i would really your help with this assignment

How to Ask for Help in an Email (With Samples)

Asking for help can be tough, especially through email. You want to sound polite and respectful, but also make it clear what you need.

This article gives you ten ways to ask for help in an email, complete with samples. Whether it’s a work issue or a personal favor, these phrases and examples will help you craft the perfect message.

10 Ways to Ask for Help in an Email (With Samples)

When you need a hand, crafting the right message can make all the difference. Here are ten polished ways to ask for help in an email, each accompanied by samples to guide you.

• Could you please help me?
• Can you help me with…
• I would really appreciate your help
• Would you be able to assist me?
• I’m in need of your expertise
• Could you provide some assistance on…
• I would appreciate any help you can give me.
• Do you mind helping me…
• If it’s not too much trouble, can you help?
• Would you mind lending me a hand?

1. Could you please help me?

This phrase is polite and formal , making it suitable for emails to colleagues or superiors you don’t know well. It shows respect and a willingness to be helped, without assuming the other person has the time or resources to assist. Use this when you want to keep a formal tone but still come across as approachable. It’s versatile and can be used in almost any situation where you require assistance.

Here’s an example:

2. Can you help me with…

This phrase leans more on the informal side, ideal for when you’re asking for assistance from a coworker you’re familiar with or a friend. It’s direct yet still maintains a respectful tone. This option is best when the help you need is specific, and you want to get straight to the point without many formalities.

Here’s a sample message:

3. I would really appreciate your help

This request is polite and a bit more formal than the previous one. It’s excellent for situations where you’re not commanding help, but rather graciously asking for it. This can be used in both professional and mildly formal contexts, especially when you want to express gratitude and show that you value the potential help offered.

Here is an example of use:

4. Would you be able to assist me?

This is a formal and polite way to ask for help, perfect for emails to senior staff or when you’re unsure if the person has the capacity to assist. It shows you respect their time and other commitments, acknowledging that they may not be able to help you. This option is great for when you need detailed help or guidance and are looking for someone’s expertise.

Here is a sample:

5. I’m in need of your expertise

This request is markedly formal and specifically calls on the recipient’s expertise, making it suitable for professional contexts where you’re seeking expert advice or help. It conveys a high level of respect and acknowledges the person’s skills or knowledge. This phrase is best employed when the help you’re asking for requires specialized knowledge.

6. Could you provide some assistance on…

This is a somewhat formal way of requesting help, ideal for when you’re asking for assistance on a specific matter. It’s straightforward but still respectful, acknowledging that you’re asking for a favor. Use this phrase when the area you need help with is clear and you believe the recipient has the knowledge or resources to assist.

This is how you could structure such an email:

7. I would appreciate any help you can give me.

This option is polite and somewhat formal , suitable for when you’re somewhat uncertain of the type of help you need. It’s a humble request that doesn’t presume on the recipient’s willingness or ability to assist, making it versatile for various situations. This phrase is well-suited when you’re open to any support the recipient can offer, whether advice or direct assistance.

An example email using this phrase:

8. Do you mind helping me…

This phrase is more informal and should be used when you have a relatively close relationship with the person you’re emailing. It’s direct but in a friendly way, implying a level of comfort between you and the recipient. Choose this when the help needed is straightforward and you’re sure the recipient won’t feel imposed upon.

Here’s a sample usage example:

9. If it’s not too much trouble, can you help?

This is very polite and indicates a high level of respect for the recipient’s time and commitments. It’s particularly useful when you’re not sure if the person you’re asking has the time to help, so you’re leaving them a comfortable way to decline. This approach is great when asking for help in a sensitive or delicate matter.

Here’s how you might use it in an email:

10. Would you mind lending me a hand?

This phrase is informal yet polite , suitable for when you’re asking for help from friends or colleagues you have a good relationship with. It’s casual and implies that you’re asking for a favor in a friendly manner. This is best used in contexts where the help needed is practical and possibly urgent.

Final Thoughts

Asking for help doesn’t have to be a challenge. By choosing the right words, you can make your request clear and polite, whether you’re speaking to a boss, a coworker, or a friend.

Remember, the way you ask for help can greatly impact the response you get. Using the phrases and samples provided, you can create emails that are respectful, to the point, and likely to get a positive response. Practice using these phrases to become more comfortable in asking for help. After all, everyone needs assistance at some point, and knowing how to ask for it effectively is a key skill.

CMO of Rontar. I’m interested in entrepreneurship, sales and marketing. As part of my day-to-day routine I do everything from creating marketing strategy to starting advertising campaigns. Sometimes I write for our marketing blog. When not at work, I do sports, lead a healthy lifestyle and keep up on everything that is connected with this.

Similar Posts

How to End an Email Professionally (With Examples)

9 Synonyms for “Thank You for Sharing”

How to Say “No” Professionally

10 Other Ways to Say “Thank You Both”

10 Formal Ways to Say “By the Way”

10 Synonyms for “Please Correct Me if I Am Wrong”

• Tiếng Anh (mới)
• Thi thử THPT Quốc gia

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. I would really ______ your help with this assignment

C. appreciate

Siêu phẩm 30 đề thi thử THPT quốc gia 2024 do thầy cô VietJack biên soạn, chỉ từ 100k trên Shopee Mall .

Đáp án C

Kiến thức: từ vựng

would + Vo => loại D

respect : tông trọng

take : cầm/ nhận lấy appreciate : đề cao/ cảm kích

Tạm dịch: Tôi sẽ thật sự cảm kíc sự giúp đỡ của bạn vời bài tập này

CÂU HỎI HOT CÙNG CHỦ ĐỀ

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. ______ entering the hall, he found everyone waiting for him

Mark the letter a, b, c, or d on your answer sheet to indicate the correct answer to each of the following questions. these measures have been taken with a _______ to increasing the company's profits., mark the letter a, b, c, or d on your answer sheet to indicate the correct answer to each of the following questions. the manager had his secretary ______ the report for him.

A. to have typed

Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions. Nora hardly never misses an opportunity to play in the tennis tournaments

A. hardly never

Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions. We were all surprised when she suddenly came back

A. All of us found it surprising that she suddenly came back

B. The fact that we were surprised made her come back

C. All of us were amazing to see her come back

D. She was surprised, coming back suddenly

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. I am considering ______ my job. Can you recommend a good company

B. changing

C. to change

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. I ______ this letter around for days without looking at it

A. am carrying

B. will be carrying

D. have been carrying

Hãy Đăng nhập hoặc Tạo tài khoản để gửi bình luận

ĐỀ THI LIÊN QUAN

Gọi 084 283 45 85

Hỗ trợ đăng ký khóa học tại Vietjack

CHỌN BỘ SÁCH BẠN MUỐN XEM

Hãy chọn chính xác nhé!

Bạn đã có tài khoản? Đăng nhập

Bằng cách đăng ký, bạn đồng ý với Điều khoản sử dụng và Chính sách Bảo mật của chúng tôi.

Bạn chưa có tài khoản? Đăng ký

Quên mật khẩu

Số điện thoại hiện tại của bạn có vẻ không hợp lệ, vui lòng cập nhật số mới để hể thống kiểm tra lại.

Instantly enhance your writing in real-time while you type. With LanguageTool

Get started for free

How To Ask for Help Politely and Professionally

We get it—asking for help can be daunting for some. But because it’s almost certain that there will come a time when you need assistance, you should know how to request it. In this blog post, we’ll dive into some useful tips and phrases that’ll make asking for help a total breeze.

Table of Contents

Tips on asking for help.

Nine Ways To Ask for Help Politely and Professionally

• If you have a moment, I’d appreciate your help.
• If you don’t mind, I could use your help…
• Would you mind helping me?
• If it’s not too much trouble, would you mind lending me a hand?
• Can I trouble you for…?
• If you’re available, I’d be grateful for your assistance.
• Would you kindly do me a favor and…?
• May I seek your guidance with…?
• I really need some assistance. Would you mind helping me?

Everyone needs help sometimes; that’s why you shouldn’t feel bad asking for it. However, we understand that some people find it difficult to request assistance. This is especially true if you’re an English language learner and aren’t familiar with common phrases used to ask for help.

But fear not! Below, we’re going to give you helpful tips and will also review polite and professional phrases you can use in the workplace.

Let’s get to it!

Asking for help will seem incredibly difficult if you believe that you’re the only one who needs it. This is simply not the case. Everyone, at one point or another, will ask for guidance, advice, or any other type of assistance. Requesting help is a part of life. The sooner you realize this, the easier it will be for you to ask for it.

You can create an environment where everyone is willing to help if you are helpful yourself. You don’t have to wait for someone to explicitly request it. Instead, you can be proactive and ask your colleagues if there’s anything you can do for them.

If someone does ask for help, do everything in your power to assist them. If you’re not open to being helpful, others around you won’t be open to helping you either.

This one might seem obvious, but it’s worth stating: Whenever you’re asking for something, you should use words like please and thank you . It’s good manners, and avoiding doing so may make what you’re asking for sound like a demand rather than a request.

It wouldn’t make sense to ask a new hire for something that only someone in upper management can help you with. Don’t ask someone to do a task that is beyond their scope of expertise or ability. Also, this should go without saying, but don’t ask someone to do something that is wrong, illegal, or could get them in trouble in any way.

Similarly, asking for some guidance on a report you have to turn in soon is one thing, but asking someone to complete the entire report for you is another. Don’t take advantage of someone’s kindness.

Again, when someone does take the time to help you, make sure you express gratitude. This ensures that the person feels valued and that they will be more willing to help you in the future if needed.

1. If you have a moment, I’d appreciate your help.

This option is especially polite because it expresses that you need someone’s help, but only if they have the time to assist you.

I’m having a hard time making sense of this report, so if you have a moment, I’d appreciate your help .

2. If you don’t mind, I could use your help…

PSA: Mind is often used as a noun, but it also functions as a verb that means “to have an objection to.” So, essentially, this alternative is expressing that you desire assistance, but only if the recipient is willing and has no objection to providing it.

If you don’t mind, I could use your help installing the new software.

3. Would you mind helping me?

Again, this polite phrase of asking for help uses the verb mind.

The response to a question like this can get a bit confusing. If you’re willing to help, the correct answer would be, “No, I don’t mind helping you,” which means, “No, I don’t object to helping you.”

Many people answer by saying “Of course,” which can be interpreted as either “Of course, I’ll help you” or “Of course, I mind.”

Would you mind helping me? I’m rearranging my office, and the desk is rather heavy.

4. If it’s not too much trouble, could you please lend me a hand?

To lend someone a hand is an idiom that means “to help.” It’s incredibly common and appropriate to use in both casual and formal situations.

If it’s not too much trouble, could you please lend me a hand ? I translated this document into German, but I want to be certain there are no spelling or grammatical errors.

5. Can I trouble you for…?

The verb trouble is synonymous with bother. However, when used in this sense, it’s not to be taken too literally. You’re not causing a significant disturbance by asking for help, as the recipient is free to say, “no.”

Hey Derrick! Can I trouble you for some help with unloading the truck?

6. If you’re available, I’d be grateful for your assistance.

This alternative puts the recipient's priorities first. It indicates that you need their help, but only if they have the time to provide it.

If you’re available, I’d be grateful for your assistance in setting up for the presentation.

7. Would you kindly do me a favor and…?

Tip number three of the list above suggests using courteous words, and this phrase does just that by using the word kindly, which is synonymous with please.

Would you kindly do me a favor and speak to Juliette about the requested changes?

8. May I seek your guidance with…?

May is often considered the more formal way of saying can . And guidance refers to “information or advice aimed at resolving a challenge or difficulty,” making this phrase a formal alternative to saying, “can you help me?”

May I seek your guidance in choosing a new laptop? The one I’ve been using just broke today.

9. I really need some assistance. Would you mind helping me?

Compared to the rest of the phrases, this option expresses a sense of urgency by stating that you really need some help. However, even after the urgent plea, the request remains polite and professional.

