities, cultural differences, and even past educational or professional experiences can shape how students prefer to learn and demonstrate that learning, and UDL suggests that we address these preferences by designing for the margins.

The idea behind “designing for the margins” is that many courses are designed for the “average” student. In most situations, though, that student doesn’t necessarily exist. Every person learns (and prefers to showcase that learning) in a slightly different way. Thus, instead of designing with this average student in mind, we need to plan for the idea that there will be differences in learning between students and focus design decisions on the needs of those at the margins of “normal.” When you do this, you also meet the needs of those between those margins. 

What does this have to do with student choice in assignments, though? While this article covers the ins and outs of this in further detail later, the crux of it is that student choice is one way you can begin designing for the margins. By building a structure that allows students to select how they demonstrate their learning, you encourage them to play to their strengths, challenge their weaknesses, and take control of their educational experience. Because students individually guide this process, there’s no average student to consider. The needs of everyone are met.

For more information on UDL, including the neuroscience research and the different brain networks it acknowledges, we recommend exploring CAST’s resources on the subject .

Strategies for Addressing Student Choice

While there’s tremendous value in allowing your students to have a say in how they demonstrate their learning, as with any course design endeavor, it’s important to do so in a way that’s purposeful and appropriate for your subject matter and audience. To do this, consider the following tips:

Build in Goal Setting

One way to frame a discussion on student choice is to look at goal setting, which can be used as a powerful way to encourage higher levels of performance. Essentially, goal setting can positively impact the student experience by not only offering various methods of action, but by helping students visualize what they want. This, in turn, can frame their assignment submission choices. For instance, in an education course, you could ask students to visualize their career goals. Where do they want to teach? What subject matter? Are there any specific activities or classroom design elements they’d like to use? Then, if the course asks them to develop a classroom management plan, for instance, they can keep those goals in mind. The goals can inform what the submission ends up looking like, giving students choice in the matter and making the assessment relevant to their careers.

Just like it can be important to give students a degree of choice in these assignment submissions, it’s equally important to give students choice in how they set their goals. Some students, for example, prefer to write out goals in paper-based planners. Other students benefit from checklists of recommended steps. Similarly, a course could include estimates on how much time students need to set aside for schoolwork and studying, or an hour-by-hour planning sheet that they can use to identify work schedules, personal commitments, and planned study time. By focusing on different methods of time management and goal setting, it becomes more likely that all students will find a way that works best for them.

Ultimately, by considering individual students’ goals (and building that goal-setting process into the course), you can help them shape what their interests might be and how they might explore those interests when it comes to flexibility in their assignment submissions.

Broaden Learning Objectives

When making any course design decision, it’s important to consider your learning objective. When you’re talking about student choice, though, it can be helpful to see if there’s an opportunity to broaden what you expect of students. This can be an important time to remember the course design triangle and your instructional alignment. When doing so, ask yourself, is the skill or verb of my learning objective absolutely essential for demonstrating competence?  

If possible, it can be helpful to broaden learning objectives that might be just as effective if they’re open for student choice. For instance, could students “construct a persuasive argument” instead of “write a persuasive essay”? The former allows for some flexibility—students could record themselves delivering a persuasive speech, have a call with you in which they try to persuade you of their point, or even just write the persuasive essay—whereas the latter option restricts what students can do. If you can broaden your learning objectives in such a way that students can make their submissions fit their personal, professional, and academic goals, even better.

Simply put, remember to ask yourself, do students have to perform a specific task in order to demonstrate their competence, or is there room for flexibility?

Allow Students to Choose the Medium

This might tie in your broader learning objective, but another thing you can do is give students choice in the manner through which they demonstrate that skill. Can they submit a video? An infographic? A play?

For example, if an assignment asks students to demonstrate how they’ll use a specific skill, you can set the parameters for demonstrating that learning without dictating that it must be a paper, for instance. There are lots of ways students can creatively show their learning. For example, if we go back to that “construct a persuasive argument” example, some options could include allowing students to write a script showing an interaction in which someone persuades someone else, drawing the aforementioned interaction out in a comic-book style, or even creating a video in which they deliver a persuasive speech or engage in a debate. Each meets the learning objective—it just does so in a way that might be unique to each student’s goals.

importance of assignment submission

If you build student choice into your assessments, there are a couple side effects you might come across. One natural side effect is that you’ll have to avoid including the medium of the submission in any rubric or assignment instructions. This might seem obvious, but you might be surprised to see how easily you come across it. As soon as you use the word “write,” for example, you’re limiting students’ options. With that in mind, if you make the decision to build in flexibility, you should be explicit about it and tell students that they have options available to them.

It’s also worth considering your rubric design. This can seem difficult to pull off given the options available to students, but it doesn’t have to be overwhelming, and you don’t have to create a rubric for every action students might take. Instead, consider the essential skills you’re asking students to show mastery of and focus your rubric on those. For instance, our persuasive writing example wouldn’t need separate rubrics for the essay, the comic book, and the video. Instead, a single rubric could focus on the fundaments of that skill, including whether the submission communicates an argument, whether that argument is supported by evidence, and so on.

Additionally, as great as student choice can be for enhancing motivation, it can also seem a bit daunting, even for the students. If you can, consider including some examples of different types of submissions. These can be created by you, found online, or include student examples pulled from similar assessments used in past courses (anonymized and used with permission, of course). Whatever the case, these examples can help students start to wrap their minds around the types of submissions that might work well for them.

Providing your students with choices in how they demonstrate their learning can have a profound impact on your online course. By employing the ideas suggested in this article, you open students to the possibility of creating artifacts that not only meet your course’s learning objectives, but help them meet their personal, academic, and career goals as well. With that in mind, here are a few takeaways from this article:

  • Student choice isn’t limited to assessments. UDL suggests that it can be incorporated into the fundamental elements in instructional design.
  • Design for the margins: There’s no such thing as an “average” student.
  • Students have a variety of learning preferences. To meet these with your assessments, consider broadening your learning objective or allowing students to choose the medium of their submission.

Teaching, Learning, & Professional Development Center

  • Teaching Resources
  • TLPDC Teaching Resources

How Do I Create Meaningful and Effective Assignments?

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

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

First Things First…

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

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

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

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

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

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

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

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

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

What your students need to know

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

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

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

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

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

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

A Few Do's and Don'ts…

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

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

Next are a few elements to avoid in your assignments:

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

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

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

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

Online Resources

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

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

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

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

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

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

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

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

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

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

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

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

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

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Designing Assignments for Learning

The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. Whether adapting existing assignments or creatively designing new opportunities for their students to learn, instructors focused on helping students make meaning and demonstrate their learning outside of the traditional, face-to-face classroom setting. This resource distills the elements of assignment design that are important to carry forward as we continue to seek better ways of assessing learning and build on our innovative assignment designs.

On this page:

Rethinking traditional tests, quizzes, and exams.

  • Examples from the Columbia University Classroom
  • Tips for Designing Assignments for Learning

Reflect On Your Assignment Design

Connect with the ctl.

  • Resources and References

Cite this resource: Columbia Center for Teaching and Learning (2021). Designing Assignments for Learning. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/designing-assignments/

importance of assignment submission

Traditional assessments tend to reveal whether students can recognize, recall, or replicate what was learned out of context, and tend to focus on students providing correct responses (Wiggins, 1990). In contrast, authentic assignments, which are course assessments, engage students in higher order thinking, as they grapple with real or simulated challenges that help them prepare for their professional lives, and draw on the course knowledge learned and the skills acquired to create justifiable answers, performances or products (Wiggins, 1990). An authentic assessment provides opportunities for students to practice, consult resources, learn from feedback, and refine their performances and products accordingly (Wiggins 1990, 1998, 2014). 

Authentic assignments ask students to “do” the subject with an audience in mind and apply their learning in a new situation. Examples of authentic assignments include asking students to: 

  • Write for a real audience (e.g., a memo, a policy brief, letter to the editor, a grant proposal, reports, building a website) and/or publication;
  • Solve problem sets that have real world application; 
  • Design projects that address a real world problem; 
  • Engage in a community-partnered research project;
  • Create an exhibit, performance, or conference presentation ;
  • Compile and reflect on their work through a portfolio/e-portfolio.

Noteworthy elements of authentic designs are that instructors scaffold the assignment, and play an active role in preparing students for the tasks assigned, while students are intentionally asked to reflect on the process and product of their work thus building their metacognitive skills (Herrington and Oliver, 2000; Ashford-Rowe, Herrington and Brown, 2013; Frey, Schmitt, and Allen, 2012). 

It’s worth noting here that authentic assessments can initially be time consuming to design, implement, and grade. They are critiqued for being challenging to use across course contexts and for grading reliability issues (Maclellan, 2004). Despite these challenges, authentic assessments are recognized as beneficial to student learning (Svinicki, 2004) as they are learner-centered (Weimer, 2013), promote academic integrity (McLaughlin, L. and Ricevuto, 2021; Sotiriadou et al., 2019; Schroeder, 2021) and motivate students to learn (Ambrose et al., 2010). The Columbia Center for Teaching and Learning is always available to consult with faculty who are considering authentic assessment designs and to discuss challenges and affordances.   

Examples from the Columbia University Classroom 

Columbia instructors have experimented with alternative ways of assessing student learning from oral exams to technology-enhanced assignments. Below are a few examples of authentic assignments in various teaching contexts across Columbia University. 

  • E-portfolios: Statia Cook shares her experiences with an ePorfolio assignment in her co-taught Frontiers of Science course (a submission to the Voices of Hybrid and Online Teaching and Learning initiative); CUIMC use of ePortfolios ;
  • Case studies: Columbia instructors have engaged their students in authentic ways through case studies drawing on the Case Consortium at Columbia University. Read and watch a faculty spotlight to learn how Professor Mary Ann Price uses the case method to place pre-med students in real-life scenarios;
  • Simulations: students at CUIMC engage in simulations to develop their professional skills in The Mary & Michael Jaharis Simulation Center in the Vagelos College of Physicians and Surgeons and the Helene Fuld Health Trust Simulation Center in the Columbia School of Nursing; 
  • Experiential learning: instructors have drawn on New York City as a learning laboratory such as Barnard’s NYC as Lab webpage which highlights courses that engage students in NYC;
  • Design projects that address real world problems: Yevgeniy Yesilevskiy on the Engineering design projects completed using lab kits during remote learning. Watch Dr. Yesilevskiy talk about his teaching and read the Columbia News article . 
  • Writing assignments: Lia Marshall and her teaching associate Aparna Balasundaram reflect on their “non-disposable or renewable assignments” to prepare social work students for their professional lives as they write for a real audience; and Hannah Weaver spoke about a sandbox assignment used in her Core Literature Humanities course at the 2021 Celebration of Teaching and Learning Symposium . Watch Dr. Weaver share her experiences.  

​Tips for Designing Assignments for Learning

While designing an effective authentic assignment may seem like a daunting task, the following tips can be used as a starting point. See the Resources section for frameworks and tools that may be useful in this effort.  