I really need some assistance. Would you mind helping me ? I’m late to pick up my daughter, but really need this report dropped off at Max’s desk in a few minutes. Can you do that for me?

Get a Helping Hand with Writing

It may soothe your nerves to know that asking for help is actually beneficial in the workplace. Why? Because it fosters a collaborative work environment in which people feel comfortable asking for and providing assistance.

As a result, it also improves productivity. Instead of being stuck and trying to figure something out by yourself, someone can easily guide you through so that you can finish more important tasks.

Picture this: You’re writing a report for work that needs to be flawless. Instead of obsessing over it yourself, you can use LanguageTool. This advanced, AI-powered writing assistant helps you by ensuring that your text is free from spelling, grammar, and punctuation errors. Additionally, it can also improve your composition by recommending phrases that are more suitable for your audience. Did we mention that LanguageTool supports more than thirty languages?

Go ahead and give it a try today. It’s free!

Unleash the Professional Writer in You With LanguageTool

Go well beyond grammar and spell checking. Impress with clear, precise, and stylistically flawless writing instead.

Works on All Your Favorite Services

• Thunderbird
• Google Docs
• Microsoft Word
• Open Office
• Libre Office

We Value Your Feedback

We’ve made a mistake, forgotten about an important detail, or haven’t managed to get the point across? Let’s help each other to perfect our writing.

Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

Make a Gift

Sample Email To Professor asking for Help | 29 Examples

Sample Email To Professor asking for Help

If you want to reach out to your Professor to ask for help through email, and you need some sample emails, you have come to the roght place.

Check out the 29 Templates for Samples of an Email to a Professor asking for help.

Dear Professor,

I hope this email finds you well. I am writing to ask for your assistance with my [project name]. I have been working on my project and need your help in completing it. I understand if you are busy but I would really appreciate any help you can give me.

Please let me know how I can reach you. Thank you so much for your time and consideration!

Hello Professor,

I am writing to ask for your help with [project name]. I have been working on this project for a long time, and I need some guidance in order to finish it.

I understand that you are very busy right now and are probably getting a lot of emails like this one. But I’m hoping that you can take the time to read through my email and give me some advice or feedback.

Thank you so much!

I’m writing to you because I am having trouble understanding the chapter on [topic]. I have been trying to work through it, but there are several points where I feel like I just don’t get it. If you have some time, could you please help me out?

I’m trying to understand how [concept] relates to [other concept]. In particular, I’m having trouble understanding how this relationship fits into the larger context of the chapter. Can you explain?

Also, could you provide an example or two that illustrates this concept?

I hope you are doing well. I am writing to ask for your help in regards to my coursework. I have been having trouble understanding the material, and I would like to request some extra tutoring.

I understand that you are very busy with your teaching duties and other activities, so I would like to add that I can meet with you at times that work for you, including evenings and weekends. If it is easier for you, we could meet virtually on Zoom or Skype. Please let me know what works best. Thank you in advance,

I am a student at [school name] and I am writing to you because I need some help with my final project. I am working on a project that involves creating an app for teaching people how to code. The goal of my project is to create an app that allows users to learn how to code through the use of games.

I have been working on this project for some time now and I have come up with a few ideas for the design of the app. However, I am still not sure which one would best fit the assignment criteria.

I would really appreciate some help deciding which one will work better for me! Thanks,

Dear Professor [name],

I am writing to you to ask for help with my university course. I have been struggling with the [subject] course, and I was wondering if you could offer me some advice on how to improve my understanding of the material. I know that it can be difficult to find time amidst your busy schedule, but any kind of guidance would be very much appreciated!

I am writing to you with the hope of getting some assistance regarding the assignment that I submitted last week. The topic was to write a short essay on how you would use social media to promote your business. I had finished my assignment and submitted it before the deadline, but unfortunately, I have not received any feedback from you yet. Since this topic is so important for me, I really need some help from you to improve my work.

I am writing you regarding my final project for [course name]. I am having a hard time trying to find a topic that is interesting and relevant to the course. I have been working on this project since the beginning of the semester and have not had any luck so far. Your help would be greatly appreciated.

I am writing to you today because I would like to ask for help. To be honest, I’m a little bit nervous about sending this email but I’m hoping that you’ll be able to help me.

I’ve been struggling with my thesis for a while now, and it’s been holding me back from finishing my degree. I’ve tried everything I can think of—reading books, asking questions in class, and even going to other professors for advice—but nothing seems to help.

I was hoping that if you had any suggestions or advice for me then maybe we could meet up sometime that is convenient for you. Thank you so much in advance!

Dear [professor name],

I was hoping you could help me with something. I am in your class [class name], and I have an assignment due next week that I am struggling with. The assignment is to write a 500-word essay about the concept of “the sublime.” I’ve never written an essay like this before, and I’m not sure where to start.

My objective is to write an essay that will allow me to explore and discuss the different ways in which the idea of “the sublime” has been interpreted by philosophers, artists, scientists, and other thinkers over time. My personal interests are in how this idea has been explored through art and literature—particularly in relation to how it has been used as a way to express awe or wonder at something that might be considered beyond human comprehension (such as nature).

I know that getting started can be difficult, so if you have any resources or ideas on how you would approach this topic, please let me know!

Dear professor,

I am writing to you because I need help to do my homework. I have tried to complete it but I am not able to get it done. Can you please help me?

I am looking forward to hearing from you soon.

I am writing to you today with a request for help. I am currently working on an assignment that requires me to use [insert software name], and I am having difficulty understanding how to use it. I was hoping you might be able to help me with this assignment, as you have been such a great teacher thus far, and I would like to continue learning from you throughout my university career.

Please let me know if you are available to help me with this assignment; I would greatly appreciate it! Thank you for your time and consideration.

I am writing to ask for your help. I have been working on my [project name] project for the past few weeks, and while I feel like I have made some progress, I have not been able to finalize it. I know that you are busy, but if you could spare a few minutes of your day to look over my code and give me any feedback or advice that would be very helpful.

I am writing to ask for your help with the following assignment. I am unable to complete it and would like to request your help identifying the areas I should focus on. I am also requesting an extension on its due date.

I have been reading through many resources to collect the literature required to complete this assignment. I will be able to finish it by the end of the week, however, so I was hoping that you could extend it until next week.

If possible, can you please provide some guidance regarding how to approach this project? Also, will you please consider my extension request?

Thank you very much for your time,

I am writing to you because I am having trouble understanding the readings for your course. I have been trying to find time in my schedule to meet with you, but classes have been so busy, and it’s hard to get an appointment with you. Would it be possible for us to meet in person?

Thank you for considering my request!

I am writing to you regarding my coursework. I have been having trouble understanding the material and I was hoping you could help me out by explaining it further. I am taking [course name] in [major]. I think that if you could email me with some additional information about this topic, it would really help me in my work.

Thank you so much for your time and consideration!

I hope this email finds you well. I wanted to reach out to you because I am writing a paper on [topic]. I have been looking at several different sites, but none of them seem to have the information that I need. Do you know of any resources that might be helpful? Or perhaps some other professors who might be willing to look over my paper or give me feedback on it?

I am writing to ask for your help with an assignment in your class. I have struggled with this assignment all semester, and I feel like I’m finally ready to ask for help.

The assignment is due on 2024 and can be found on the course website. I need some extra time to finish it, so if you could let me know by 2024 at what point in the next few weeks would work best for you to look over my work and provide feedback, that would be amazing!

Please let me know if you have any questions or concerns.

Dear [Professor],

I am writing to you because I need help with my paper. I am currently working on a paper about the effects of technology on business, and I am finding it very difficult to find reliable sources for the information I need. I would really appreciate it if you could point me in the direction of some good articles or books that might help me with this project.

Thank you very much for your time and assistance!

I’m writing to you today in hopes that you can help me out with my final project. I’m a student at [university name], and this semester I am taking a course called [course name].

I’m working on the final project for this class, and it involves creating a portfolio of 6-10 digital stories. I’ve already written 2 stories for the portfolio, but I’m having trouble coming up with ideas for the remaining 4-6 stories.

The stories must be about something that happened to me personally or something that I have done personally. They can’t be made up—the point of the project is to demonstrate how storytelling has helped me grow as a person and learn more about myself.

I have been struggling with finding topics that will suffice as topics for these stories, so I thought maybe you could give me some ideas? Or if not, maybe some advice on how to come up with topics?

Thank you so much! It’s really appreciated!

I’m writing you to ask for your help with a project I’m working on. I am doing research on [topic] and would really appreciate it if you could recommend some sources that would be helpful for my paper.

Thank you in advance for your time and consideration,

[Your name]

I am writing to ask if you could help me with a problem in my class.

I am not sure if it is just me, but I have been having difficulty with the course material. I have never taken a programming course before, so this has been very difficult for me.

I would really appreciate it if you could help me understand the concepts better.

I am writing to you today because I need some help with my class. I am currently taking [course name] and find myself struggling with the coursework. I have tried to do the assignments on my own, but I just can’t seem to get it right. I would really appreciate if you could explain how to do these problems so that they make more sense to me.

I know that this is a busy time of year for you, but if there’s any way at all I could get an appointment with you or if you could stop by during office hours, that would be great!

I hope this email finds you well. I am writing to you because I am struggling with the assignment for your class, and I was hoping that you could help me.

My name is [name] and I am taking your course on [course title]. I really enjoy your class and the material has been very helpful in my job as an EMT.

The last assignment was a little difficult for me because it required a lot of research and reading from books in order to complete it. I would like to ask if there is any way that you could help me with the assignment? If so, please let me know what time would work best for us to meet up so that we can discuss how we can get through this together!

I am writing to you to ask for your help in regards to my class. I have been struggling with the subject matter since I began the course and have been having trouble keeping up with the readings and assignments. I do not think that it is because I am not intelligent enough or that I do not have time to complete them; rather, I believe that my understanding of the material could be better.

I would like to make an appointment with you so that we can discuss this issue further. I think that if we could meet one-on-one and talk about what is going on with me in your class, you may be able to give me some suggestions as to how we can make the experience better for me. Do you think we could schedule a meeting during office hours next week?

I hope you are well. I am writing to ask for your help in this semester’s class. I want to make sure that I am prepared for the final exam and that my grade is not negatively affected by anything.

I have been looking at the material and trying to study on my own, but it does not seem like enough. I would really appreciate your help with this subject matter so that my grade reflects my true understanding of it.

If you have any suggestions or tips, please let me know!

My name is [name] and I’m a student in your class. I really enjoyed the course, and I’ve been having some trouble with the homework. I was hoping you could help me out!

I’m having trouble with homework #1 (see below). Could you please go over it with me? If possible, could we meet sometime this week?

Thanks so much!

I am writing to ask you for your support in my efforts to complete the course requirements. I believe that I have all of the knowledge necessary to pass the final exam and I have been working hard to understand the concepts in class. However, there are a few areas where my understanding is still not solid enough for me to feel confident about taking on an exam without any further assistance.

I would like to request an appointment with you so that we can discuss my learning needs and determine what additional steps are needed for me to be able to successfully complete this course. I would greatly appreciate it if we could meet as soon as possible.

I am writing to request your assistance in the completion of my [project]. I have been working on this project for the past few months and have completed most of the work. However, I have run into some issues that I cannot resolve on my own.

At this point, I have a draft of my paper that is about 85% complete. The final 15% involves research that is not available anywhere in the library or online. I am hoping you could help me locate this information and possibly include it in my paper.

I understand that this is an unusual request, but please know that I am very grateful for your help and would be happy to provide any additional information or assistance as needed. Thank you so much!

Related Posts

Words to express disappointment, 25 example cover letters for internships, congratulate a coworker on a new baby | 27 email examples, ultimate list of 119+ meeting request email examples, 29 examples | how to tell your boss you got another job offer, sales template emails | 15 examples.