Align the assignment with your course learning objectives 

Identify the kind of thinking that is important in your course, the knowledge students will apply, and the skills they will practice using through the assignment. What kind of thinking will students be asked to do for the assignment? What will students learn by completing this assignment? How will the assignment help students achieve the desired course learning outcomes? For more information on course learning objectives, see the CTL’s Course Design Essentials self-paced course and watch the video on Articulating Learning Objectives .  

Identify an authentic meaning-making task

For meaning-making to occur, students need to understand the relevance of the assignment to the course and beyond (Ambrose et al., 2010). To Bean (2011) a “meaning-making” or “meaning-constructing” task has two dimensions: 1) it presents students with an authentic disciplinary problem or asks students to formulate their own problems, both of which engage them in active critical thinking, and 2) the problem is placed in “a context that gives students a role or purpose, a targeted audience, and a genre.” (Bean, 2011: 97-98). 

An authentic task gives students a realistic challenge to grapple with, a role to take on that allows them to “rehearse for the complex ambiguities” of life, provides resources and supports to draw on, and requires students to justify their work and the process they used to inform their solution (Wiggins, 1990). Note that if students find an assignment interesting or relevant, they will see value in completing it. 

Consider the kind of activities in the real world that use the knowledge and skills that are the focus of your course. How is this knowledge and these skills applied to answer real-world questions to solve real-world problems? (Herrington et al., 2010: 22). What do professionals or academics in your discipline do on a regular basis? What does it mean to think like a biologist, statistician, historian, social scientist? How might your assignment ask students to draw on current events, issues, or problems that relate to the course and are of interest to them? How might your assignment tap into student motivation and engage them in the kinds of thinking they can apply to better understand the world around them? (Ambrose et al., 2010). 

Determine the evaluation criteria and create a rubric

To ensure equitable and consistent grading of assignments across students, make transparent the criteria you will use to evaluate student work. The criteria should focus on the knowledge and skills that are central to the assignment. Build on the criteria identified, create a rubric that makes explicit the expectations of deliverables and share this rubric with your students so they can use it as they work on the assignment. For more information on rubrics, see the CTL’s resource Incorporating Rubrics into Your Grading and Feedback Practices , and explore the Association of American Colleges & Universities VALUE Rubrics (Valid Assessment of Learning in Undergraduate Education). 

Build in metacognition

Ask students to reflect on what and how they learned from the assignment. Help students uncover personal relevance of the assignment, find intrinsic value in their work, and deepen their motivation by asking them to reflect on their process and their assignment deliverable. Sample prompts might include: what did you learn from this assignment? How might you draw on the knowledge and skills you used on this assignment in the future? See Ambrose et al., 2010 for more strategies that support motivation and the CTL’s resource on Metacognition ). 

Provide students with opportunities to practice

Design your assignment to be a learning experience and prepare students for success on the assignment. If students can reasonably expect to be successful on an assignment when they put in the required effort ,with the support and guidance of the instructor, they are more likely to engage in the behaviors necessary for learning (Ambrose et al., 2010). Ensure student success by actively teaching the knowledge and skills of the course (e.g., how to problem solve, how to write for a particular audience), modeling the desired thinking, and creating learning activities that build up to a graded assignment. Provide opportunities for students to practice using the knowledge and skills they will need for the assignment, whether through low-stakes in-class activities or homework activities that include opportunities to receive and incorporate formative feedback. For more information on providing feedback, see the CTL resource Feedback for Learning . 

Communicate about the assignment 

Share the purpose, task, audience, expectations, and criteria for the assignment. Students may have expectations about assessments and how they will be graded that is informed by their prior experiences completing high-stakes assessments, so be transparent. Tell your students why you are asking them to do this assignment, what skills they will be using, how it aligns with the course learning outcomes, and why it is relevant to their learning and their professional lives (i.e., how practitioners / professionals use the knowledge and skills in your course in real world contexts and for what purposes). Finally, verify that students understand what they need to do to complete the assignment. This can be done by asking students to respond to poll questions about different parts of the assignment, a “scavenger hunt” of the assignment instructions–giving students questions to answer about the assignment and having them work in small groups to answer the questions, or by having students share back what they think is expected of them.

Plan to iterate and to keep the focus on learning 

Draw on multiple sources of data to help make decisions about what changes are needed to the assignment, the assignment instructions, and/or rubric to ensure that it contributes to student learning. Explore assignment performance data. As Deandra Little reminds us: “a really good assignment, which is a really good assessment, also teaches you something or tells the instructor something. As much as it tells you what students are learning, it’s also telling you what they aren’t learning.” ( Teaching in Higher Ed podcast episode 337 ). Assignment bottlenecks–where students get stuck or struggle–can be good indicators that students need further support or opportunities to practice prior to completing an assignment. This awareness can inform teaching decisions. 

Triangulate the performance data by collecting student feedback, and noting your own reflections about what worked well and what did not. Revise the assignment instructions, rubric, and teaching practices accordingly. Consider how you might better align your assignment with your course objectives and/or provide more opportunities for students to practice using the knowledge and skills that they will rely on for the assignment. Additionally, keep in mind societal, disciplinary, and technological changes as you tweak your assignments for future use. 

Now is a great time to reflect on your practices and experiences with assignment design and think critically about your approach. Take a closer look at an existing assignment. Questions to consider include: What is this assignment meant to do? What purpose does it serve? Why do you ask students to do this assignment? How are they prepared to complete the assignment? Does the assignment assess the kind of learning that you really want? What would help students learn from this assignment? 

Using the tips in the previous section: How can the assignment be tweaked to be more authentic and meaningful to students? 

As you plan forward for post-pandemic teaching and reflect on your practices and reimagine your course design, you may find the following CTL resources helpful: Reflecting On Your Experiences with Remote Teaching , Transition to In-Person Teaching , and Course Design Support .

The Columbia Center for Teaching and Learning (CTL) is here to help!

For assistance with assignment design, rubric design, or any other teaching and learning need, please request a consultation by emailing [email protected]

Transparency in Learning and Teaching (TILT) framework for assignments. The TILT Examples and Resources page ( https://tilthighered.com/tiltexamplesandresources ) includes example assignments from across disciplines, as well as a transparent assignment template and a checklist for designing transparent assignments . Each emphasizes the importance of articulating to students the purpose of the assignment or activity, the what and how of the task, and specifying the criteria that will be used to assess students. 

Association of American Colleges & Universities (AAC&U) offers VALUE ADD (Assignment Design and Diagnostic) tools ( https://www.aacu.org/value-add-tools ) to help with the creation of clear and effective assignments that align with the desired learning outcomes and associated VALUE rubrics (Valid Assessment of Learning in Undergraduate Education). VALUE ADD encourages instructors to explicitly state assignment information such as the purpose of the assignment, what skills students will be using, how it aligns with course learning outcomes, the assignment type, the audience and context for the assignment, clear evaluation criteria, desired formatting, and expectations for completion whether individual or in a group.

Villarroel et al. (2017) propose a blueprint for building authentic assessments which includes four steps: 1) consider the workplace context, 2) design the authentic assessment; 3) learn and apply standards for judgement; and 4) give feedback. 


Ambrose, S. A., Bridges, M. W., & DiPietro, M. (2010). Chapter 3: What Factors Motivate Students to Learn? In How Learning Works: Seven Research-Based Principles for Smart Teaching . Jossey-Bass. 

Ashford-Rowe, K., Herrington, J., and Brown, C. (2013). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education. 39(2), 205-222, http://dx.doi.org/10.1080/02602938.2013.819566 .  

Bean, J.C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom . Second Edition. Jossey-Bass. 

Frey, B. B, Schmitt, V. L., and Allen, J. P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research, and Evaluation. 17(2). DOI: https://doi.org/10.7275/sxbs-0829  

Herrington, J., Reeves, T. C., and Oliver, R. (2010). A Guide to Authentic e-Learning . Routledge. 

Herrington, J. and Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48. 

Litchfield, B. C. and Dempsey, J. V. (2015). Authentic Assessment of Knowledge, Skills, and Attitudes. New Directions for Teaching and Learning. 142 (Summer 2015), 65-80. 

Maclellan, E. (2004). How convincing is alternative assessment for use in higher education. Assessment & Evaluation in Higher Education. 29(3), June 2004. DOI: 10.1080/0260293042000188267

McLaughlin, L. and Ricevuto, J. (2021). Assessments in a Virtual Environment: You Won’t Need that Lockdown Browser! Faculty Focus. June 2, 2021. 

Mueller, J. (2005). The Authentic Assessment Toolbox: Enhancing Student Learning through Online Faculty Development . MERLOT Journal of Online Learning and Teaching. 1(1). July 2005. Mueller’s Authentic Assessment Toolbox is available online. 

Schroeder, R. (2021). Vaccinate Against Cheating With Authentic Assessment . Inside Higher Ed. (February 26, 2021).  

Sotiriadou, P., Logan, D., Daly, A., and Guest, R. (2019). The role of authentic assessment to preserve academic integrity and promote skills development and employability. Studies in Higher Education. 45(111), 2132-2148. https://doi.org/10.1080/03075079.2019.1582015    

Stachowiak, B. (Host). (November 25, 2020). Authentic Assignments with Deandra Little. (Episode 337). In Teaching in Higher Ed . https://teachinginhighered.com/podcast/authentic-assignments/  

Svinicki, M. D. (2004). Authentic Assessment: Testing in Reality. New Directions for Teaching and Learning. 100 (Winter 2004): 23-29. 

Villarroel, V., Bloxham, S, Bruna, D., Bruna, C., and Herrera-Seda, C. (2017). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education. 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396    

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice . Second Edition. San Francisco: Jossey-Bass. 

Wiggins, G. (2014). Authenticity in assessment, (re-)defined and explained. Retrieved from https://grantwiggins.wordpress.com/2014/01/26/authenticity-in-assessment-re-defined-and-explained/

Wiggins, G. (1998). Teaching to the (Authentic) Test. Educational Leadership . April 1989. 41-47. 

Wiggins, Grant (1990). The Case for Authentic Assessment . Practical Assessment, Research & Evaluation , 2(2). 

Wondering how AI tools might play a role in your course assignments?

See the CTL’s resource “Considerations for AI Tools in the Classroom.”

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Academic writing follows the same writing process as other types of texts, but it has specific conventions in terms of content, structure and style.

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Table of contents

Types of academic writing, academic writing is…, academic writing is not…, useful tools for academic writing, academic writing checklist.

Academics mostly write texts intended for publication, such as journal articles, reports, books, and chapters in edited collections. For students, the most common types of academic writing assignments are listed below.

Different fields of study have different priorities in terms of the writing they produce. For example, in scientific writing it’s crucial to clearly and accurately report methods and results; in the humanities, the focus is on constructing convincing arguments through the use of textual evidence. However, most academic writing shares certain key principles intended to help convey information as effectively as possible.

Whether your goal is to pass your degree, apply to graduate school , or build an academic career, effective writing is an essential skill.

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Formal and unbiased

Academic writing aims to convey information in an impartial way. The goal is to base arguments on the evidence under consideration, not the author’s preconceptions. All claims should be supported with relevant evidence, not just asserted.