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base

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

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

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

The essay writing process consists of three main stages:

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

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

Table of contents

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

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

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

Receive feedback on language, structure, and formatting

Professional editors proofread and edit your paper by focusing on:

• Academic style
• Vague sentences
• Style consistency

See an example

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

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

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

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

1. Hook your reader

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

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

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

2. Provide background on your topic

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

3. Present the thesis statement

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

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

4. Map the structure

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

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

Write your essay introduction

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

Length of the body text

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

Paragraph structure

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

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

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

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

See the full essay example

Prevent plagiarism. Run a free check.

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

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

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

What not to include in a conclusion

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

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

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

Write your essay conclusion

Checklist: Essay

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

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

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

I use paragraphs to structure the essay.

I use topic sentences to introduce each paragraph.

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

I make clear transitions between paragraphs and ideas.

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

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

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

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

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

My essay has an interesting and informative title.

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

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

Open Google Slides Download PowerPoint

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Is this article helpful?

Other students also liked.

• How long is an essay? Guidelines for different types of essay
• How to write an essay introduction | 4 steps & examples
• How to conclude an essay | Interactive example

More interesting articles

• Checklist for academic essays | Is your essay ready to submit?
• Comparing and contrasting in an essay | Tips & examples
• Example of a great essay | Explanations, tips & tricks
• Generate topic ideas for an essay or paper | Tips & techniques
• How to revise an essay in 3 simple steps
• How to structure an essay: Templates and tips
• How to write a descriptive essay | Example & tips
• How to write a literary analysis essay | A step-by-step guide
• How to write a narrative essay | Example & tips
• How to write a rhetorical analysis | Key concepts & examples
• How to Write a Thesis Statement | 4 Steps & Examples
• How to write an argumentative essay | Examples & tips
• How to write an essay outline | Guidelines & examples
• How to write an expository essay
• How to write the body of an essay | Drafting & redrafting
• Kinds of argumentative academic essays and their purposes
• Organizational tips for academic essays
• The four main types of essay | Quick guide with examples
• Transition sentences | Tips & examples for clear writing

"I thought AI Proofreading was useless but.."

I've been using Scribbr for years now and I know it's a service that won't disappoint. It does a good job spotting mistakes”

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

165 So You’ve Got a Writing Assignment. Now What?

Corrine E. Hinton

It’s the first day of the semester and you’ve just stepped foot into your Intro to American Politics class. You grab a seat toward the back as the instructor enters, distributes the syllabus, and starts to discuss the course schedule. Just before class ends, she grabs a thin stack of papers from her desk and, distributing them, announces, “This is your first writing assignment for the term. It’s due two weeks from Thursday, so I suggest you begin early.” Your stomach clenches. For some people, a writing assignment causes a little nervous energy, but for you, it’s a deep, vomit-inducing fireball that shoots down your body and out your toes. As soon as the assignment sheet hits your hands, your eyes dart wildly about, frantically trying to decipher what you’re supposed to do. How many pages is this thing supposed to be? What am I supposed to write about? What’s Chicago style? When is it due? You know your instructor is talking about the assignment right now, but her voice fades into a murmur as you busy yourself with the assignment sheet. The sound of shuffling feet interrupts your thoughts; you look up and realize she’s dismissed the class. You shove the assignment into your bag, convinced you’re doomed before you’ve even started.

So you’ve got a writing assignment. Now what? First, don’t panic. Writing assignments make many of us nervous, but this anxiety is especially prevalent in first year students. When that first writing assignment comes along, fear, anxiety, avoidance, and even anger are typical responses. However, negative emotional reactions like these can cloud your ability to be rational, and interpreting a writing assignment is a rational activity and a skill. You can learn and cultivate this skill with practice. Why is learning how to do it so important?

First, you can learn how to manage negative emotional responses to writing. Research indicates emotional responses can affect academic performance “over and above the influence of cognitive ability or motivation” (Pekrun 129). So, even when you have the knowledge or desire to accomplish a particular goal, your fear, anxiety, or boredom can have greater control over how you perform. Anything you can do to minimize these reactions (and potentially boost performance) benefits your personal and intellectual wellness .

Learning to interpret writing assignment expectations also helps encourage productive dialogue between you and your fellow classmates and between you and your instructor. You’ll be able to discuss the assignment critically with your peers, ask them specific questions about information you don’t know, or compare approaches to essays. You’ll also be able to answer your classmates’ questions confidently. Many students are too afraid or intimidated to ask their instructors for help, but when you understand an instructor’s expectations for an assignment, you also understand the skills being assessed. With this method, when you do not understand a requirement or expectation, you’ll have more confidence to approach your instructor directly, using him as valuable resource that can encourage you, clarify confusion, or strengthen your understanding of course concepts.

What follows is a series of practical guidelines useful for interpreting most college writing assignments. In my experience, many students already know and employ many of these strategies regularly; however, few students know or use all of them every time. Along the way, I’ll apply some of these guidelines to actual assignments used in university classrooms. You’ll also be able to get into the heads of other students as they formulate their own approaches to some of these assignments.1

Guidelines for Interpreting Writing Assignments

• Don’t Panic and Don’t Procrastinate

Writing assignments should not incite panic, but it happens. We’ve already discussed how panicking and other negative reactions work against you by clouding your ability to analyze a situation rationally. So when your instructor gives you that writing assignment, don’t try to read the whole assignment sheet at breakneck speed. Instead, take a deep breath and focus. If your instructor talks about the assignment, stop what you’re doing and listen. Often, teachers will read through the assignment aloud and may even elaborate on some of the requirements. Write down any extra information or advice your instructor provides about the requirements, his or her expectations, changes, possible approaches, or topic ideas. This information will be useful to you as you begin thinking about the topic and formulating your approach. Also, pay attention to your classmates’ questions. You might not need those answers now, but you may find them helpful later.

If you’re an undergraduate student taking more than one class, it’s not uncommon to have several writing assignments due within days of each other. Hence, you should avoid procrastinating. People procrastinate for different reasons. Maybe you wait because you’ve always been able to put together a decent paper the night before it’s due. Perhaps you wait because avoiding the assignment until the last minute is your response to academic stress. Waiting until the last minute to complete a writing assignment in college is a gamble. You put yourself at risk for the unexpected: your printer runs out of ink, your laptop crashes and you didn’t backup your work, the Internet in the library is down, the books you need are checked out, you can’t locate any recent research on your topic, you have a last-minute emergency, or you have a question about the assignment you can’t find the answer to. The common result of situations like these is that if the student is able to complete the assignment, it is often a poor representatatoin of her actual knowledge or abilities. Start your assignment as soon as possible and leave yourself plenty of time to plan for the unexpected.

• Read the Assignment. Read It Again. Refer to It Often

The ability to read critically is a useful skill. When you read a textbook chapter for your history course, for example, you might skim it for major ideas first, re-read and then highlight or underline important items, make notes in the margins, look up unfamiliar terms, or compile a list of questions. These same strategies can be applied when reading writing assignments.

The assignment sheet is full of material to be deciphered, so attack it the same way you would attack your history book. When Bailey2, an undergraduate at a university in Los Angeles, was asked to respond to a biology writing assignment, here’s what she had to say about where she would start:

When getting a writing assignment, you should read it more than once just to get a knowledge of what they’re [the instructors] really asking for and underline important information, which is what I’m doing now. Before starting the assignment, always write some notes down to help you get started.

Here are some other strategies to help you become an active, critical reader of writing assignments:

• Start by skimming, noting anything in particular that jumps out at you.
• As soon as you have the time and the ability to focus, re-read the assignment carefully. Underline or highlight important features of the assignment or criteria you think you might forget about after you’ve started writing.
• Don’t be afraid to write on the assignment sheet. Use the available white space to list questions, define key terms or concepts, or jot down any initial ideas you have. Don’t let the margins confine your writing (or your thoughts). If you’re running out of space, grab a fresh sheet of paper and keep writing. The sooner you starting thinking and writing about the assignment, the easier it may be to complete.

As you begin drafting, you should occasionally refer back to the official assignment sheet. Maintaining constant contact with your teacher’s instructions will help keep you on the right track, may remind you of criteria you’ve forgotten, and it might even spark new ideas if you’re stuck.

• Know Your Purpose and Your Audience

Instructors give writing assignments so students can demonstrate their knowledge and/or their ability to apply knowledge. On the surface, it may seem like the instructor is simply asking you to answer some questions to demonstrate that you understand the material or to compare and contrast concepts, theorists, or approaches. However, assessing knowledge is usually just one reason for the assignment. More often than not, your instructor is also evaluating your ability to demonstrate other critical skills. For example, she might be trying to determine if you can apply a concept to a particular situation, if you know how to summarize complex material, or if you can think critically about an idea and then creatively apply that thinking to new situations. Maybe she’s looking at how you manage large quantities of research or how you position expert opinions against one another. Or perhaps she wants to know if you can form and support a sound, credible argument rather than describing your opinion about a certain issue.

Instructors have different ways of conveying what they expect from their students in a writing assignment. Some detail explicitly what they intend to evaluate and may even provide a score sheet. Others may provide general (even vague) instructions and leave the rest up to you. So, what can you do to ensure you’re on the right track? Keep reading through these guidelines, and you’ll learn some ways to read between the lines. Once you identify all the intentions at work (that is, what your instructor is trying to measure), you’ll be able to consider and address them.

Audience is a critical component to any writing assignment, and realistically, one or several different audiences may be involved when you’re writing a paper in college. The person evaluating your essay is typically the audience most college students consider first. However, your instructor may identify a separate audience to whom you should tailor your response. Do not ignore this audience! If your business instructor tells you to write a research proposal that will be delivered to members of the local chamber of commerce, then adapt your response to them. If you’re in an engineering course, and your instructor asks you to write a product design report about a piece of medical equipment geared toward medical practitioners (and not engineers), you should think differently about your terminology, use of background information, and what motivates this particular audience when they read your report. Analyzing the background (personal, educational, professional), existing knowledge, needs, and concerns of your audience will help you make more informed decisions about word choice, structure, tone, or other components of your paper.

• Locate and Understand the Directive Verbs

One thing you should do when interpreting a writing assignment is to locate the directive verbs and know what the instructor means by them. Directive verbs tell you what you should do in order to formulate a written response. The following table lists common directive verbs used in writing assignments:

Table 1. Frequently used directive verbs.

You might notice that many of the directive verbs have similar general meanings. For example, although explore and investigate are not necessarily synonyms for one another, when used in writing assignments, they may be asking for a similar structural response. Understanding what those verbs mean to you and to your instructor may be the most difficult part of understanding a writing assignment. Take a look at this sample writing assignment from a philosophy course:

Philosophy Writing Assignment * “History is what the historian says it is.”  Discuss. All papers are to be typed, spell-checked and grammar-checked. Responses should be 2000 words. They should be well written, with a logical flow of thought, and double-spaced with 1” margins on all sides. Papers should be typed in 12-pitch font, using Courier or Times Roman typeface. Indent the first line of each new paragraph five spaces. Also include a title page so that the instructor can identify the student, assignment and course number. Proper standard English is required. Do not use slang or a conversational style of writing. Always avoid contractions (e.g. “can’t” for “cannot”) in formal essays. Always write in complete sentences and paragraphs! Staple all papers in the upper left-hand corner and do not put them in a folder, binder or plastic cover. All written work, citations and bibliographies should conform to the rules of composition laid down in The Chicago Manual of Style (15th edition), or Charles Lipson’s Doing Honest Work in College (chapter 5). A paper that lacks correct citations and/or a bibliography will receive an automatic 10% reduction in grade. * Sample undergraduate philosophy writing assignment, courtesy of Dr. Kenneth Locke, Religious Studies Department, University of the West.

You may interpret the word discuss in one way, while your instructor may have a different understanding. The key is to make certain that these two interpretations are as similar as possible. You can develop a mutual understanding of the assignment’s directive verbs and calculate an effective response using the following steps:

• Look up the verb in a dictionary and write down all of the definitions.
• List all possible synonyms or related terms and look those up as well; then, see if any of these terms suggest a clearer interpretation of what the assignment is asking you to do.
• Write down several methods you could use to approach the assignment. (Check out guideline eight in this essay for some common approaches.)
• Consult with your instructor, but do not be discouraged if he/ she is unwilling to clarify or provide additional information; your interpretation of the directions and subsequent approach to fulfilling the assignment criteria may be one of its purposes.
• Consult a trusted peer or writing center tutor for assistance.
• Figure out what you know.

When deciphering an assignment’s purpose is particularly challenging, make a list. Think about what you know, what you think you know, and what you do not know about what the assignment is asking you to do. Putting this list into a table makes the information easier to handle. For example, if you were given an assignment that asked you to analyze presentations in your business ethics class, like the assignment in Figure 2, your table might look like Table 2 below:

Business Writing Assignment Presentation Analysis During three weeks of class, you’ll observe several small group presentations on business ethics given by your fellow classmates. Choose two of the presentations and write a short paper analyzing them. For each presentation, be sure to do the following: In one paragraph, concisely summarize the group’s main conclusions Analyze the presentation by answering any two of the following three: With which of the group’s conclusions do you agree? Why? With which of the conclusions do you disagree? Why? (include specific examples of both) What particular issue of ethics did the group not address or only address slightly? Analyze this aspect from your perspective. In what way could you apply one or more of the group’s conclusions to a particular situation? (The situation could be hypothetical, one from your personal or professional experience, or a real-world example). The paper should be no more than 3 pages in length with 12-pt font, 1 ½ line spacing. It is due one week after the conclusion of presentations. Your grade will depend upon the critical thought and analytical skills displayed in the paper; 2. your use of ethical principles from chapter 7 of our textbook; the professionalism, correctness, and logic of your writing. Table 2. Sample knowledge table for undergraduate business writing assignment.

After reviewing the table, you can see that this student has a lot of thoughts about this assignment. He understands some of the general features. However, there are some critical elements that need clarification before he submits the assignment. For instance, he’s unsure about the best structure for the paper and the way it should sound. Dividing your understanding of an assignment into a table or list can help you identify the confusing parts. Then, you can formulate specific questions that your instructor or a writing center consultant can help you answer.

• Ask Yourself: Do I Need an Argument?

Perhaps one of the most important things to know is whether or not your instructor is asking you to formulate and support an argument. Sometimes this is easy to determine. For example, an assignment many instructors include in their courses is a persuasive paper where you’re typically asked to choose an issue, take a position, and then support it using evidence. For many students, a persuasive paper is a well known assignment, but when less familiar assignment genres come up, some students may be confused about argument expectations. This confusion may arise because the instructor uses a directive verb that is easily misinterpreted. What about the verb explain? Does it make you think of words like summarize, review, or describe (which would suggest more facts and less opinion)? Or, do you associate it with words like debate, investigate, or defend (which imply the need for a well-supported argument)? You can also look for other clues in the assignment indicating a need for evidence. If your instructor mentions scholarly citations, you’ll probably need it. If you need evidence, you’ll probably need an argument. Still confused? Talk to your instructor.

• Consider the Evidence

If your assignment mentions a minimum number of required sources, references a particular citation style, or suggests scholarly journals to review during your research, then these are telltale signs that you’ll need to find and use evidence. What qualifies as evidence? Let’s review some of the major types:

• Personal experience
• Narrative examples (historical or hypothetical)
• Statistics (or numerical forms of data) and facts
• Graphs, charts, or other visual representatives of data
• Expert opinion
• Research results (experimental or descriptive)

Each of these offers benefits and drawbacks when used to support an argument. Consider this writing assignment from a 200-level biology class on genetics:

Biology Writing Assignment Genes & Gene Research Purpose: This writing assignment will ask you to familiarize yourself with genes, the techniques gene researchers use when working with genes, and the current research programs investigating genes. The report is worth 10% of your final grade in the course. In a research report of at least 1500 words, you should address the following: Generally, what is a gene and what does it do? Create a universally applicable definition for a gene. Choose a specific gene and apply your definition to it (i.e., what does this particular gene do and how does it work?) Recreate the history of the gene you’ve chosen including the gene’s discovery (and discoverer), the motivation behind the research into this gene, outcomes of the research, and any medical, social, historical, or biological implications to its discovery. Explore the current research available on your gene. Who is conducting the research, what are the goals (big/small; longterm/short-term) of the research, and how is the research being funded? Research should be properly documented using CSE (Council of Science Editors) style. The report should be typewritten, double spaced, in a font of reasonable size.

This instructor asks students to demonstrate several skills, including definition, summary, research, and application. Nearly all of these components should include some evidence, specifically scientific research studies on the particular gene the student has chosen. After reading it, here’s what Bailey said about how she would start the assignment: “This assignment basically has to do with who you are, so it should be something simple to answer, not too difficult since you should know yourself.” Ernest, another student, explains how he would approach the same assignment: “So, first of all, to do this assignment, I would go on the computer, like on the Internet, and I would  . . . do research about genes first. And  . . . everything about them, and then I would  . . . start with the first question, second question, third and fourth, and that’s it.” For Bailey, using her own life as an example to illustrate genetic inheritance would be the best way to start responding to the assignment. Ernest, on the other hand, thinks a bit differently; he knows he needs “research about genes” to get started, and, like many students, figures the internet will tell him everything he needs to know. So, how do you know what evidence works best? Know the field you’re writing in: what type(s) of evidence it values, why it’s valuable, and what sources provide that evidence. Some other important questions you should ask yourself include

• Where, in the paper, is the most effective place for this evidence?
• What type of evidence would support my argument effectively?
• What kind of evidence would most convince my audience?
• What’s the best way to integrate this evidence into my ideas?
• What reference/citation style does this discipline use?

If your writing assignment calls for evidence, it is important that you answer these questions. Failure to do so could cost you major points—in your assignment and with your instructor.

• Calculate the Best Approach

When you decide how to approach your paper, you’re also outlining its basic structure. Structure is the way you construct your ideas and move from one idea to the next. Typical structural approaches include question/answer, comparison/contrast, problem/solution, methodology, cause/effect, narration/reflection, description/illustration, classification/division, thesis/support, analysis/synthesis, and theory/ application. These patterns can be used individually or in combination with each other to illustrate more complex relationships among ideas. Learning what structures are useful in particular writing situations starts with reviewing the assignment. Sometimes, the instructor clearly details how you should structure your essay. On the other hand, the assignment may suggest a particular structural pattern but may not actually reflect what the instructor expects to see. For example, if the prompt asks four questions, does that mean you’re supposed to write a paragraph for each answer and then slap on an introduction and a conclusion? Not necessarily. Consider what structure would deliver your message accurately and effectively.

Knowing what structures are acceptable within the discipline is also important. Many students are uncomfortable with rigidity; they wonder why their chemistry lab reports must be presented “just so.” Think about the last time you looked at a restaurant menu. If you’re looking for appetizers, those items are usually listed at the front of the menu whereas desserts are closer to the back. If a restaurant menu listed the desserts up front, you might find the design unfamiliar and the menu difficult to navigate. The same can be said for formalized writing structures including lab reports or literature reviews, for example. Examining scholarly publications (journal articles or books) within that field will help you identify commonly used structural patterns and understand why those structures are acceptable within the discipline.

• Understand and Adhere to Formatting and Style Guidelines

Writing assignments usually provide guidelines regarding format and/ or style. Requirements like word count or page length, font type or size, margins, line spacing, and citation styles fall into this category. Most instructors have clear expectations for how an assignment should look based on official academic styles, such as the Modern Language Association (MLA), the American Psychological Association (APA), the Chicago Manual of Style (CMS), or the Council of Science Editors (CSE). If your instructor specifically references a style then locate a copy of the manual, so you’ll know how to cite source material and how to develop your document’s format (font, spacing, margin size, etc.) and style (use of headings, abbreviations, capitalization).

Occasionally, an instructor may modify a standard style to meet her personal preferences. Follow any additional formatting or style guidelines your instructor provides. If you don’t, you could lose points unnecessarily. They may also refer you to scholarly journals to use as models. Don’t ignore these! Not only will you be able to review professional examples of the kinds of work you’re doing (like lab reports, lit reviews, research reports, executive summaries, etc.), you’ll also learn more about what style of writing a discipline values.

• Identify Your Available Resources and Ask Questions

Even after following these steps, you may still have questions. When that happens, you should know who your resources are and what they do (and don’t do). After Nicole read the business ethics assignment (provided earlier in this chapter), she said, “I would send a draft to [the instructor] and ask him if he could see if I’m on the right track.” Nicole’s instincts are right on target; your primary resource is your instructor. Professors may appear intimidating, but they are there to help. They can answer questions and may even offer research recommendations. If you ask ahead of time, many are also willing to review a draft of your project and provide feedback. However, don’t expect your teacher to proofread your paper or give you the “right” answer. Writing assignments are one method by which instructors examine your decision making, problem solving, or critical thinking skills.

The library is another key resource. Reference librarians can help you develop an effective research process by teaching you how to use the catalog for books or general references, how to search the databases, and how to use library equipment (copy machines, microfiche, scanners, etc.). They will not choose your topic or conduct your research for you. Spending some time learning from a reference librarian is worthwhile; it will make you a more efficient and more effective student researcher, saving you time and frustration.

Many institutions have student support centers for writing and are especially useful for first year students. The staff is an excellent source of knowledge about academic expectations in college, about research and style, and about writing assignment interpretation. If you’re having trouble understanding your assignment, go to the writing center for help. If you’re working on a draft and you want to review it with someone, they can take a look. Your writing center tutor will not write your paper for you, nor will he serve as an editor to correct grammar mistakes. When you visit your university’s writing center, you’ll be able to discuss your project with an experienced tutor who can offer practical advice in a comfortable learning environment.

The above are excellent resources for student assistance. Your instructor, the librarians, and the writing center staff will not do the work for you. Instead, they’ll teach you how to help yourself. The guidelines I’ve outlined here are meant to do exactly the same. So the next time you’ve got a writing assignment, what will you do? Discussion

• Think about a previous writing assignment that was a challenge for you. What strategies did you use at the time? After reading the chapter, what other strategies do you think might have been useful?
• Choose two verbs from the list of frequently used directive verbs (Table 1). Look up these verbs (and possible synonyms) in the dictionary and write down their definitions. If you saw these verbs in a writing assignment, what potential questions might you ask your professor in order to clarify what he/she means?
• Choose two of the sample assignments from the chapter and create a chart similar to Table 2 for each assignment. What differences do you notice? If these were your assignments, what evidence do you think would best support your argument and why (review guideline seven for help)?
• What advice would you give to first year college students about writing, writing assignments, or instructor expectations? Structure this advice in the form of a guideline similar to those included in the chapter.
• My thanks to Dr. Kenneth Locke from University of the West for contributing a sample assignment to this project and to the students who participated in this exercise; their interest, time, and enthusiasm helps bring a sense of realism to this essay, and I am indebted to them for their assistance.
• The names of student participants in this document have been changed to retain confidentiality.

Works Cited

Bailey. Biology Writing Assignment. Rec. 20 July 2009. Digital Voice Recorder. University of the West, Rosemead, California.

Ernest. Biology Writing Assignment. Rec. 20 July 2009. Digital Voice Recorder. University of the West, Rosemead, California.

Nicole. Business Writing Assignment. Rec. 20 July 2009. Digital Voice Recorder. University of the West. Rosemead, California.

Pekrun, Reinhard, Andrew J. Elliot, and Markus A. Maier. “Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance.” Journal of Educational Psychology 101.1 (February 2009): 115–135.

About the Author

Corrine E. Hinton is currently the Student Success Center Coordinator at University of the West (Rosemead, CA). She is completing her PhD at Saint Louis University in English with an emphasis in Rhetoric & Composition. Her research interests include Renaissance rhetoric, first year composition, writing centers, student-veterans, and the first year student experience. For her dissertation, Corrine is investigating the effects of military service and education on the experiences of student-veterans in the first year composition classroom.