To avoid bias, it’s important to represent the work of other researchers and the results of your own research fairly and accurately. This means clearly outlining your methodology  and being honest about the limitations of your research.

The formal style used in academic writing ensures that research is presented consistently across different texts, so that studies can be objectively assessed and compared with other research.

Because of this, it’s important to strike the right tone with your language choices. Avoid informal language , including slang, contractions , clichés, and conversational phrases:

  • Also , a lot of the findings are a little unreliable.
  • Moreover , many of the findings are somewhat unreliable.

Clear and precise

It’s important to use clear and precise language to ensure that your reader knows exactly what you mean. This means being as specific as possible and avoiding vague language :

  • People have been interested in this thing for a long time .
  • Researchers have been interested in this phenomenon for at least 10 years .

Avoid hedging your claims with words like “perhaps,” as this can give the impression that you lack confidence in your arguments. Reflect on your word choice to ensure it accurately and directly conveys your meaning:

  • This could perhaps suggest that…
  • This suggests that…

Specialist language or jargon is common and often necessary in academic writing, which generally targets an audience of other academics in related fields.

However, jargon should be used to make your writing more concise and accurate, not to make it more complicated. A specialist term should be used when:

  • It conveys information more precisely than a comparable non-specialist term.
  • Your reader is likely to be familiar with the term.
  • The term is commonly used by other researchers in your field.

The best way to familiarize yourself with the kind of jargon used in your field is to read papers by other researchers and pay attention to their language.

Focused and well structured

An academic text is not just a collection of ideas about a topic—it needs to have a clear purpose. Start with a relevant research question or thesis statement , and use it to develop a focused argument. Only include information that is relevant to your overall purpose.

A coherent structure is crucial to organize your ideas. Pay attention to structure at three levels: the structure of the whole text, paragraph structure, and sentence structure.

Well sourced

Academic writing uses sources to support its claims. Sources are other texts (or media objects like photographs or films) that the author analyzes or uses as evidence. Many of your sources will be written by other academics; academic writing is collaborative and builds on previous research.

It’s important to consider which sources are credible and appropriate to use in academic writing. For example, citing Wikipedia is typically discouraged. Don’t rely on websites for information; instead, use academic databases and your university library to find credible sources.

You must always cite your sources in academic writing. This means acknowledging whenever you quote or paraphrase someone else’s work by including a citation in the text and a reference list at the end.

There are many different citation styles with different rules. The most common styles are APA , MLA , and Chicago . Make sure to consistently follow whatever style your institution requires. If you don’t cite correctly, you may get in trouble for plagiarism . A good plagiarism checker can help you catch any issues before it’s too late.

You can easily create accurate citations in APA or MLA style using our Citation Generators.

APA Citation Generator MLA Citation Generator

Correct and consistent

As well as following the rules of grammar, punctuation, and citation, it’s important to consistently apply stylistic conventions regarding:

  • How to write numbers
  • Introducing abbreviations
  • Using verb tenses in different sections
  • Capitalization of terms and headings
  • Spelling and punctuation differences between UK and US English

In some cases there are several acceptable approaches that you can choose between—the most important thing is to apply the same rules consistently and to carefully proofread your text before you submit. If you don’t feel confident in your own proofreading abilities, you can get help from Scribbr’s professional proofreading services or Grammar Checker .

Academic writing generally tries to avoid being too personal. Information about the author may come in at some points—for example in the acknowledgements or in a personal reflection—but for the most part the text should focus on the research itself.

Always avoid addressing the reader directly with the second-person pronoun “you.” Use the impersonal pronoun “one” or an alternate phrasing instead for generalizations:

  • As a teacher, you must treat your students fairly.
  • As a teacher, one must treat one’s students fairly.
  • Teachers must treat their students fairly.

The use of the first-person pronoun “I” used to be similarly discouraged in academic writing, but it is increasingly accepted in many fields. If you’re unsure whether to use the first person, pay attention to conventions in your field or ask your instructor.

When you refer to yourself, it should be for good reason. You can position yourself and describe what you did during the research, but avoid arbitrarily inserting your personal thoughts and feelings:

  • In my opinion…
  • I think that…
  • I like/dislike…
  • I conducted interviews with…
  • I argue that…
  • I hope to achieve…


Many students think their writing isn’t academic unless it’s over-complicated and long-winded. This isn’t a good approach—instead, aim to be as concise and direct as possible.

If a term can be cut or replaced with a more straightforward one without affecting your meaning, it should be. Avoid redundant phrasings in your text, and try replacing phrasal verbs with their one-word equivalents where possible:

  • Interest in this phenomenon carried on in the year 2018 .
  • Interest in this phenomenon continued in 2018 .

Repetition is a part of academic writing—for example, summarizing earlier information in the conclusion—but it’s important to avoid unnecessary repetition. Make sure that none of your sentences are repeating a point you’ve already made in different words.

Emotive and grandiose

An academic text is not the same thing as a literary, journalistic, or marketing text. Though you’re still trying to be persuasive, a lot of techniques from these styles are not appropriate in an academic context. Specifically, you should avoid appeals to emotion and inflated claims.

Though you may be writing about a topic that’s sensitive or important to you, the point of academic writing is to clearly communicate ideas, information, and arguments, not to inspire an emotional response. Avoid using emotive or subjective language :

  • This horrible tragedy was obviously one of the worst catastrophes in construction history.
  • The injury and mortality rates of this accident were among the highest in construction history.

Students are sometimes tempted to make the case for their topic with exaggerated , unsupported claims and flowery language. Stick to specific, grounded arguments that you can support with evidence, and don’t overstate your point:

  • Charles Dickens is the greatest writer of the Victorian period, and his influence on all subsequent literature is enormous.
  • Charles Dickens is one of the best-known writers of the Victorian period and has had a significant influence on the development of the English novel.

There are a a lot of writing tools that will make your writing process faster and easier. We’ll highlight three of them below.

Paraphrasing tool

AI writing tools like ChatGPT and a paraphrasing tool can help you rewrite text so that your ideas are clearer, you don’t repeat yourself, and your writing has a consistent tone.

They can also help you write more clearly about sources without having to quote them directly. Be warned, though: it’s still crucial to give credit to all sources in the right way to prevent plagiarism .

Grammar checker

Writing tools that scan your text for punctuation, spelling, and grammar mistakes. When it detects a mistake the grammar checke r will give instant feedback and suggest corrections. Helping you write clearly and avoid common mistakes .

You can use a summarizer if you want to condense text into its most important and useful ideas. With a summarizer tool, you can make it easier to understand complicated sources. You can also use the tool to make your research question clearer and summarize your main argument.

Prevent plagiarism. Run a free check.

Use the checklist below to assess whether you have followed the rules of effective academic writing.

  • Checklist: Academic writing

I avoid informal terms and contractions .

I avoid second-person pronouns (“you”).

I avoid emotive or exaggerated language.

I avoid redundant words and phrases.

I avoid unnecessary jargon and define terms where needed.

I present information as precisely and accurately as possible.

I use appropriate transitions to show the connections between my ideas.

My text is logically organized using paragraphs .

Each paragraph is focused on a single idea, expressed in a clear topic sentence .

Every part of the text relates to my central thesis or research question .

I support my claims with evidence.

I use the appropriate verb tenses in each section.

I consistently use either UK or US English .

I format numbers consistently.

I cite my sources using a consistent citation style .

Your text follows the most important rules of academic style. Make sure it's perfect with the help of a Scribbr editor!

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What is the best way to submit assignments

Submission Strategies: Picking the Right Path for Timely and Error-Free Assignment Hand-ins

Submitting assignments efficiently and effectively is critical to academic success, requiring careful consideration and strategic planning. The process of traditional paper submissions has evolved drastically in the digital age. With various platforms and technologies, the submission goes digital. The best way to submit assignments involves a thoughtful combination of proper preparation, adherence to submission guidelines, and utilization of digital tools.

In this context, it becomes imperative to explore the methods and practices that optimize the submission process, ensuring that students can present their work in a manner that is both seamless and in alignment with academic requirements. This introduction displays the best practices and considerations for submitting assignments, helping students to streamline their task submission.

Pre-Submission Checklist For Assignments

Before submitting a written assignment, it is essential to go through a comprehensive checklist to ensure the work is polished and meets the required standards. By following a systematic process, students can check the significant points before making the final submission. Our experts advise students to develop a checklist that includes everything, from research to writing and proofreading. Through this approach, students can confirm their assignments' accuracy, quality, and uniqueness. The strategy of making and following a checklist ensures students are submitting refined assignments without feeling stressed or anxious.

Assignment checklist Before final submission

Submitting Assignments in Online Learning: A Simple Guide

Online learning offers flexibility and convenience, but it also requires you to navigate digital platforms effectively. Just like the classic scenario of forgetting your homework at school, it's possible to complete an assignment in an online course and forget to submit it. In this guide, we'll explore various methods for submitting your assignments to your instructors and offer valuable tips for completing any assignment.

1. Know Where Your File Is Stored

Before starting the submission process, ensure you know where your assignment file is located. Is it saved on your computer, in a cloud storage service like OneDrive, or within a Google Docs document? Knowing the file's location is crucial for a smooth submission process.

2. Uploading Assignments

Experts advise students to check thoroughly before uploading assignments finally. You can take USA Assignment Help from professionals to ensure your assignment is correct, unique, and follows the instructions. Then, see the dedicated uploading assignment feature provided by online learning platforms. The method of submission differs from sending an email attachment. It allows you to submit assignments in one designated place without needing your instructor's email address. Here's how to do it:

- Look for an "Add a File" or "Upload" button in your learning management system.

- Click this button and browse your computer to select the assignment file (remember to locate it beforehand).

- After identifying the file, click "Open". Once it opens, click "Submit."

- You should receive a confirmation message indicating that the file has been successfully uploaded.

3. Email Attachments

If your instructor doesn't use a dedicated assignment upload feature, they may ask you to send your work as an email attachment. This process is similar to attaching files in emails you send to friends or colleagues. Locate the "Attachment" icon (usually represented by a paperclip), browse for your file, and upload it. The steps for uploading remain universal, whether you're attaching a document to an email or a discussion board posting.

4. Submitting Discussion Posts

You'll often need to post your responses or start new discussions when participating in online discussions. The process is simple and precise:

- Click on the "Compose" button to start a new discussion.

- When responding to someone else's post, use the "Reply" button. Consider copying and pasting a relevant excerpt from the original post to quote the author.

- Always remember to click "Post" or "Submit" after composing your message to ensure it appears on the discussion board.

5. The Importance of the Submit Button

Online quizzes and tests come with a digital safeguard: the "Submit" button. Before turning in your work, ensure you've answered all the questions and reviewed your responses. Some systems offer variations of the "Submit" button, such as "Save without Submitting," "Submit Page," and "Submit All and Finish." These options prompt you to double-check your work.

6. General Tips for Submitting Assignments

No matter what type of assignment you're working on, consider the following tips for successful submission:

- Submit Early: Whenever possible, submit your assignments well before the deadline to account for potential technical issues. Avoid last-minute submissions.

- Have a Backup Plan: In case of technical failures or system crashes, send your assignment as an email attachment to your instructor with a polite note explaining the situation.