This work is licensed under the Creative Commons AttributionNoncommercial-Share Alike 3.0 United States License and is subject to the Writing Spaces Terms of Use. To view a copy of this license, visit http:// creativecommons.org/licenses/by-nc-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. To view the Writing Spaces Terms of Use, visit http://writingspaces. org/terms-of-use

Write What Matters Copyright © 2020 by Liza Long; Amy Minervini; and Joel Gladd is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

SAGE Students' Blog

University of sussex sage scholarship, 5 simple steps to completing your essay assignment.

Completing assignments tend to follow the same sequence of events every time round, where you have loads of time, have loads of time then, gasp! The deadline is in a week and you’re aiming for a first (because why would you aim any lower)!

Now in my opinion the best and only way to succeed at an essay is to plan plan plan! Whether it’s a brainstorm, a grid, or even just a blank piece of paper with words written all over. It’s essential that the ideas that are in your head get written down somewhere, just so you’re able to gather your thoughts before you begin writing. Now I like to plan to read, plan to plan and plan to write, (hmm maybe that’s somewhat excessive planning), but here’s how I went about writing my first essay.

Step 1: Finding Readings and Resources

Having spent several weeks studying this topic I wasn’t blindly thrown into the subject of this essay, so the first thing I had to do was formulate an argument from the essential readings I had completed, and the lectures I had attended to form the basis of my essay. That is sometimes the hardest part of writing an essay, deciding where your opinions lie and what you want to argue. However it doesn’t stop there, the next step is to find resources such as books, journals and scholarly articles which support your argument. Which can sometimes be a pain, but you’d already know how to get around those issues if you’ve read my post Essay Quest. If you haven’t I’ll share the link at the end of this post just for you 😉. Once I had my sources I had to actually read them which swiftly brings me onto to step 2.

Step 2: Planning Your Reading

Now this step isn’t going to try to teach you to read again I’m sure you can already do that (or you wouldn’t have gotten this far in the post) this is how I make getting through tabs and tabs of resources and retaining information quick and easy. First thing to do is grab that blank piece of paper or grid or brainstorm, and divide it up according to your points. Now if your not prepared to read the whole article (this’ll only work for online resources) press that nifty old CTRL+F and search for key words within your article, read around those key words and jot down anything that has significance to any of your points. As you do this for each reading you will quickly build up your sources and expand your points. *Tip keep a note of the source you used in your notes, it helps with referencing later* Now at this point I always end up with several pages of notes and my brain has temporarily turned to mush so Step 2.1: Take a break. Breaks are allowed! When step 2.1 is complete move to step 3

Step 3: Plan Your Plan

Now this part is really easy and is sometimes my favourite part (after the break), it’s simply picking those parts from your notes that are small nuggets of gold and ordering them so they make some kind of sense to you, do this on another piece of paper (it’s neater, sorry trees 🌲). This is also your chance to refine your notes, so anything you may have noted but is no longer relevant, leave it out. With the refined goldmine you can call your plan, you can expect your essay to flow like a beautifully meandering river (yes I am a Geog student). With a tep 3 being so easy, I hear you begging for Step 4 so here it is.

Step 4: Plan Your Writing

Now this step you could say is unnecessary, but I would say is essential for your sanity. It’s very simple since you already have your plan and aids you to balance your essay. Take your word count and minus 20%, that’ll be for your intro and conclusion. What’s left of that, divide by how many points you have, and at this point you have small goals to meet in order to reach your final word count (trust me it really does help). With steps 1-4 complete, step 5 comes really easy you’ve done everything thing you can to prepare so last but not least…

Step 5: Write and Reference Like I’ve said, at this point you’ve done everything you can to prepare for this essay, so now you must do the dreaded bit WRITE. However if you’ve followed each step it  should be a breeze. Some people like to skip the introduction to their essays and leave it to last, but personally I like to start at the beginning just to get the ball rolling because I can always come back to it, if you’re ever stuck just write anything to get started, but MAKE SURE you come back to it as it is still important. As you go about writing your essay make sure as you write you cite your work, if you can’t be bothered to cite properly as your writing, at least make a note in your writing. Leaving all the referencing to the end is probably the most stressful thing to do so I most certainly would not recommend.

Hopefully when your next writing assignment comes along you can ease through it by following these 5 simple steps.

Happy Writing!

(P.S. Here is the link to that previous post  http://blogs.sussex.ac.uk/sagestudents/2017/02/07/998/  )

Share this:

9 thoughts on “ 5 simple steps to completing your essay assignment ”.

Thanks, I found this realy helpful! I would usually leave my essay to the last minute and not get a very high score. So I tried out your “5 simple steps”, and what do you know I got full marks. Thanks again Andre.

This actually makes me so happy! Congratulations Adam I’m glad I could help 😁 (*Feeling like Jesus*)

Writing an essay doesn’t have to be this long, drawn-out process. When you want to complete the essay in no time you need to step things up a bit and forgot all of the extra reading. You can easily access special points in your textbook and we all know that the Internet is useful for most any topic. Being unorganized should be a crime! It can easily mess things up when you want to complete your assignment and move on to the next task in your life. Ensure that you compile all of your information in a neat, organized manner.

Thanks for reading the post.

In many subjects such as my own there is no 1 dedicated textbook to the work we have to do. In order to attain grades which are of the 1st or 2.1 standard it is essential to use a wide range of sources to demonstrate a thourough amount of reading. Unfortunately you can’t pick out sources from a textbook which doesn’t exist, but luckily I included how you can easily sift through a lot of information in a little time. You are correct in that being unorganised shouldn’t be a crime (btw it isn’t), but it makes life much easier if we approach our work in an organised manner. Feel free to have another read of this post if you would like to learn how to best organise your notes and extract key points from several resources! Or perhaps you could write a blog on how you like to study :), have a beautiful day.

All the best,

Hello Andre,

Thank you for your advice. I should write a blog 🙂

Have a nice day yourself.

Nice article

Hello andre, those were very helpful tips.

What a great post! I was looking for something that simple and well explained. Thanks a bunch!

Thanks for your efforts to make this article for us, i found your article really useful to make assignments i recommend it with my needy friends.

Comments are closed.

English EFL

4 key points for effective assignment writing.

Methodology

By Christina Desouza

Writing an effective assignment is more of an art than a science. It demands critical thinking, thorough research, organized planning, and polished execution. As a professional academic writer with over four years of experience, I've honed these skills and discovered proven strategies for creating standout assignments.

In this article, I will delve into the four key steps of assignment writing, offering detailed advice and actionable tips to help students master this craft.

1.    Start With Research

In-depth research is the cornerstone of any high-quality assignment. It allows you to gain a profound understanding of your topic and equip yourself with relevant data, compelling arguments, and unique insights.

Here's how to do it right:

●       Diversify Your Sources

Don't limit yourself to the first page of Google results. Make use of academic databases like JSTOR , Google Scholar , PubMed , or your school's online library. These resources house a plethora of scholarly articles, research papers, and academic books that can provide you with valuable information.

●       Verify Information

Remember, not all information is created equal. Cross-check facts and data from multiple reliable sources to ensure accuracy. Look for consensus among experts on contentious issues.

●       Stay Organized

Keep track of your resources as you go. Tools like Zotero or Mendeley can help you organize your references and generate citations in various formats. This will save you from scrambling to find sources when you're wrapping up your assignment.

1.    Prepare Assignment Structure

Creating a well-planned structure for your assignment is akin to drawing a roadmap. It helps you stay on track and ensures that your ideas flow logically. Here's what to consider:

●       Develop an Outline

The basic structure of an assignment includes an introduction, body, and conclusion. The introduction should present the topic and establish the purpose of your assignment. The body should delve into the topic in detail, backed by your research. The conclusion should summarize your findings or arguments without introducing new ideas.

●       Use Subheadings

Subheadings make your assignment easier to read and follow. They allow you to break down complex ideas into manageable sections. As a rule of thumb, each paragraph should cover one idea or argument.

●       Allocate Word Count

Assignments often come with word limits. Allocate word count for each section of your assignment based on its importance to avoid overwriting or underwriting any part.

1.    Start Assignment Writing

Writing your assignment is where your research and planning come to fruition. You now have a robust foundation to build upon, and it's time to craft a compelling narrative.

Here's how to accomplish this:

●       Write a Gripping Introduction

Your introduction is the gateway to your assignment. Make it captivating. Start with a hook—a surprising fact, an interesting quote, or a thought-provoking question—to grab your readers' attention. Provide an overview of what your assignment is about and the purpose it serves. A well-crafted introduction sets the tone for the rest of the assignment and motivates your readers to delve deeper into your work.

●       Develop a Comprehensive Body

The body of your assignment is where you delve into the details. Develop your arguments, present your data, and discuss your findings. Use clear and concise language. Avoid jargon unless necessary. Each paragraph should cover one idea or argument to maintain readability.

●       Craft a Convincing Conclusion

Your conclusion is your final chance to leave an impression on your reader. Summarize your key findings or arguments without introducing new ideas. Reinforce the purpose of your assignment and provide a clear answer to the question or problem you addressed in the introduction. A strong conclusion leaves your readers with a sense of closure and a full understanding of your topic.

●       Write Clearly

Use straightforward sentences and avoid jargon. Your goal is to communicate, not to confuse. Tools like Hemingway Editor can help ensure your writing is clear and concise.

●       Use Paraphrasingtool.ai

Paraphrasingtool.ai is an AI-powered tool that can enhance your assignment writing. It reformulates your sentences while preserving their meaning. It not only helps you avoid plagiarism but also enhances the readability of your work.

●       Cite Your Sources

Citations are a critical part of assignment writing. They acknowledge the work of others you've built upon and demonstrate the depth of your research. Always include in-text citations and a bibliography at the end. This not only maintains academic integrity but also gives your readers resources to delve deeper into the topic if they wish.

1.    Review and Proofread The Assignment

Reviewing and proofreading are the final but critical steps in assignment writing. They ensure your assignment is free from errors and that your ideas are coherently presented. Here's how to do it effectively:

●       Take a Break

After you finish writing, take a break before you start proofreading. Fresh eyes are more likely to spot mistakes and inconsistencies.

●       Read Aloud

Reading your work aloud can help you identify awkward phrasing, run-on sentences, and typos. You're more likely to catch errors when you hear them, as it requires a different type of processing than reading silently.

●       Use Proofreading Tools

Digital tools like Grammarly can be your second pair of eyes, helping you spot grammatical errors, typos, and even issues with sentence structure. However, don't rely solely on these tools—make sure to manually review your work as well.

Effective assignment writing is a skill that takes practice to master. It requires meticulous research, organized planning, clear writing, and careful proofreading. The steps and tips outlined in this article are by no means exhaustive, but they provide a solid framework to start from.

Remember, there is always room for improvement. Don't be disheartened by initial challenges. Each assignment is an opportunity to learn, grow, and sharpen your writing skills. So, be persistent, stay curious, and keep refining your craft. With time and practice, you will find yourself writing assignments that are not just excellent, but truly outstanding.

• U.S. Locations
• UMGC Europe
• Learn Online
• Find Answers
• 855-655-8682
• Current Students

UMGC Effective Writing Center Assignment Analysis & Sentence Outline

Explore more of umgc.

• Writing Resources

In the Effective Writing Center, we sometimes have to tell students, "Your paper is well written and interesting, but it doesn't fulfill the assignment. You've done good work, but it's not what your professor is looking for. Let's analyze this assignment closely . . . ."

Now, whose fault is this? Nobody's. Learning how to analyze academic assignments is a skill that requires practice and experience. They call it "education" for a reason--students come to college to learn things. One of the things you learn is how to use the thought patterns of academic disciplines you study before earning that coveted degree.

So in the EWC we recommend that whenever you receive a writing assignment from a professor your first step should be to analyze it--preferably with input from us at the  Effective Writing Center . In other words, let us help you break down the assignment and determine what the professor really wants so that you can be successful in the experience. In some situations like timed essay exams, you must perform this step quickly. But with formal writing assignments like this one, you have the opportunity to:

• break down the assignment into its required parts
• check your understanding of the assignment with your professor
• create an assignment map or outline before you start writing

This practice of planning out a task before starting it--and receiving feedback on that plan--is common practice in the professional workplace. Whether you share the plan with coworkers or a supervisor, your professor or an  EWC advisor , the purpose is the same: For everyone to be "on the same page."

The Basic Question 

Here is the basic question that you are trying to answer in this thread or whenever you analyze a writing assignment:

What must my paper contain in order to meet all of my professor's expectations?

Let's say that in another course you received this assignment:

Topic: "The Influence of Television Violence on Children."

What do you think is the overall effect of televised violence on children? Research this question to determine the amount of violence that the average child watches on American television, the concerns of parents and parent groups, what experts in psychology and medicine say about the effects, and what changes, if any, need to be made to safeguard our children.

You might want to limit your definition of a child to a certain age group. At the end of your paper, be sure to give your position on this issue and what actions you would take as a parent.

If you study it closely, you will see that the assignment above provides a clear indication of what your outline  must  contain:

• Title: Effects of Televised Violence on Children
• Introduction: Statistics on televised violence and age group for this paper
• Body section: Concerns of parents/parent groups
• Body section: Studies by experts
• Body section: Recommended changes
• Conclusion: My views as a parent
• Works Cited

See how a preliminary outline can ensure that you understand all assignment requirements before writing? For us at the EWC, it does not matter if your outline is formal or informal. All that matters is that you pre-plan what your paper should contain so that you provide everything the professor is expecting.

Your Assignment:

After reading your teacher's directions closely, write a starter outline and get feedback on it. When writing this outline, focus on the categories of information required in the paper and the examples provided.

The purpose of this outline is to demonstrate that you have an organized way to answer the assignment description with relevant, persuasive points. 

Assignment Analysis

When a teacher writes an assignment, the teacher has in mind a correct way for students to respond. View the Effective Writing Center's Video on Assignment Analysis.

Sentence Outline

Click through to view the Effective Writing Center's video on sentence outlines and how to use them.

Our helpful admissions advisors can help you choose an academic program to fit your career goals, estimate your transfer credits, and develop a plan for your education costs that fits your budget. If you’re a current UMGC student, please visit the Help Center .

Personal Information

Contact information, additional information.

By submitting this form, you acknowledge that you intend to sign this form electronically and that your electronic signature is the equivalent of a handwritten signature, with all the same legal and binding effect. You are giving your express written consent without obligation for UMGC to contact you regarding our educational programs and services using e-mail, phone, or text, including automated technology for calls and/or texts to the mobile number(s) provided. For more details, including how to opt out, read our privacy policy or contact an admissions advisor .

Please wait, your form is being submitted.

By using our website you agree to our use of cookies. Learn more about how we use cookies by reading our  Privacy Policy .

• Utility Menu

• Writing Center
• Writing Program
• Designing Essay Assignments

by Gordon Harvey

Students often do their best and hardest thinking, and feel the greatest sense of mastery and growth, in their writing. Courses and assignments should be planned with this in mind. Three principles are paramount:

1. Name what you want and imagine students doing it

However free students are to range and explore in a paper, the general kind of paper you’re inviting has common components, operations, and criteria of success, and you should make these explicit. Having satisfied yourself, as you should, that what you’re asking is doable, with dignity, by writers just learning the material, try to anticipate in your prompt or discussions of the assignment the following queries:

• What is the purpose of this? How am I going beyond what we have done, or applying it in a new area, or practicing a key academic skill or kind of work?
• To what audience should I imagine myself writing?
• What is the main task or tasks, in a nutshell? What does that key word (e.g., analyze, significance of, critique, explore, interesting, support) really mean in this context or this field?
• What will be most challenging in this and what qualities will most distinguish a good paper? Where should I put my energy? (Lists of possible questions for students to answer in a paper are often not sufficiently prioritized to be helpful.)
• What misconceptions might I have about what I’m to do? (How is this like or unlike other papers I may have written?) Are there too-easy approaches I might take or likely pitfalls? An ambitious goal or standard that I might think I’m expected to meet but am not?
• What form will evidence take in my paper (e.g., block quotations? paraphrase? graphs or charts?) How should I cite it? Should I use/cite material from lecture or section?
• Are there some broad options for structure, emphasis, or approach that I’ll likely be choosing among?
• How should I get started on this? What would be a helpful (or unhelpful) way to take notes, gather data, discover a question or idea? Should I do research? 

2. Take time in class to prepare students to succeed at the paper

Resist the impulse to think of class meetings as time for “content” and of writing as work done outside class. Your students won’t have mastered the art of paper writing (if such a mastery is possible) and won’t know the particular disciplinary expectations or moves relevant to the material at hand. Take time in class to show them: 

• discuss the assignment in class when you give it, so students can see that you take it seriously, so they can ask questions about it, so they can have it in mind during subsequent class discussions;
• introduce the analytic vocabulary of your assignment into class discussions, and take opportunities to note relevant moves made in discussion or good paper topics that arise;
• have students practice key tasks in class discussions, or in informal writing they do in before or after discussions;
• show examples of writing that illustrates components and criteria of the assignment and that inspires (class readings can sometimes serve as illustrations of a writing principle; so can short excerpts of writing—e.g., a sampling of introductions; and so can bad writing—e.g., a list of problematic thesis statements);
• the topics of originality and plagiarism (what the temptations might be, how to avoid risks) should at some point be addressed directly. 

3. Build in process

Ideas develop over time, in a process of posing and revising and getting feedback and revising some more. Assignments should allow for this process in the following ways:

• smaller assignments should prepare for larger ones later;
• students should do some thinking and writing before they write a draft and get a response to it (even if only a response to a proposal or thesis statement sent by email, or described in class);
• for larger papers, students should write and get response (using the skills vocabulary of the assignment) to a draft—at least an “oral draft” (condensed for delivery to the class);
• if possible, meet with students individually about their writing: nothing inspires them more than feeling that you care about their work and development;
• let students reflect on their own writing, in brief cover letters attached to drafts and revisions (these may also ask students to perform certain checks on what they have written, before submitting);
• have clear and firm policies about late work that nonetheless allow for exception if students talk to you in advance.

• Pedagogy Workshops
• Responding to Student Writing
• Commenting Efficiently
• Vocabulary for Discussing Student Writing
• Guides to Teaching Writing
• HarvardWrites Instructor Toolkit
• Additional Resources for Teaching Fellows

10 Professional Ways to Say “I Appreciate Your Help”

Has someone recently helped you, and you want to write an email to thank them?

If you’re worried about sounding insincere or unprofessional, you’ve come to the right place.

This article will show you how to say “I appreciate your help” in an email to ensure you meet the contextual requirements and use an appropriate tone.

Is It Professional to Say “I Appreciate Your Help”?

It is professional to say “I appreciate your help.” It’s a formal phrase that shows you’re really happy to hear from someone and receive help from them.

You can use this when emailing employees or clients . If they’ve reached out via email to help you with a problem, this is a great way to pay your respects.

It’s appreciative and sincere. Therefore, it goes a long way when letting someone know how much their help means to you.

Feel free to review this sample email if you still need help with it:

Dear Abbie, Thank you so much; I appreciate your help with this problem. I’ll let you know when I have more updates as well. Best wishes, Dean Jackson

• It’s appreciative and sincere.
• It’s professional, so it works well in all business emails.
• It’s a bit impersonal.
• It’s quite repetitive.

“I appreciate your help” is certainly a good call for formal emails. It’s an effective phrase, but that doesn’t mean you can’t mix things up to keep your writing interesting.

So, keep reading to learn how to say “I appreciate your help” professionally. We’ve gathered some great alternatives to show you what other options are available.

What to Say Instead of “I Appreciate Your Help”

• Thank you for your help
• I really appreciate your helping me
• Your assistance has been invaluable
• I’m grateful for the support you’ve provided
• Your help has made a significant impact
• I truly appreciate all your help
• You don’t know how much your assistance means to me
• I will return the favor when you need help
• Thanks so much for offering to help
• You’ve done a lot for me

1. Thank You for Your Help

Another way to say “I appreciate your help” is “thank you for your help.” It’s a great way to keep things formal and sincere when you’re thankful for the work someone has done for you.

Generally, this one comes with a more personal touch. So, it works quite well when you know the recipient well.

For instance, you can use it when emailing a client you rely on. It shows you’re truly grateful for whatever they’ve done for you.

You can refer to the following sample email to learn more about how it works:

Dear Ms. Clarkson, Thank you for your help . I knew I could count on you. Of course, I’ll be happy to return the favor if you need me for anything. Yours, Sam Ryder

2. I Really Appreciate Your Helping Me

Feel free to include “I really appreciate your helping me” in some cases as well.

This is a great way to replace “I appreciate your help” which shows you got a lot out of the help someone offered to you.

Try using it to sound formal and respectful .

It tends to work best when emailing your boss . If they’ve recently helped you to understand how to complete a project, this could be a great way to share your gratitude.

We also recommend reviewing the following email example:

Dear Miss North, I really appreciate your helping me . You’ve helped me to understand how things like this should be done. All the best, Sara Harding

3. Your Assistance Has Been Invaluable

Feel free to write “your assistance has been invaluable” instead of saying “I appreciate your help.”

It’s a great formal phrase that shows you genuinely appreciate the efforts someone went through for you.

Try using it when emailing a customer . If they came to you to help you with a problem that other customers were also having, this is a great way to pay your respects and thank them.

Here’s a great sample email to help you understand more about it:

Dear Mr. Autumn, Your assistance has been invaluable at this time. Please return to us soon, as we could do with your help again. Yours, Michael Angel

4. I’m Grateful for the Support You’ve Provided

We also recommend “I’m grateful for the support you’ve provided.”

This phrase is highly effective in professional emails. It shows you appreciate everything that someone has done for you.

Including a term like “support” also makes it sound more personal and genuine .So, it’s a great way to let someone know that their efforts have really helped you out.

If you’re still unsure, you can check out this example:

Dear Miss Bunch, I’m grateful for the support you’ve provided me with. Please don’t hesitate to reach out if you need anything more from me. All the best, Daniel Collins

5. Your Help Has Made a Significant Impact

You can also write “your help has made a significant impact” in most of your professional emails.

It’s a great way to let someone know that their help has truly been beneficial to you.

Generally, it’s a good choice when emailing a client . It shows how much you appreciate them and lets them know that you’re happy working alongside them.

Feel free to review this example if you still need help with it:

Dear Mr. Adrianson, Your help has made a significant impact here. I’m glad to have you on our team, and I hope we can continue working together. Best regards, Dean Greer

6. I Truly Appreciate All Your Help

For something genuine and formal , try “I truly appreciate all your help.”

Honestly, you can’t go wrong with it. It might seem like a simpler choice, but it’s a great way to let someone know how much they’ve done for you.

It’s also caring and sincere . This can go a long way in most formal emails. So, you might find it useful when emailing your boss .

Perhaps this example will also help you:

Dear Miss Billboard, I truly appreciate all your help at this time. I knew I could count on you to show me how this works. Kind regards, Mathew Storm

7. You Don’t Know How Much Your Assistance Means to Me

Feel free to include “you don’t know how much your assistance means to me” in your formal emails.

It’s a great alternative to “I appreciate your help” that shows just how happy you are to receive help from someone.

It keeps things respectful and polite , which will help the recipient to see just how much their help has impacted you.

If you’re still stuck, check out this email sample:

Dear Mr. Keane, You don’t know how much your assistance means to me . Without your help, we never would have got this done on time. Best wishes, Lara Chandler

8. I Will Return the Favor When You Need Help

Another great synonym to include instead of “I appreciate your help” is “I will return the favor when you need help.”