- Keep a Copy: Always retain copies of your work throughout the course. Compose your assignments in a word processor and copy-paste them into the online platform. This way, you have a backup in case of submission issues.

Following these simple steps and tips, you can confidently navigate online learning platforms and ensure your assignments are submitted accurately and on time.

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Writing the Body of an Assignment

Most research in academic English writing tends to focus on aspects of an assignment that are easy for the researcher to analyse. Typically, introductions and conclusions have been considered in much more detail than the main body of an assignment. What comes between the introduction and conclusion (known as the main body ) is often left up to the individual student, and less is known about the typical structures of the main body. On this page, you will find some helpful suggestions and practice activities for developing the body of your assignment, which we hope will 'de-mystify' the process of assignment writing somewhat.

1. What is the structure of the main body of an assignment?  

2. Writing the main body of an assignment is a major challenge. Why?

3. Why is it important to be analytical , rather than just descriptive when writing assignments?

  • Check out general advice for writing the main body of an assignment
  • Download a checklist to help you edit your essays and written work
  • Try two practice activities

What is the structure of the main body of an assignment?  

The structure of the main body of an assignment is dictated by at least two factors:

a) The title and wording of the assignment (whether it is your own, negotiated with the tutor- or one that has been given to you).

b) The statement of intent that you write in the introduction, based on the title.

Once you have dealt with the above two elements, the main body of the assignment probably then serves to do at least two things:

a) Demonstrate/show your knowledge of the topic, by including relevant evidence;

b) Analyse/evaluate the evidence you have gathered.

The material you use will usually be grouped into broad categories (assignment sections). That is to say, it is strategically organised. Sometimes the broad categories are indicated by sub titles (as in published research). However, in some disciplines, particularly Arts and Humanities and Social Studies undergraduate courses, this is not always desirable or recommended. Scientists and Engineers, on the other hand, will often make their writing more 'user-friendly' by clearly indicating the different sections. Always check with your department to see exactly what the requirements are, and if possible, have a look at some assignments that have been written previously to get a feel for what is required.

  back ^

Writing the main body of an assignment is a major challenge. Why?  

From the above, writing the main body of an assignment probably sounds remarkably simple! But in fact, it is a major challenge, for a number of reasons:

  • It is very easy to wander off the point and to add anecdotal or irrelevant information (one of the biggest causes of examination failure in essay subjects);

Longer assignments can often become shapeless, drifting on with no apparent purpose or aim .

  • It is easy to end up by doing something completely different from what you said at the beginning of the assignment. Make sure that you stay 'on track'.
  • Too much time is often spent discussing one piece of literature, or one example, and the reader does not get any real sense of academic debate.
  • There may be no immediate sense of how one piece of research or writing discussed in an assignment leads on to another. Links between different theories are not always apparent.

The correct items of literature may not be prioritised. Lots of time can be wasted discussing general textbooks instead of primary texts.

It is tempting to 'waffle' in order to 'use up' as many words as you can. This is unwise practice and can also lead to a reduction in marks.

The body of the essay can sometimes become a bit 'mechanical'; following predictable formats can be a reliable and safe, but rather boring way of writing.

Due attention needs to be given to referencing - by no means an easy task.

Use of quotations is often a problem; students often use quotations either because they think it is clever to do so, or because they do not understand the concepts very well. Make sure that your quotations do not simply serve as a decorative ornament, but that you introduce them and comment on them .

It goes without saying that you must always avoid lifting words and phrases from your reading and including them without due acknowledgement ( plagiarism ). Penalties are usually very severe for this kind of practice and you could even end up by failing your assignment.

Analysis vs description: a basic distinction

One of the most important requirements when writing many assignments (depending on the title) is to be analytical, rather than just descriptive. If your assignment title begins with words like these: 'How far do you agree that...?', 'To what extent do you consider that..., or 'Evaluate the success of..., etc, this means that you will need to analyse the topic, as well as describe it . There will obviously be some description: an essay without some descriptive detail would quickly become unreadable! However, the reader will usually be looking for more than description, and if you are looking to cut down on word length, reducing some of the more lengthy descriptions and examples is a useful strategy to adopt.

A key point to remember, then, is that very few assignment titles at university level will require pure description, and most will test your skills of analysis in some capacity. So try to look for the critical point in the essay title.

Unfortunately, it is not very easy to explain exactly what 'being analytical' means. Many tutors say that students need to be more analytical, but saying precisely how to be more analytical (and by implication, more critical) is tricky! The following list is a starting point in helping to build up a picture of what is required in 'analysis'.

  • Bringing out the importance of a given aspect of your reading (not just saying again what the writer says).
  • Getting the overview/bigger picture , rather than describing an example or case in lots of detail.
  • Picking out the key or central aspect of a piece of literature you are reading, rather than describing it from start to finish and 'telling the story'.
  • Evaluating (that is, indicating the strengths and weaknesses of) what you are discussing. This is the highest order skill in Bloom's taxonomy of learning (1976), which continues to influence much assessment practice in universities. It requires you to 'stand back' and observe the topic at greater length.
  • Comparing different theories to show what they have in common and how they differ (not just saying what the theories are).
  • Showing a range of different interpretations of a given fact, detail, opinion or item of literature.
  • Adopting the approach that no single theory is the correct one and that there are aspects of all theories that are worth retaining.
  • Looking for new questions , as well as answering old ones.
  • Avoiding simplistic and passive agreement with the assignment title.
  • Adopting a challenging approach to what you read - that is, not just accepting other people's word for it.
  • Showing how theories fit in with each other;
  • Indicating different schools of thought, and developing your own perspective based on these.
  • Recognising the limitations of your own perspective as a writer, and the inevitable impact that your own values and beliefs will have on how you express your opinions

General advice for writing the main body of an assignment

Here is some useful general advice for writing the main body of an assignment.

Plan your work properly before you write . Use brainstorming, mind maps or just a list of points you want to include; whatever works best for you.

Know your audience . Having a good idea of who will be reading your essay or assignment is helpful.

Know what the requirements are . Like any game of skill, in order to write an effective assignment, you have to know what is required. You can't play tennis without knowing the rules of the game. The same is true of writing assignments. The rules of the game are very subtle, of course, and vary from department to department. And unfortunately, even within departments, there may be differences of opinion as to how things should be done. If in doubt, ask your tutor.  

Don't expect your tutor to tell you what to say. In some cultures, critical thinking is not strongly encouraged and many assessments are simply a case of reproducing what the lecturer has told you in the lecture. This is not true of the British academic system . In Britain, you are expected to think critically and to react to (as well as simply describe) what you have learned. This is not an easy skill to develop but it usually gets easier over time. You are expected to formulate your own perspective with regard to the material you study. In some ways, it does not really matter so much what you say as how you say it. Whatever your point of view, it needs to be backed up with adequate evidence and material.

Keep the assignment title firmly in mind as you write . Keep looking back at your assignment title in order to remind yourself of what you are supposed to be doing. Keep referring to key words in the title; this is especially useful in examinations, to remind the reader that you are writing relevantly.

Don't 'rewrite' the question in your own words to make it more answerable. In strict terms, you must answer the question set, not the question that you want to answer. Titles will often be worded very specifically and it is your job to rise to the challenge of answering the question. If you rephrase the question and write your own essay, you may fail the assignment or examination.

Keep your essay balanced. Paragraphs should be more or less the same length. Don't write very lengthy paragraphs. If there are two parts to a question, spend about the same time on each (unless of course the marks awarded, or your tutor, indicate differently). The main body should account for at least two thirds of the essay as a whole. If it is less than this, consider shortening the introduction and conclusion and lengthening the main body.

Avoid waffle . Try to write concisely and try to avoid being over-wordy in your style. It is easy to spend 3,000 words saying little or nothing at all. Get your point across as quickly and precisely as you can.

Think about the writing process : Your writing will go through several stages so make sure that you don't agonise too much about your early draft. It is much easier to revise something that is on paper than to revise something that is in your head.

Check your language : If you are worried about your English ask a friend or a writing tutor to help you. Remember, you never get a second chance to make a first impression. Try to get some distance from your work by completing it a few days before submission. Go back to it a day or so before you submit and you will probably be able to adjust aspects of the language.

Use 'hinges' to structure your work: A door has a hinge to help it to open and close. The hinge cannot be seen when you look at the door but without it the door would not function. Similarly, an assignment needs to have hinges (sometimes referred to more commonly as 'signposts' to help the reader through the argument). Another way to think about this is the brake lights of a car. You can't see them when you are driving, but without them, no-one else on the road knows that you are stopping the car. This would be a nightmare for any driver!

Use feedback effectively : Don't just look at your marks when your assignment is returned. Read any comments carefully and act on them . You will not be able to produce a perfect essay first time round.

importance of assignment submission

How to Stay Ahead of Deadlines on Your Academic Assignments

importance of assignment submission

Completing your assignments and homework on time is instrumental to your final grades at school, because it shows that you can observe time and respect deadlines, and, as a student, it is important that you are able to complete your tasks on time.

However, sometimes it might be hard to keep time or submit your assignments on time. This article will give you tips that you can use to enable you stay on time when submitting your assignments .

1. Start Immediately

Immediately after you receive the assignment, start working on it. Starting immediately will help you stay focused throughout the assignment.

Starting the assignment early will help you eliminate the procrastinating that often leads to late submissions of assignments.

2. Plan Effectively

To effectively do your homework and assignments, you need to plan your time and work well. Make a list of all the things you need to do, because having a plan enables you to plan your time effectively. Also, make sure to set aside the amount of time you would want to spend on each of your assignment each day.

A good plan will enable you beat the deadline and submit your work on time. When planning how to handle the assignments, start with the most difficult ones or the most urgent ones. However, you need to be realistic about how you plan out your time.

3. Have a Quiet Study Area

Create a study area that is quiet and free from all the distractions.

Keep away anything that might draw your attention away from the work: switch off and keep the phones or tablets away; lock the door so that no one will be coming or leaving the room.

If social media is likely to distract you, block the sites using blocking applications.

4. Get Help

You and your classmates can help each other complete assignments by working as a group. It helps you handle the tough areas of the assignment and complete it on time. Additionally, you can get help from your tutors on the challenging parts of the assignment.

If your assignment is due soon and you cannot beat the deadline, seek help. You can hire an essay writing service to help you complete and submit your assignments on time. However, try to work on your academic assignments independently.

5. Avoid Multitasking

Because it is easier to do one assignment at a time, it is important to start by planning your work well. Handling more than one assignment will lower your concentration and productivity. You will spend more time on the assignment than you had anticipated.

6. Remember to Take Breaks

Take breaks in between the assignments to reenergize yourself. Working continuously for a long time causes brain fatigue, which lowers your concentration and affects the quality of your work. Reward yourself during these breaks.

The key to completing your assignments early and submitting on time is knowing the importance of the assignment in your studies. Take the assignments seriously, plan well and give them your best. You will not have to worry about missing the submission deadline.

Daniel Reed

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How Do Students Submit Assignments in Teachable


As someone who has been teaching with Teachable for many years, I recognize the importance of assignment submissions for both student learning and instructor evaluation. Assignment submissions allow instructors to assess their student’s knowledge and progress throughout the course, as well as provide students with practice in engaging with online learning mechanisms. In this article, I will provide a comprehensive overview of how to submit assignments in Teachable.

When setting up course content in Teachable, instructors can easily create assignments by adding quizzes or survey questions as part of a lesson. Students are then able to submit their answers in the form of text, file uploads, or both. Every time a student submits an assignment, a notification is sent to the instructor so they can review and grade the submission. Additionally, instructors can manage assignment submissions through the Assignments page in their Teachable course dashboard. They can view submissions, provide feedback, add grades, and download submission files here.


Understanding Assignment Submission in Teachable

Explaining the purpose and structure of assignments in teachable.

As an experienced user of Teachable, I have come to appreciate the value of a streamlined assignment submission process. Assignments in Teachable are designed to help instructors evaluate their student’s understanding of course material, and the platform offers a range of options for creating and grading assignments. With Teachable, instructors can create custom assignments, add multiple file types, and grade them quickly and efficiently.

Highlighting the benefits of a streamlined assignment submission process

One of the most beneficial aspects of Teachable is its easy-to-use assignment submission process. Teachable enables students to submit their assignments quickly and securely, without the need for any external file sharing or third-party applications. For instructors, this streamlined system makes the grading process much easier—they can review an entire class’ assignments, provide feedback and grades, and even allow for re-submissions in one convenient interface. Additionally, Teachable allows instructors to set due dates for assignments and to track student progress in real-time. By providing a straightforward and user-friendly interface, Teachable has taken the hassle out of assignment submission and grading.


> > Click Here to Start Teachable for Free < <

Accessing and Locating Assignments

Navigating to the course or module with the assignment.

As a teacher using Teachable, I have found it easy to navigate to the course or module containing the assignment I wish to assign. From the Teachable dashboard, I select the course I wish to add the assignment to, and then navigate to the specific module where the assignment will be located. Depending on the course layout and organization, I can use either the course navigation bar on the left side of the screen or the course modules list at the top of the page.

Locating the specific assignment within the Teachable course interface

Once I have navigated to the module containing the assignment, I can locate the assignment in the course interface. Teachable allows teachers to add multiple types of assignments, such as discussion forums, quizzes, and external links. Depending on the assignment type, it can be located within the module page or in its own dedicated assignment page. For example, if the assignment is a discussion forum, I can find it under the “Discussions” tab within the module interface. Similarly, if the assignment is a quiz, I can find it under the “Quizzes” tab. Once I have located the assignment, I can assign it to my students and track their progress.


Instructions and Guidelines for Submission

Reviewing assignment instructions and requirements provided by the instructor.

As a Teachable user, it is important to carefully review the instructions and requirements for any assignment before proceeding with the submission process. In many cases, the instructor will provide detailed instructions regarding the structure, format, and content of the assignment. It is essential for students to read these thoroughly in order to ensure a successful submission that meets the instructor’s expectations.

Following any specific guidelines or formatting requirements for submission

In addition to the instructor’s instructions, it is important for students to follow any specific guidelines or formatting requirements . Depending on the assignment type, the instructor may provide a specific file format that must be used for submission. Additionally, they may also provide specific formatting requirements for spacing, font, and any other visual elements. By carefully adhering to these guidelines, students can ensure a successful assignment submission.


Preparing the Assignment for Submission

Completing the assignment task as outlined by the instructor.

As a student, the first step in submitting an assignment in Teachable is to ensure that all tasks outlined by the instructor are complete. This typically involves doing research and writing or creating content in line with the assignment’s requirements. I have found that taking the time to understand the assignment details and thoroughly complete the tasks can help me produce higher-quality results that help me stand out from my peers.

Organizing and formatting the assignment content for submission

The next step in submitting an assignment in Teachable is to organize and format the content appropriately. This usually involves following the instructor’s submission guidelines, such as file type, length, and formatting requirements, and ensuring that all materials are saved and submitted in the correct format. To make this process easier, I have found that I can take advantage of Teachable’s built-in editor to organize my content, apply formatting styles, and add multimedia elements. This helps me create a polished and professional assignment that meets the instructor’s requirements.


Uploading and Submitting Assignments

Step-by-step instructions for uploading assignments in teachable.

As a user of Teachable, I have found that one of the platform’s greatest strengths is its flexibility when it comes to assignment submissions . With a few clicks, you can easily set up assignments for your students, allowing them to submit their work for evaluation and feedback. Here is a step-by-step guide to setting up assignments in Teachable:

1. Create a new course or open an existing course and click on “Assignments” from the left-hand menu.

2. click on the “+ create assignment” button to create a new assignment., 3. enter a title and description for the assignment, and choose whether it should be mandatory or optional., 4. select a due date, if desired, and click “save.”, 5. after creating an assignment, you can then invite students to submit their work. to do this, click on the “invite students” button under the assignment details., 6. you can then search for and select specific students or send an invitation to all students in a course., 7. once students have accepted their assignments, they will be able to submit their work., exploring the available submission methods.

When it comes to assignment submissions, Teachable provides a variety of options to meet the needs of different types of courses. For example, students can submit files, such as documents, images, audio, and video, as well as text-based answers. Additionally, Teachable offers powerful built-in tools to evaluate students’ submissions, including comments, annotations, and grading capabilities. With these features, you can provide clear feedback to your students, helping them to understand their strengths and areas of improvement.


Confirming Successful Submission

Verifying that the assignment has been successfully uploaded.

As a Teachable instructor, I have found it important to verify that student submissions are successfully uploaded to Teachable. Luckily, Teachable provides a few ways to do this. First, when a student submits an assignment, they will be presented with a confirmation message indicating that their submission was successful. Additionally, instructors can view the list of student submissions on the Assignments page of the course. Here, I can see which students have submitted their assignments and the date and time of the submission.

Understanding any confirmation or notification mechanisms in Teachable

Teachable also offers several notification and confirmation mechanisms to help instructors keep track of student submissions. For example, instructors can set up automated email notifications for when a student submits an assignment, allowing them to stay up to date when grading student work. Additionally, instructors can also set up an automation rule for when a student submits their assignment late, allowing them to easily identify late submissions.


Late Submissions and Extensions

Addressing the possibility of late submissions and requesting extensions.

As an instructor, I understand that sometimes students may need more time to complete an assignment. To address this, I use Teachable’s built-in late submission feature, which allows me to specify a deadline and then extend it on a per-student basis if needed. This way, I can ensure that all of my students have the chance to submit assignments on time, regardless of any unforeseen circumstances.

Communicating with the instructor for special circumstances or deadline adjustments

In some cases, students may have legitimate reasons for needing additional time to complete an assignment. As an instructor, I strive to be understanding and accommodating in these special circumstances. To handle these cases, I encourage students to reach out to me directly to discuss their situation and, if necessary, request an extension. This way, I am able to better understand my student’s needs and offer personalized support and guidance.

boy-looking-at laptop

Reviewing Instructor Feedback and Grades

Explaining the process of receiving feedback and grades on submitted assignments.

As a student using Teachable, I have found that the platform provides excellent support for submitting and receiving feedback and grades on assignments. After submitting an assignment, my instructor is able to quickly review all of the assignments and provide personalized feedback, grades, and assessments. When the instructor has finished reviewing the assignment, I am notified in my Teachable dashboard, allowing me to access the instructor’s comments, grades, and assessments. This feature has been invaluable in my online learning experience, as it provides me with immediate feedback and guidance for further improvement.

Accessing instructor comments, assessments, or evaluations in Teachable

Once I have been notified of an assignment review, I am able to access the instructor’s comments, assessments, and evaluations directly from my Teachable dashboard. To do this, I simply navigate to the “Courses” tab on my dashboard, then click on the specific course and assignment I wish to view. Here, I can review my instructor’s comments and assessments, as well as find my grade for the assignment. Additionally, I am able to view and download any grading rubrics or resources associated with the assignment, allowing me to better understand the instructor’s evaluation.


Troubleshooting Assignment Submission Issues

Addressing common challenges students may encounter during the submission process..

As a teacher using Teachable, I understand that the assignment submission process can be confusing for students. There are several potential challenges they may encounter, including difficulty uploading files, confusion about the assignment instructions, or a lack of understanding of how the submission process works. It is important to consider these potential issues when designing your assignment and provide clear instructions and guidance to ensure successful submission for your students.

Providing troubleshooting steps for resolving assignment submission issues

When students are having difficulty submitting their assignments, I recommend following these troubleshooting steps:

1. Ensure that the student is uploading the correct file type.

Most Teachable courses accept common file types such as PDFs, images, and videos, so be sure that students are aware of this ahead of time.

2. Check that the student has followed the assignment instructions correctly.

If the instructions are unclear, provide additional guidance or an example to help students better understand what is expected.

3. Check if the student has the correct software installed on their computer in order to open the assignment.

Providing clear instructions on the type of software required can help students avoid software compatibility issues.

4. Check the student’s internet connection and ensure that it is stable.

5. if the student is still having difficulty submitting their assignment, contact them individually and provide assistance..

By providing clear instructions and troubleshooting steps, you can help make the assignment submission process smoother for your students.


By now, you should have a better understanding of the assignment submission process in Teachable. To begin, educators must create an assignment and enable student submission. Students must then be enrolled in the course and invited to the assignment. They can submit their assignments via the Teachable mobile app or the web platform, depending on the type of assignment. Finally, educators have the option to review and grade the assignments or allow students to self-grade with the use of the rubric tool.

As an experienced user of Teachable, I highly encourage students to actively engage in the assignment submission process for a successful learning experience. Through the platform, educators can not only create and assess assignments but also track student progress, provide meaningful feedback, and ensure that students are meeting their learning objectives. By participating in the assignment submission process, students can gain the most out of their educational experience and work towards achieving their goals.

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How to Write an Email to Submit an Assignment

email to submit an assignment

An email is an essential tool for communication in the modern world, especially in the academic world. Whether you're a student, teacher, or professional, writing emails has become a crucial part of our daily lives. In the academic world, emails are a common way of submitting assignments, communicating with teachers and professors, and collaborating with classmates.

In order to make a good impression, it would be considered beneficial to write an email to submit an assignment properly. Before moving forward in the blog, let's talk about why is it important to write an email before submitting an assignment. 

Importance of writing an email before turning in an assignment:

An email to submit an assignment allows students to communicate with their teachers in a professional and organized manner. This helps to establish a clear line of communication between the student and teacher and sets the tone for the rest of the course. What happens when you form communication before turning in an assignment is that it gives you a chance to convey the particulars, context, or any other important information that you feel like sharing with the teacher before he or she can keep it in mind before evaluating your paper. 

Moreover, emails can provide a permanent record of communication between the student and teacher. This is useful for both parties, as it allows the teacher to easily refer back to previous correspondence if necessary, and the student to have a record of the communication for their own reference. In addition, emails can be easily saved, archived, and searched, making them a great tool for record-keeping purposes.

In this blog, we'll go over the 6 steps you need to follow to write an effective email for submitting an assignment.