Rather than saying a simple “thank you,” this phrase shows that you want to return the help offered to you when the time comes.

It shows you’re willing to put yourself out there for someone who gave you assistance. It’s polite and caring , which works well when emailing a coworker .

Here’s a useful email example to help you understand more about it:

Dear Harry, I will return the favor when you need help . For now, I’m just appreciative that you came to my aid when I needed you. All the best, Hansen Marker

9. Thanks So Much for Offering to Help

We also recommend using “thanks so much for offering to help” when a coworker assists you with a task.

It shows that you genuinely appreciate all they did for you and were happy to receive their help.

It’s sincere and appreciative . So, your coworkers will be more than happy to receive something like this in an email.

The following example will also clear some things up:

Dear Jakob, Thanks so much for offering to help with this project. You’ve done the team a great service, and they all owe you. Yours, Maria Jenkins

10. You’ve Done a Lot for Me

You can also write “you’ve done a lot for me” after someone has offered you help.

It’s a more friendly and informal choice, but we thought it was worth including as the last synonym in this article.

Generally, this is a great way to show genuine appreciation for someone’s help .

You might benefit from using it when emailing an employee .

It lets them know that you appreciate them and all they’ve done, especially if you’re their boss and you usually don’t use such friendly language.

You may also review this sample email:

Dear Aimee, You’ve done a lot for me , and it hasn’t gone unnoticed. Feel free to let me know if I can do anything to help you in return. All the best, Scott Parker

• 9 Other Ways to Say “Have a Good Rest of Your Day”
• 9 Formal Ways to Say “It Would Be Greatly Appreciated”
• 10 Professional Alternatives to “It Was Nice Talking to You”
• 9 Formal Synonyms for “As You Know”

We are a team of dedicated English teachers.

Our mission is to help you create a professional impression toward colleagues, clients, and executives.

© EnglishRecap

You are using an outdated browser. Please upgrade your browser to improve your experience.

• How it works
• Homework answers

How to Finish Assignments When You Can’t

Crunch time is coming, deadlines need to be met, essays need to be submitted, and tests should be studied for. As a student who’s waiting for the end of crunch time, you’re looking for all the right ways to cut corners while being ultra efficient with your time and energy. But sometimes racing the clock you’ll come to a realization that this mountain of a task is insurmountable and it seems almost impossible to accomplish. But at this low point is exactly where you shouldn’t settle with an incomplete assignment or missing work. There are workarounds and “life hacks” that can help pull you out of this sticky situation.

Homework and education are very important, so finishing your assignments should be something that’s on every student’s mind. Here’s some ideas to get you started on your path to getting your assignments finished:

Ask for an Extension

Lots of students find themselves in this awful situation that seems impossible to do. Even if it is your fault for being a bad student or lazy, it’s worth a try to confront your professor or teacher and ask for an extension – as long as you actually complete it. Teachers and professors understand that the point of homework isn’t to give you something to do, rather train you and give you extra practice on materials you learn in class. Just know that it’s not their responsibility to give you an extension and they are not obligated to give you points for your late or missing assignments. But do them anyway – and have your teacher check your work so they know you’re good for the work even though it’s late. 

Ask for Help from Classmates

Your classmates are a good resource for you to help you finish your assignments, late or on time. They may even just give you answers – as long as you are polite about it and aren’t pressuring them to do so. They are helping you when they aren’t required to, and they’ll be more inclined if you are also reliable. The worst position to be in is to be the student who helps others but doesn’t receive help. Help could even be in the form of understanding the assignments and learning from them, kind of a tutoring situation. But again, it’s important that your classmates aren’t obligated to help you, so be grateful for any help you receive. 

Prevent This Happening in the Future

We don’t want you to constantly be stuck in this seemingly impossible situation – so we urge you to think about your assignments carefully – so it doesn’t happen again. This means several things:

• Keep Organized – understand when your assignments are due, and know how much time you have left so you can plan around it. It’s worth noting that this will also help you plan your lifestyle a bit better, so its a great thing to do
• Give Yourself Time – saving things for last minute is a surefire way to shoot yourself in the foot. Don’t do that. Instead, if they give you an assignment to do for the next lesson or the next day – set time aside after school to do it.
• Don’t Procrastinate – saying that you’ll do it later is the downfall of many missed assignments. You may forget about it or something may come up that will prevent you from doing your assignments on time. Get it done sooner rather than later

Use Your Resources

When we say “resources” we mean tutors, teacher’s assistants, and even the world wide web to help you complete your assignments when you’re unable to. Don’t make it a habit, but there are websites like Assignment Expert that are here to help you do exactly that: finish your homework. Note that schools and universities have their own rules for these types of resources, so use with caution. There are also websites that may have guides or flash cards that can help you in most of your subjects. If you do use them, they can be quite helpful to get you out of this situation. 

Prioritize Your Assignments

If you’ve got a ton of assignments to finish – and only a limited amount of time – its good to prioritize them in an order of importance – which classes do you need to complete them today – ones with very lenient teachers or professors – and ones that are low priority because you’re allowed to miss this one assignment. Having that done, your experience with finishing your assignments will go over much smoother and less stressful. 

Motivate Yourself

There’s a reason why you’re feeling stressed in this crunch time, you’re trying to accomplish something. Whether its to improve your grade or pass class, you still have motivation to do it. If you didn’t have any motivation, you wouldn’t be this stressed to read this article on the internet. But keep in mind your end goals so you’ll have the time and energy to spend on it. Complaining about not having enough time, isn’t going to give you more time.

Figure Out Your Problems

If you’ve procrastinated and put off your assignments, there must be a good reason, right? A good reason or not – you should reevaluate the things you’re doing in your life that put you in this position. If it can be helped, avoid these kinds of situations. Education is important and you should treat it as such. 

Once you get a handle on your situation, you can breathe a sigh of relief. Managing your time isn’t easy, so once its done you can relax a bit before your next deadline. 

Please help me to solve my chemistry problem

• More Networks

Module 8: Study Skills

What to do with essay assignments, learning outcomes.

• Identify how to approach common types of college writing assignments

Writing assignments can be as varied as the instructors who assign them. Some assignments are explicit about what exactly you’ll need to do, in what order, and how it will be graded. Some assignments are very open-ended, leaving you to determine the best path toward answering the project. Most fall somewhere in the middle, containing details about some aspects but leaving other assumptions unstated. It’s important to remember that your first resource for getting clarification about an assignment is your instructor—he or she will be very willing to talk out ideas with you to be sure you’re prepared at each step to do well with the writing.

Most writing in college will be a direct response to class materials—an assigned reading, a discussion in class, an experiment in a lab. Generally speaking, these writing tasks can be divided into three broad categories.

Summary Assignments

Being asked to summarize a source is a common task in many types of writing. It can also seem like a straightforward task: simply restate, in shorter form, what the source says. A lot of advanced skills are hidden in this seemingly simple assignment, however.

An effective summary does the following:

• reflects your accurate understanding of a source’s thesis or purpose
• differentiates between major and minor ideas in a source
• demonstrates your ability to identify key phrases to quote
• demonstrates your ability to effectively paraphrase most of the source’s ideas
• captures the tone, style, and distinguishing features of a source
• does not reflect your personal opinion about the source

That last point is often the most challenging: we are opinionated creatures by nature, and it can be very difficult to keep our opinions from creeping into a summary, which is meant to be completely neutral.

In college-level writing, assignments that are only summary are rare. That said, many types of writing tasks contain at least some element of summary, from a biology report that explains what happened during a chemical process, to an analysis essay requiring  you to explain several prominent positions on gun control as a component of comparing them against one another.

Defined-Topic Assignments

Many writing tasks will ask you to address a particular topic or a narrow set of topic options. Even with the topic identified, however, it can sometimes be difficult to determine what aspects of the writing will be most important when it comes to grading.

Defined-topic writing assignments are used primarily to identify your familiarity with the subject matter. You must shape and focus that discussion or analysis so that it supports a claim that you discovered and formulated. Although the topic may be defined, you can’t just grind out four or five pages of discussion, explanation, or analysis. It may seem strange, but even when you’re asked to “show how” or “illustrate,” you’re still being asked to make an argument.

Often, the handout or other written text explaining the assignment—what professors call the writing prompt —will explain the purpose of the assignment, the required parameters (length, number and type of sources, referencing style, etc.), and the criteria for evaluation. Sometimes, though—especially when you are new to a field—you will encounter the baffling situation in which you comprehend every single sentence in the prompt but still have absolutely no idea how to approach the assignment. No one is doing anything wrong in a situation like that. It just means that further discussion of the assignment is required. Below are some tips:

• Focus on the verbs . Look for verbs like compare , explain , justify , reflect, or the all-purpose analyze . You’re not just producing a paper as an artifact; you’re conveying, in written communication, some intellectual work you have done. So the question is, what kind of thinking are you supposed to do to deepen your learning?
• Put the assignment in context . Many professors think in terms of assignment sequences. For example, a social science professor may ask you to write about a controversial issue three times: first, they will ask you to argue for one side of the debate and then they will ask you to argue for another. Finally, you’ll be asked for a more comprehensive and nuanced perspective by incorporating text produced in the first two assignments. A sequence like that is designed to help you think through a complex issue. If the assignment isn’t part of a sequence, think about where it falls in the span of the course (early, midterm, or toward the end), and how it relates to readings and other assignments. For example, if you see that a paper comes at the end of a three-week unit on the role of the Internet in organizational behavior, then your professor likely wants you to synthesize that material in your own way.
• Try a free-write . A free-write is when you just write, without stopping, for a set period of time. The “free” part is what you write—it can be whatever comes to mind. Professional writers use free-writing to get started on a challenging writing task or to overcome writer’s block or a powerful urge to procrastinate. The idea is that if you just make yourself write, you can’t help but produce some kind of useful nugget. Thus, even if the first eight sentences of your free-write are all variations on “I don’t understand this” or “I’d really rather be doing something else,” eventually you’ll write something like “I guess the main point of this is . . . ,” and you’re off and running.
• Ask for clarification . Even the most carefully crafted assignments may need some verbal clarification, especially if you’re new to a course or field. Try to convey to your instructor that you want to learn and you’re ready to work, and not just looking for advice on how to get an A.

Undefined-Topic Assignments

Another writing assignment you’ll potentially encounter is one in which the topic may be only broadly identified (“water conservation” in an ecology course, for instance, or “the Dust Bowl” in a U.S. history course), or even completely open (“compose an argumentative research essay on a subject of your choice”).

Where defined-topic essays demonstrate your knowledge of the content , undefined-topic assignments are used to demonstrate your skills— your ability to perform academic research, to synthesize ideas, and to apply the various stages of the writing process.

The first hurdle with this type of task is to find a focus that interests you. Don’t just pick something you feel will be easy to write about—that almost always turns out to be a false assumption. Instead, you’ll get the most value out of, and find it easier to work on, a topic that intrigues you personally in some way.

The same getting-started ideas described for defined-topic assignments will help with these kinds of projects, too. You can also try talking with your instructor or a writing tutor at your college’s writing center to help brainstorm ideas and make sure you’re on track. You want to feel confident that you’ve got a clear idea of what it means to be successful in the writing and that you’re not wasting time working in a direction that won’t be fruitful.

assignment prompt: instructional material provided by the teacher explaining the purpose of the assignment, required parameters, and criteria for evaluation

summary: a writing task that asks the student to restate in shorter form what the source says

undefined-topic assignment: a writing task based on a broadly identified topic that the student is expected to pull into focus

• College Success. Provided by : Lumen Learning. License : CC BY: Attribution
• Writing in College: From Competence to Excellence. Authored by : Amy Guptill. Provided by : SUNY Open Textbooks. Located at : http://textbooks.opensuny.org/writing-in-college-from-competence-to-excellence/ . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike

Flow through your inbox

Flowrite turns your instructions into ready-to-send emails and messages across your browser.