1. Use a professional email address

The first step in writing an email to submit an assignment is to use a professional email address. Your email address is often the first impression people have of you, so it's crucial to choose a professional email address that reflects your identity. Avoid using personal email addresses that include nicknames, humor, or casual language. Instead, use an email address that includes your first and last name, or your initials and last name.

For example, go for "[email protected]" which is a professional email address, whereas "[email protected]" on the other hand is not.

2. Give a clear subject line

The subject line of your email is the first thing people see, so it's important to keep a clear and concise subject line. The subject line should provide an overview of the content of your email, so the recipient knows what to expect.

For example, "Assignment Submission: [Name of Assignment]" is a clear and concise subject line that clearly indicates the purpose of the email. Avoid using vague or misleading subject lines, as this can lead to confusion and can make it more difficult for the recipient to understand the content of your email.

3. Start with a formal greeting

When writing an email to submit an assignment, it's important to start with a formal greeting. The greeting should include the recipient's name if you know it, and a polite salutation such as "Dear [Name],".

If you don't know the recipient's name, use a general greeting such as "Dear Sir/Ma’am,". The greeting sets the tone for the rest of the email, so it's better to choose the right words and tone.

4. Provide a brief introduction

In the next section of your email, provide a brief introduction. This section should briefly introduce yourself and explain the purpose of the email.

For example, "My name is [Your Name] and I am a student in [Name of Course]. I am writing to submit my [Name of Assignment] for your review and feedback." This section should be short and to the point, so the recipient knows who you are and why you're writing.

5. Attach the assignment

The most important part of your email to submit an assignment is to attach the assignment itself. Make sure that the attachment is saved in a file format that is compatible with the recipient's computer, and that the file is clearly labeled with your name and the name of the assignment.

For example, "Name - [Name of Assignment].pdf". It's also a good idea to include a brief description of the attachment in the body of your email, to ensure that the recipient knows what the attachment is.

6. Provide additional information

In this section of your email, provide any additional information that the recipient may need. This could include a brief summary of the assignment, any specific instructions or guidelines that the recipient should follow, and any other relevant information.

For example, "The assignment is based on [Name of Topic] and includes [Number of Pages/Words]. I have followed all the guidelines and instructions provided in the guidebook and as given in the problem statement. 

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13 May, 21 AUTHOR : Ewriting Champs

CATEGORY : Content Writing

What is the Importance of assignment writing for student

The mention of the word ' assignment' is a discussion of annoyance for anyone. An assignment's impact is the same on all the students, whether they’re from the same field or some different fields. Usually, when students hear they need to make an assignment, they feel it’s a nightmare for them. But when they start doing it, they’re involved in a process wherein they research a lot and thus improve their academic and other skills.

E writing Champs offers all such services and also helps the students with the research work and improve their academic performance. Writing assignments uplifts your academic background, increases your knowledge about a particular subject, and develops a good writing speed. Not only this assignment, writing has various other advantages for the students.

Advantages of assignment writing for the students:


Students are given different topics for an assignment that requires them to get engaged in a process that is research-oriented, and it is rightly said that the brain often develops well while researching. Hence, assignment writing enhances and nourishes your brain by contributing to its growth.

Improves practical skills:

In the process of writing an assignment, students get to know a structure or pattern. Assignment writing involves research work, whether it is for anyone. Before writing an assignment, you’re supposed to do a lot of research work which develops your practical skills well in the long run. When a student is trying to get a clear picture of the topic related to their assignments, they tend to develop deep knowledge about the same and with this, their practical skills are brushed up.

Improves writing pattern:

Assignment writing requires students to write about a particular topic in detail with all its subdivisions and so on. When you do so, you get to improve your writing skills, as writing long assignments also helps you to develop a good writing speed.

Boost focus:

Most of the time, assignments are associated with your academic growth, which makes you all the more attentive and boosts your focus. Thus, writing as an assistant is directly linked with the determination and hard work of the students. Students also develop a competitive spirit and try to perform better to the best of their abilities. In the process, they’re contributing to their academic background and boosting their focus.

Develops good organizing and planning skills:

A student's work while assignment writing involves a lot of planning and plotting. A student should always prioritize his/her peace of mind over any other chaotic situation while writing an assignment. This makes their organizing and planning skills better and makes them systematic individuals with the right goals in their minds.

Gain knowledge and awareness:

Teachers ensure that the students are provided with different assignment activities in a way that helps them know about their importance. By doing this, they’re helping the students to create deep insights about a particular topic and enrich their learning in a better way. Thus students, while writing assignments, enrich their horizon of learning and gain expertise with time.

Enhanced Cognitive and Analytical Skills:

We can also say that students tend to increase their imaginative skills while writing assignments. This further helps them to develop and improve their mental potential as well. With good mental abilities and a sharp mind, students also tend to increase their focus.

Development of research skills:

Assignments help the students to develop a habit of researching and exploring new things and learning about why there are certain assumptions and examples related to different topics. Using assignments, students will be able to research in a detailed manner, which will help them improve their research and exploring abilities.

Time Management:

Usually, colleges and universities give students many assignments they need to finish by specific deadlines. When the assignments are time-bound, students put their heart and soul into completing them systematically and organised without wasting any time. In this process, they develop efficient time management skills and realise time's value. Not only their dedication towards work improves, but they’re able to get into a routine that helps them to work smoothly. The more they’re encouraged to write, the more they become experts in this field.

Improves learning with real-life concepts:

The real-life assignment concept requires a student to develop learning that is based on linking their topic with daily life examples. When they practice the daily life concept, they tend to learn more and experience new things by connecting their life to the topic. This also helps the student to learn and acquire new levels of learning each time they get involved with the assignment writing task.

Coursework learning:

Every coursework comprises weekly assignments that help the students to improve their overall learning. Deadlines of coursework are fixed for everyone. e Writing Champs assist you in doing qualified coursework without the foundation of time. It removes the worries of submission of the work on time as a team of experts assists you in completing the task and submitting it on time and participating in the discussion to assist you in accomplishing high scores.

Helps to boost your academic performance:

When you are stuck with typical networking assignments due to the complexity of tasks and networking plus lack of understanding, you can access online assignment writing services for students. If your academic background goes down due to these issues, you need to hire some professionals to help you out in assignment writing for details for different related topics. We at e Writing Champs provide all such solutions to the students and assist them in improving their academic performance by submitting well-written research-oriented assignments for them.

Evaluation :

The primary purpose of providing assignments to students is to analyze whether they have grasped much about that topic or not. It is a kind of evaluation process that ensures and determines how much the student has learned or has he/she even grasped anything.

To become successful:

Assignment and homework writing is something that helps students with their future studies, practices, and theories; in the whole process, they are also able to learn for their examination. This also helps them achieve their specific set of targets and goals and improves their concentration power as well.

Overall, assignment writing is a process that has multiple benefits for the growth and development of the students and their life ahead. Though assignment writing may seem lengthy, it ensures a better individual with proper writing skills, practical skills, time management abilities, coursework learning skills, good research skills, and so on. We specialize in assignment writing services for students at all levels and assist them with their all-around academic development with our team of professionals who have a good education and depth knowledge about this industry. Feel free to contact us, and we will be at your service to provide you with the best of the assignments in a limited time according to the deadlines that are given to the students. We also specialize in other services like book review writing, online product review writing , etc.

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Formal Assignment Submission Email Sample: How to Submit Your Assignments Professionally

Formal Assignment Submission Email Sample: How to Submit Your Assignments Professionally 1

Formal assignment submission email sample is a critical communication that can’t be taken lightly. In academia, the ability to draft a clear and concise email to announce a formal assignment submission is highly valued.

Whether you are a student, a professor, or a teaching assistant, it is essential to understand the importance of submitting assignments. Formal assignment submission emails are a way of demonstrating professionalism and meeting deadlines that are crucial in ensuring academic success.

If you’re wondering how to draft the perfect email for submitting your assignment, you’re in luck. This article will provide examples of formal assignment submission email samples that you can use and edit as needed. The content and language of an assignment submission email should be formal and respectful to the recipient.

By using the samples we provide, you can be sure that your assignment submission email will not only meet the required format and language but also convey the right level of respect and professionalism.

So, keep reading and find the perfect formal assignment submission email sample for your needs, whether it’s to your professor, TA, or fellow student. With these samples, you can easily draft the perfect email that will leave a positive impression on your recipient and demonstrate your commitment to academic excellence.

The Best Structure for Formal Assignment Submission Email Sample

Submitting an assignment is a critical part of academic life that requires both professionalism and attention to detail. Often, submitting an assignment through email brings up the daunting task of crafting a formal email. While there are many resources that offer advice, this article outlines the best structure for a formal assignment submission email.

Subject Line

The subject line of your email should be clear and professional. It should accurately describe the assignment and ensure that the recipient knows its purpose immediately. For example, “Submission of Assignment [Course name, Assignment name]” is a clear and concise subject line that gives all the necessary information.

The greeting should be respectful and professional. It should also properly address the recipient. If you know the name of the recipient, use it in the greeting. For example, “Dear Professor [Last Name]” is a proper and respectful greeting. If you are unsure of the recipient’s name, use “Dear Sir/Madam.”


The introduction should be brief and to the point. State your name, course name, and assignment name. Additionally, state that you are submitting your assignment and the date it is due. For example, “My name is [Your Name], and I am submitting the assignment for [Course Name], [Assignment Name]. The assignment is due [Due Date].”

The body should be a clear and concise description of what you are submitting. State the type of document, such as a Word document or PDF file, and attach the file to the email. Additionally, if there are any specific instructions for submission, such as a naming convention for the file, include those in the body of the email.

The closing should be professional and polite. Thank the recipient for their time and consideration. Additionally, add a polite closing statement such as “Sincerely” or “Best regards.” Finally, include your name and contact information, such as your email address or phone number.

When submitting an assignment via email, it is important to be professional and respectful. Use the structure outlined above to craft a clear and concise email. Remember to proofread your email before sending it and ensure that all the necessary information is included. By following the best structure for formal assignment submission email sample, you can make a positive impression on your instructor or professor and increase your chances of success in your academic career.

Formal Assignment Submission Email Samples

Submission of research paper.

Dear Professor Johnson,

I am writing to formally submit my research paper on the impact of social media on customer behavior. The research was conducted over a period of six months and is based on primary and secondary data. The findings of the study suggest that social media has a significant impact on customer behavior and must be carefully managed by businesses.

I have attached a copy of the report along with this email and would appreciate your feedback on the same. Thank you for your guidance and support throughout the project.

Warm Regards, John Doe

Submission of Final Project

Dear Professor Wilson,

I am writing to submit my final project on the topic of sustainable development. The project is based on a thorough analysis of the current state of sustainability and its impact on various industries. The report also includes recommendations for businesses looking to adopt sustainable practices.

I have attached a copy of the project along with this email and would appreciate any feedback you may have. It has been a pleasure working on this project and thank you for your guidance and support throughout.

Sincerely, Jane Smith

Submission of Essay

Dear Professor Taylor,

I am writing to submit my essay on the role of media in politics. The essay discusses how media influences public opinion and impacts the political landscape. The research is based on primary and secondary data and includes case studies of various political campaigns.

A copy of the essay has been attached to this email for your consideration. I look forward to your feedback and thank you for your support throughout this project.

Best regards, James Anderson

Submission of Term Paper

Dear Professor Thomas,

I am writing to formally submit my term paper on the topic of entrepreneurship. The paper explores the challenges faced by entrepreneurs and the strategies they can use to overcome them. The research includes interviews with successful entrepreneurs and case studies of businesses that have overcome significant challenges.

I have attached a copy of the paper along with this email and look forward to your feedback. Thank you for your guidance and support throughout the project.

Regards, Sarah Davis

Submission of Thesis

Dear Professor Brown,

I am writing to submit my thesis on the role of technology in shaping business models. The thesis explores how technology has impacted various industries and how businesses can leverage technology to create competitive advantages. The research is based on primary and secondary data and includes case studies of businesses that have successfully implemented technology-driven business models.

A copy of the thesis has been attached to this email for your consideration. I look forward to your feedback and thank you for your support throughout this project.

Sincerely, David Johnson

Submission of Literature Review

Dear Professor Green,

I am writing to formally submit my literature review on the topic of employee engagement. The review provides an overview of the current state of research on employee engagement and highlights the key drivers of employee engagement. The research is based on a comprehensive analysis of existing literature.

I have attached a copy of the literature review along with this email and would appreciate any feedback you may have. Thank you for your guidance and support throughout the project.

Best, Kelly Nguyen

Submission of Case Study

Dear Professor Parker,

I am writing to formally submit my case study on the topic of innovation in the healthcare industry. The case study explores how a healthcare provider successfully implemented innovative practices to improve patient outcomes and reduce costs. The research is based on primary and secondary data and includes an analysis of the key success factors.

I have attached a copy of the case study along with this email and look forward to your feedback. Thank you for your support throughout this project.

Regards, Michael Brown

Tips for Formal Assignment Submission Email Sample

Writing an assignment submission email can be nerve-wracking, especially if you are not familiar with the proper format and etiquette for such an email. The email you write can set the tone for your relationship with your professor, so it is crucial to get it right. Below are some tips that will help you write a formal assignment submission email sample that impresses your professor and sets you apart from other students.

  • Keep the email short and to the point. Professors are busy individuals, and they do not have the time to read lengthy emails. Make sure the email is concise and covers all the necessary information.
  • Use a professional tone. Avoid using slang or informal language. Use proper grammar, punctuation and capitalization.
  • Address the professor using their proper title and name, such as Dr. or Professor.
  • Mention your name and the course title in the subject line to make sure your email is not overlooked.
  • Mention the assignment that you are submitting. Be specific in your language so that the professor can know which assignment you are speaking to.
  • Attach the assignment file. Ensure your attachment is the correct file and format before you send.
  • Thank the professor for their time and consideration. Show your appreciation for their teaching and guidance in the write-up.

By following these tips, you will increase the chances of your email being read, appreciated and acted upon positively. Remember to proofread the email before sending to correct any grammatical or spelling errors to make it professional and error-free.

FAQs related to Formal Assignment Submission Email Sample

What should be the subject line of the email.

The subject line of the email should be clear, concise, and related to the topic of the assignment. It should typically include the course title, assignment title, and the due date.

Should I attach the assignment or paste it in the email?

It is recommended to attach the assignment as a separate file rather than pasting it in the email. This ensures that the formatting and content of the assignment are not compromised.

How should I address the recipient in the email?

You should address the recipient formally, using their title and last name. If you are not sure about the recipient’s title, you can use “Dear [First Name] [Last Name]”

When is the appropriate time to submit the assignment?

The appropriate time to submit the assignment is before the due date and time specified by the instructor. It is advisable to submit the assignment at least a few hours before the deadline to avoid any last-minute technical issues.

Should I include a cover letter or any other documents in the email?

It is not necessary to include a cover letter or any other documents in the email unless specifically instructed by the instructor. However, if you feel that any additional information could be helpful, you can include it in the email.

What should I do if I encounter technical difficulties while submitting the assignment?

If you encounter any technical difficulties while submitting the assignment, you should immediately contact the instructor or the technical support team for assistance. It is also recommended to keep a backup copy of the assignment.

Is it important to proofread the assignment before submitting it?

Yes, it is crucial to proofread the assignment before submitting it. This helps to ensure that the assignment is error-free and meets the required standards of the course. It also demonstrates your professionalism and attention to detail.

That’s all folks!

Well, there you have it – a sample email for submitting formal assignments. I hope this has been helpful and will make submitting assignments a bit less daunting. Remember, always check your spelling and grammar, and don’t forget to attach the necessary files! Thank you for taking the time to read this article, and please come back for more helpful tips and tricks in the future. Happy submitting!

Effective Assignment Submission Email Sample: How to Impress Your Professors 5 Effective Professor Assignment Submission Email Sample Templates Submit Assignment Email Sample: Examples and Tips for Effective Communication Assignment Late Submission Email Sample: How to Write an Email to Your Professor Mastering the Art of Email Communication: Sample Email for Sending Assignment

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6 Tips for Managing Assignments and Submissions in Google Classroom

Patricia umhafer pd specialist, blog on november 30 2021.

Google Classroom is a fantastic platform for disseminating information as well as for pushing out assignments and receiving submissions. However, if not organized, it can be very overwhelming for both teachers and students. Here are some tips for managing and organizing those assignments and submissions.

  • Understand and use Drive folders First, let’s take a second to clarify how Classroom Drive folders work. When a class is created in Classroom, a Drive folder for that class is simultaneously created. Only the teacher has access to this folder, so anything added to the folder will not be seen by the students. Similarly, when students are added to the class, a personal drive folder is created for each of them. The teacher does not have access to the student folder, only to the documents turned in. When a student submits an assignment digitally, Classroom automatically creates a subfolder in the teacher’s class drive folder, pre-labeled with the name of the assignment. All student submissions will be stored in this folder, labeled with the student name. This is great for organization!  From there, you can choose to leave it and have the folder organized by assignment, or move the submission to a folder shared with your student.
  • Create naming conventions Creating a naming convention helps you and your students to easily identify what the document is, and makes it easily searchable. I recommend using the following: Unit or Period number – Name of Unit – Type of Document .  A document using this naming convention might look something like this:  “2nd Period ELA – Poetry – e.e.cummings Reading”. Of course, it is always best for you to create something you can remember and your students will understand, so feel free to use any naming convention that works best for you, just remember to keep it consistent. 
  • Number assignments By numbering assignments, you are now giving students a quick reference. Instead of typing out or saying the whole title, you can just say, “please see and turn in assignment #5.”  This will also help you keep track of what has been turned in.  You can choose to number just the assignments that will be turned in, or all assignments.  
  • Create topics   Creating topics in Google Classroom is like creating folders in Google Drive. By creating a “Week” topic, students can easily see what is expected of them for the week. Another suggestion is to create a “Day” topic. In the “Day” topic, you can put things like attendance forms, Do Nows, exit tickets, and anything else the student will need that day. Other suggestions are creating unit topics, assignment type topics, or subject topics. 
  • Disable stream assignment alerts Another great tip is to disable the assignment alerts in the stream. You can do this by going to the settings gear and selecting “Classwork On The Stream” and “Hide Notifications”.  This will keep the stream clear and you can use it just for class announcements. Of course, make sure to remind your students to check the “Classwork” tab, or pin that as an announcement on the top of the stream.
  • Use due dates The last tip is to create due dates. If you set a due date, after that date has passed, students will no longer be able to edit or submit the assignment. This prevents you from receiving late assignments or constant edits. This is also a great way to set clear expectations and accountability.

By keeping assignments and submissions organized, you will be saving you and your students’ time and it will help keep expectations clear.  Be sure to check out our accompanying OTIS course, Managing submissions and Assignments in Google Classroom for resources and tips to get you started.

For more tips, tricks, and tools for teaching in and out of the classroom, check out more articles on the Teq Talk blog.

We also offer virtual professional development, training, and remote learning support for educators with OTIS for educators . Explore the technology, tools, and strategies that can spark student success — no matter where teaching or learning are happening.

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Know How to Write Email to Teacher For Submit Assignment

Table of Contents

In the modern world, email is one of the best communication tools that have become an essential part of our daily lives. Besides personal use, emails play a vital role in the professional environment as well. Furthermore, in the academic world, emails are one of the common ways to submit assignments to teachers, communicate with professors, enquire about grades, collaborate with classmates, and so on. Basically, writing an email to a professor is slightly different because it should be formal and it should be composed in a way that is appropriate to get a reply. So, you should be aware of the things that are necessary to organize an academic email in a perfect manner. If you are a student confused about how to write email to teacher for submit assignment, take a look at this blog.

For your comprehension, here, we have shared the standard email template and the importance of writing an email for assignment submission. Additionally, we have also explained the simple steps and key tips for writing an effective email to a teacher to submit an assignment. Continue reading to update your knowledge of academic email writing.

Assignment Submission via Email

Usually, when pursuing your studies, your institute or instructors may ask you to complete your assignments and submit them on time through various mediums. One such popular medium to submit assignments is email.

In general, email is a digital communication method or tool through which messages can be exchanged electronically. Furthermore, it also provides special features like forwarding, reply, attachments, organization, and so on that is suitable for both professional and personal communication. Especially, its various features will be more useful for you when you submit the assignments to teachers via email.

Why is it Important to Write an Email to Teacher for Assignment Submission?

Every medium you use to submit an assignment has some advantages and disadvantages. Here, let us look at the amazing benefits of writing an email to a teacher for submitting an assignment.

  • Students can connect with their lecturers in a professional manner.
  • It facilitates straightforward communication between the student and teacher and sets the tone for the discussion.
  • It gives an opportunity to share the particulars, context, or any other significant information related to your assignments with the teachers before they begin the paper evaluation process.
  • Emails give a permanent record of the student and teacher’s interactions. Therefore, it will be helpful for future reference.
  • Moreover, you can store, archive, and search emails, if necessary.

A Standard Format of Write Email To Teacher for Assignment Submission

Write Email To Teacher

In case, you are less confident about how to write email to teacher for submit assignment, look at the basic format or template presented below and draft your email accordingly.

To: [Email Address of your Teacher]

Subject: Assignment Submission-[Course Name/Assignment Title]

Dear [Teacher’s Name]

[Body of Your Email]

Best Regards,

[Your Name]

[Student ID/Class Name]

[Your Email Address]

[Your Phone Number]

Remember, the following are the significant things that you must include in an email to submit an assignment.

  • Email Address of the Sender
  • The Subject line of the email
  • Greetings to the teacher
  • Body of the Email
  • Formal Closure ( Thank you, With regards)
  • Personal Details ( Name, Student ID, contact number, email)

Understand How to Write Email To Teacher For Submit Assignment

The following are the steps that will help you to effectively write an email to teacher for submit assignment.

1. Use an official email address

From and to addresses are important in an email. Usually, your message will recognized by your teacher, only if you provide a valid ‘To’ email address. Therefore, in the ‘To’ field, mention the correct email address of your teacher.

In general, when you send an email to your teacher, it is essential to maintain professionalism. So, the ‘from’ email address you use should be professional. Never use a personal email address that includes a nickname or casual language. Remember, your email address should reflect your identity. Therefore, set your email address by including your first and last name, or your initials and last name.

2. Mention a clear and concise subject line

The subject line is the first thing that your teacher will see in your email. If your subject line is inappropriate, your teacher may not open your message. So, write a clear and short subject line. Note that, your subject line should give an overview of your email content.

For instance, in case of assignment submission, you can mention your subject line as Assignment Submission-[Course Name/Assignment Title]

Never use misleading subject lines in your email because it may create confusion or make it difficult for your recipients to understand what information is there inside your email.

3. Begin with a formal greeting

When sending an email to submit an assignment, always begin with a professional greeting. If you know the recipient’s name, add it to the greeting, along with a formal salutation like “Dear [Name],”

If you don’t know the recipient’s name, start with a general greeting like “Dear Sir/Ma’am.”  Usually, the greeting will set the tone for your email, so use an appropriate list of words and tone.

4. Compose the body of the email

After greeting, as per your needs, start composing the body of your email by including the following

  • First, introduce yourself briefly if your instructor is unfamiliar with you or if you’re contacting a new teacher. In order to help them recognize you, while introducing yourself, mention your name, the course you’re taking, and any other pertinent information.
  • Explain why you’re sending the email in detail. If you have a question, require clarification on an assignment, or have a request, be explicit and succinct.
  • If your email requires further context, explain the problem or any pertinent information quickly. This will assist your teacher in understanding your question better.
  • Make your query or request as specific as possible. Use courteous and respectful language. In case, you require assistance with an assignment, be sure to provide the assignment’s name, due date, and other relevant information.
  • If you are submitting assignments via email, then in your body, make sure to mention that you have included the attachments and also provide a brief description of your attachments so that your teachers will know about them.
  • Furthermore, provide additional details about your assignments like the summary, assignment guidelines, or any other information. For example, you can include your assignment topic, number of pages, total words, etc.
  • At the end of your email body, always express gratitude to your teachers for their help and time. Be certain to thank them for their assistance and commitment to your education.

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5.  End the email professionally

Once you finished writing the body paragraphs of your email, close it with a formal sign-off. Some professional email closing words are Best regards, Sincerely, Faithfully, Obediently, etc.

6. Provide Relevant Contact Details

Below your email closing phrase, add your signature. Note that, your email signature should contain details like your name, student ID, email address, and phone number.

7. Add Attachments

Some people will include descriptions of the attachments in their email content and will send the email without uploading the necessary documents. So, once you compose your email content, remember to attach the assignment files. Make sure the attachment is saved in a file format that your recipient’s computer can read, and that the file is properly labeled with your name and the assignment name.

8. Review and Send

Before you send the email to your teacher, review the email content that you have written and ensure it is clear, formal, and error-free. If everything looks perfect, click the ‘send’ button.

Do’s and Don’ts to Follow When Writing an Email to a Teacher

When you write an email to a teacher to submit assignments, make sure to keep in mind the dos and don’ts listed below.

  • Use a formal ‘From’ email address.
  • Use a short and simple subject line that appropriately expresses the objective of your email.
  • Start your email with a polite and respectful greeting addressing your teacher.
  • Introduce yourself and specify the class or course you’re taking.
  • Clearly write the purpose of your email.
  • Maintain a professional tone by using appropriate grammar, punctuation, and spelling.
  • Keep your email focused and to the point, and avoid including irrelevant material.
  • Thank your teacher for his or her advice and assistance.
  • Check your email for clarity and correctness before submitting it.
  • Attach the assignment file and other necessary papers as needed.
  • Never use informal language, abbreviations, or acronyms in your email.
  • Don’t use excessive capitalization, exclamation marks, and emojis.
  • Avoid making demands or using an entitled tone.
  • Never use slang and colloquial language.
  • Avoid adding personal information that is irrelevant to the assignment submission.
  • Don’t send incomplete or unedited assignments.
  • If possible, avoid sending repeated emails about the same issue.
  • Don’t attach irrelevant files or wrong assignment documents.
  • Never use a vague or generic subject line.
  • Don’t forget to add a professional sign-off and your full name.

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Sample Email To Teacher Regarding Assignment Submission

For your understanding, here, we have shared a sample email to a teacher on assignment submission.

To: [email protected]

Subject: Psychology Assignment Submission [Bipolar Disorder]

Dear Professor John,

This is Ron White, from the Psychology Department, Section A. I am writing this email to inform you that I have successfully completed the Psychology assignment on Bipolar Disorder that you assigned on the 16 th of July. As per the assignment guidelines provided, I have prepared a well-researched and critically evaluated content of 2500 words.

Along with this email, I have attached the necessary document for your review. Kindly check the content and share your comments.

Thank you for your time and attention.

Student ID- 10234

Psychology Department, Section A

[email protected]

Wrapping Up

Hopefully, by now, you will have learned how to Write Email To Teacher to submit assignments. Whenever you create an email to your teacher for assignment submission, strictly follow the tips and guidelines suggested above and come up with polite, understandable, and professional content.

In case, you find it difficult to craft an effective email to your teacher or if you lack the writing skills required for composing an email, contact us immediately. As per your needs, the skilled academic writers from our team will draft and deliver a clear, simple, and concise email that is helpful for you to succeed in your studies. Also, from our experts, you can get guidance on how to communicate better with your teachers. Furthermore, if needed, from our skilled assignment helpers , you can get assistance for writing accurate and plagiarism-free assignments on any subject on time.

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How To Write an Email For Submission Of Assignment

Welcome to this informative article that will guide you on how to write an effective email for the submission of your assignment. If you’re unsure about how to draft an email for submitting your assignment, this article is here to help you!

Table of Contents

What To Do Before Writing the Email

Before you start writing the actual email, it’s important to take a few preparatory steps to ensure that your email is clear, concise, and professional:

  • Gather all necessary information related to your assignment, such as the due date, submission guidelines, and any specific instructions given by your instructor.
  • Review your assignment to ensure it meets the requirements and makes sense.
  • If your instructor has provided a specific email address or subject line to use, make note of it.
  • Consider attaching your assignment in the appropriate format if required.

What to Include In the Email

When composing your email for assignment submission, it’s important to include the following parts:

Subject Line

Choose a subject line that clearly indicates the purpose of your email. For example, “Assignment Submission – [Course Name]”. This helps the recipient identify the email’s content quickly.

Begin your email with a polite and professional greeting, such as “Dear Professor [Last Name],” or “Hi [Instructor’s Name],”. Use the appropriate salutation based on your relationship with the recipient.


Introduce yourself briefly and mention the course or assignment you are submitting. This provides context for the recipient.

In the body of the email, mention any relevant details or specific instructions provided by your instructor. Clearly state that you are submitting your assignment and acknowledge the due date. If there are any additional comments or questions related to the assignment, include them here.

End your email with a courteous closing, such as “Thank you,” or “Best regards,” followed by your full name and contact information. This shows professionalism and makes it easy for the recipient to respond if necessary.

Email Template – Assignment Submission

Subject: Assignment Submission – [Course Name] Dear Professor/Instructor [Last Name], I hope this email finds you well. I am writing to submit my assignment for the [Course Name]. The assignment is attached in the required format. I have completed the assignment as per the given guidelines and it is ready for submission. The due date for the assignment is [Due Date]. If you have any further instructions or clarifications, please let me know. Thank you for your time and consideration. I look forward to hearing from you soon. Best regards, [Your Full Name] [Your Contact Information]

Writing an effective email for the submission of an assignment is essential to ensure clarity and professionalism. By following the steps outlined in this article, you can confidently compose your email and increase the likelihood of a positive response. Remember to always be polite, concise, and include all necessary information. Good luck with your assignment!

Additional tips:

  • Double-check all the information before sending the email to avoid any errors or omissions.
  • Use a professional email address and avoid using casual or inappropriate language.
  • If there is a specific email format recommended by your institution, consult it for guidance.

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Your Academic Tutor

Why submission of assignment is important

importance of assignment submission

Why submission of assignment is important for your study in the universities?

The importance of assignment has been widely acknowledged within Higher Education Institutions. The reason why Why submission of assignment is important will be addressed in this article.


Assignment submission is the measurement of student progress regarding the class lecture. The purpose of this assignment is to focus on the importance of assignment submission for university students and identifying the key benefits which must help in study.

Read more: Operations Management Assignment

Assignment submission is a basic criteria in University studies and this guidelines of assignment submission is given by the class lecturers.  Lecturers should give students assignment for the following purposes (Kurtus, 2012):

Why submission of assignment is important

  • To improve the understanding of class lecture material,
  • To keep practicing the student on the class lecture at home or group work
  • To give a notice of parents they their child are active in class lecture of not
  • To get the feedback of student performance regarding the specific topics
  • To teach the student about the class work responsibilities
  • To develop time sense as they need to submit it before deadline
  • To know about the ability and capacity of the student regarding the particular course
  • To evaluate the class performance of the student

Indeed, I prefer to connect with ExamLabs because ExamLabs is a platform which encompasses passing certifications exams made easy.


My own justification regarding the assignment submission is that it is like a class performance evaluation how much I am engaged in listening as well as understanding class lecture on specific topics. I think that understanding of the class material is very important and assignment work is just a technique to evaluate the level of understanding of class lecture, and then properly practicing on it for completing the task. Finally, when I know that I have to submit it on or before deadline, it helps to deal develop time management skill (Goto, 2017).


So, submission of assignments has so many advantages that can help us for better understanding and getting good score.

Goto, 2017. 7 Times Assignments Prove To Be of Advantage. [Online] Available at: https://www.gotoassignmenthelp.com/blog/times-when-assignments-prove-to-be-of-advantage/ [Accessed 22 05 2020].

Kurtus, R., 2012. Purpose of Homework. [Online] Available at: https://www.school-for-champions.com/grades/purpose_of_homework.htm#.XseXi8BS_IU [Accessed 22 05 2020].

Md. Shadequr Rahaman

Email:  [email protected]

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    The following are the steps that will help you to effectively write an email to teacher for submit assignment. 1. Use an official email address. From and to addresses are important in an email. Usually, your message will recognized by your teacher, only if you provide a valid 'To' email address.

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    Introduction Introduce yourself briefly and mention the course or assignment you are submitting. This provides context for the recipient. Body In the body of the email, mention any relevant details or specific instructions provided by your instructor. Clearly state that you are submitting your assignment and acknowledge the due date.

  23. Why submission of assignment is important

    Why submission of assignment is important Why submission of assignment is important for your study in the universities? The importance of assignment has been widely acknowledged within Higher Education Institutions. The reason why Why submission of assignment is important will be addressed in this article. Introduction

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    discounthomeworkhelper on February 12, 2024: "Timely Delivery: Assignment helper services understand the importance of meeting deadlines. They ..." 𝙃𝙤𝙢𝙚𝙬𝙤𝙧𝙠 𝙃𝙚𝙡𝙥𝙚𝙧 on Instagram: "Timely Delivery: Assignment helper services understand the importance of meeting deadlines.