For companies

Dec 15, 2022

How to ask for help in email with 4 samples and a template

Here we give you 5 tips and provide 4 example emails to help you write better help request emails.

Lawrie Jones

Table of contents

Asking for help in an email can feel pretty heavy – but trust us, it’s not that hard.

When writing an email asking for help, you must clearly explain what you want, why, and when.

This article describes when to ask for help in an email, the essential parts of every help request email, and provides 4 email samples and a template.

Follow our advice, and you’ll get all the help you need!

Should you ask for help in an email?

You may need help moving a shelf, writing a CV, choosing a car, or anything else. There are no rules about what you can ask for help and how.

Some people suggest you always do it in person, but this isn’t possible in many cases. You may not be in the same company or country, or you may be separated by time zones or even speak different languages.

Emails are quick to write, easy to send, and free – but there are additional benefits, including:

• You can provide precise details (date, time, and specifics relating to your request)
• It’s easier for the person to say no if they want or need to
• You can send the same request to several people (be careful to check the names!)
• It can save the embarrassment that some people feel asking for help in person

The benefits are obvious, so let’s show you how to write effective emails asking for help.

How to write an email asking for help

Writing emails requesting help is expected; it’s the basis for a learning module from the British Council . They’ve done this because we’ll all need to ask for a helping hand at some point in our personal and professional lives.

While we salute the British Council for their promotion of how to write messages asking for help, we’re not too impressed with their email help template (sorry, British Council). Their emails are fairly long and beat around the bush when a simple, straightforward, and basic email is much more effective. 

Don’t worry; we illustrate our approach in the 4 email help samples below. But before we get to that, here are 5 basic principles for writing the best help emails:

• Be clear and concise – Time is tight, and life is short, so don’t waste it by writing long emails. Instead, the best help emails are clear, concise, and short.
• Make the request upfront – Isn’t it annoying having to read through paragraphs of text to find out what you want to know? Don’t be this person. Be upfront about what you want in your help request messages. Most people will appreciate this!
• Don’t assume favors – You’re asking for help, but there should never be an expectation it will be given. This means you must consider your tone at all times. Also, if your request is big, you should give people an easy get-out. Never assume someone can help you.
• Provide all details – Use lists, bullet points, and bold text to specify exactly what you want. Make it as simple and easy as possible for people to do what you want them to do.
• Don’t forget to say thank you (if they can help you or not!) – It sounds crazy, but in many cases, people can forget to say thanks. In our examples, we offer a compliment upfront and then say thanks several times to ensure the message gets through.

Asking for help email format

The email format used to ask for help should be familiar if you’ve ever written an email before.

To make it as simple as possible, we’ve split it into three sections: the subject line, the body copy, and the ending. Let’s take a look at each section in greater detail:

1. Email subject asking for help

So, what makes a good email subject line asking for help? Using the word help in the subject line is a good start! Like anything in life and business, it’s best to be as clear and upfront as possible, like this:

• Can you help me?
• I need your help
• Are you available to help me?

There’s no way that the meaning of this message will get lost. However, it can appear a little desperate so you can add some extra information, like this:

• Could you help me at my latest event?
• Would you be prepared to read my CV?
• Are you available on (date) to help?

These subject lines are suitable for friends and family and formal requests for colleagues and coworkers. Of course, if you’re emailing a friend or family member, you can be much less formal and funny.

2. Help request email body

So, we’re getting into the details of any help message. We’re fans of being upfront, so just ask for what you want.

• I’m getting in touch to ask for your help.

Is this effective? Absolutely. If you’ve not met the person before, haven’t spoken in a while, or want to add some extra sweetness to the message, here’s how:

• We haven’t chatted in a while. How are things? I know you’re really busy, but I wanted to ask if you could help me with (insert details). I wouldn’t usually ask, but you’re 100% the best person for the job!

Whichever route you take, you’ll need to add more details, including what you’re asking the person to do and why.

• I’m getting in touch to ask for your help. I’m arranging an event on (date) and looking for people to work with us on the stand. Is this something you can do?

Next, provide details about the request.

• If you can help, here’s what I need you to do.
• We love bullet points

It can be a good idea to provide people with an easy get-out. Sometimes they may be unable to help you for genuine reasons, or they may choose not to help you. Either way, it’s a good idea to offer an out.

• I appreciate this is a lot to ask, so there are no hard feelings if you can’t help me this time.

3. How to end an email asking for help 

Ending an email asking for help follows a familiar format. You’ll want to include your contact details and, in most cases, provide a deadline for a response. 

• Thanks for reading this far; I appreciate it. Can you help me? My contact details are below. I’m already putting the team together for the event and will need to if you want to join us by (date).

Finish with a polite ending (thank you, kind regards, cheers, etc.), your name and signature and you’re done.

Ask for help in email examples

By now, it should be clear that writing help emails isn’t too hard. Here we bring it to life with some samples.

These provide an excellent introduction to the basics, but as always, you must edit and adapt these.

As previously mentioned, in many cases, you’ll want to ask several people for help, so always check all names, dates, and contact details!'

1. How to ask for help politely in an email sample 

Asking for help politely in an email is as simple as this sample. We start with a positive greeting and get straight into the details.

This sample asking for help follows all our basic rules and advice above.

• (You knew there would be bullet points, right?)

2. How to offer help at work via email sample 

In this example, we offer help to someone who needs it. This could be helping at an event (as above), offering to read a job application, or dealing with domestic issues.

The structure is obviously slightly different, but the core of the messages – an intro, body copy, and end remains the same. See how it works in this email offer to help.

3. Happy to help email sample 

If someone has asked for help, how do you respond? Here’s one option, that says you’re happy to help!

A happy-to-help email could literally say just that, but we add more details about dates and levels of support. You’ll see what we mean in this happy-to-help sample. 

4. Ask a colleague for help email sample

It’s common to ask a colleague for help, but it’s not always easy. You may be making a sensitive request or dealing with someone stressed, so we’ve kept this as simple as possible.

You’ll also see that we’ve provided opportunities for the person to say no if they simply don’t have the time. 

Ask for help email template

The samples provide context for common email help requests, but what happens if your circumstances are different? You can use this help email template. We’ve produced a basic help email message that you can cut, paste, and adapt to your specific circumstances. Have fun with this ask for help email!

Email template asking for help with Flowite

Flowrite is an AI writing assistant that turns your instructions into ready-to-send emails and messages, like this:

Our Chrome extension covers the email format, capitalization, grammar, spelling, punctuation.

In other words, you can focus on the message, and Flowrite will take care of the delivery. We dare to claim that it's the easiest way to request something in an email.

Our email template collection features dozens of templates to help you. To grasp how easy is is to write an email asking for something by using Flowrite, check out an example of how to use our all-purpose general template below:

Final words

It’s hard to ask for help, but never be afraid to do so. The structure, samples, and templates here should provide a guide but go with your feelings.

Be clear, say what you need, and feel free to demonstrate vulnerability. People will respond positively to a genuine request and in most cases, will offer to help.

We hope we’ve helped you get the help you need.

Supercharge your communication with Flowrite

Write emails and messages faster across Google Chrome.

Explore Flowrite

Start using Flowrite today

Try it yourself

Formal request

Reply to: "

Received message

requesting help on restructuring project of our shared client SkyTech let's discuss details over call or video conference your advice invaluable

Generate a reply

Generate an outreach

General template

introduce flowrite short instruction to ready to send emails we finish email

Share this article

Related articles

We use cookies to analyze site performance and deliver a better experience for visitors.

Product updates

Read the latest →

About Flowrite

Get to know us →

Productivity

© 2023 Flowrite

Stack Exchange Network

Stack Exchange network consists of 183 Q&A communities including Stack Overflow , the largest, most trusted online community for developers to learn, share their knowledge, and build their careers.

Q&A for work

Connect and share knowledge within a single location that is structured and easy to search.

"I will appreciate your help"

I encounter the phrase "I will appreciate your help" from time to time and it doesn't sound too honest to me. To be more specific, I don't have a problem with this phrase coming from a friend, because he will appreciate my help by "owing me one". But a stranger from the Internet, that's different, methinks.

"How will you appreciate it?" pops in my mind every time I see it, because to me, appreciation equals reward and, well, you can't reward people over the internet much. It is quite possible that I am just wrong and this is a perfectly fine figure of speech.

• 1 Appreciation does not necessarily mean tangible reward. An audience shows it's appreciation of a performance by applause - regardless of whether they paid an entrance fee. –  RedGrittyBrick Commented Jan 25, 2011 at 15:44

Normally one would say

I would appreciate your help.

That is a softer, more polite way of asking. Use of the subjunctive mood indicates that nothing is assumed. It is a shorter way of saying "Should you be so kind as to give it to me, I would appreciate your help." [Edit: @As Eldros notes, to show appreciation for something is to be thankful for it. The example above could be paraphrased as "I would be in your debt if you would be willing to help me out."]

Using will instead of would seasons the sentence with a stronger flavor of expectation:

I will appreciate your help.

This is what you would say if you were fully expecting — perhaps even demanding — a person's help. It is something someone who has power over you might say, and is pretty strong. If the person is actually asking for a favor, this phrasing is very likely to offend the respondent.

• 5 @Axarydax: In addition to what Robusto says, one must note that to appreciate doesn't mean that there will be a reward. In this context, it means to be grateful or thankful for . Of course, one could show one's gratitude by giving back, but not always. –  Eldroß Commented Jan 25, 2011 at 12:16
• 1 @Eldros: Good point. With your permission, I'll make a tiny edit to include this point in the answer. –  Robusto Commented Jan 25, 2011 at 12:48
• Be my guest. :) –  Eldroß Commented Jan 25, 2011 at 13:00
• Is I would appreciate your help using the subjunctive mood? I thought that a sentence using the subjunctive mood would be I want you be in time , or if I were rich, I would live on Long Island . –  apaderno Commented Jan 26, 2011 at 9:26
• @kiamlaluno: The subjunctive mood in English is considered "a statement contrary to fact, a wish, a mandative statement." But you're right that the statement as given is actually a substitute for the subjunctive, not an actual subjunctive verb form. "[T]hose compound tenses, made up of the auxiliaries should, may, might, would with the infinitive, which now express ... indeterminate action usually expressed in Old English by the subjunctive forms." [Fowler] I was actually thinking of the implied usage in the third sentence in that paragraph. –  Robusto Commented Jan 26, 2011 at 11:31

Not the answer you're looking for? Browse other questions tagged phrases or ask your own question .

• Featured on Meta
• Upcoming sign-up experiments related to tags

Hot Network Questions

• Does Bluetooth not work on devices without GPS?
• Who is a "sibling"?
• Who is Maud here?
• If a reference is no longer publicly available, should you include the proofs of the results you cite from it?
• Where did the pronunciation of the word "kilometer/kilometre" as "kl OM iter" rather than "KILL o meeter" originate?
• proper way to write C code that injects message into /var/log/messages
• How is it possible to supply an LM833D with +12V and -8V supply?
• What is the safest way to camp in a zombie apocalypse?
• Can a contract require you to accept new T&C?
• What does "the dogs of prescriptivism" mean?
• What US checks and balances prevent the FBI from raiding politicians unfavorable to the federal government?
• WORD REQUEST: A class for students who want to get better at a subject, aside from their public education
• What's the role of the transistor on power input in this schematic?
• Need help identifying a (possibly) 1984 Winter Olympics bicycle
• Is there a category even more general than "thing"?
• Voronoi mesh of a circular image
• My 5-year-old is stealing food and lying
• Does USCIS require spouses being sponsored for Permanent Residency to leave the United States?
• Modify the width of each digit (0, 1, ..., 9) of a TTF font
• Proof/Reference to a claim about AC and definable real numbers
• Does "my grades suffered" mean "my grades became worse" or "my grades were bad"?
• When should a function be given an argument vs getting the data itself?
• What does it mean for observations to be uncorrelated and have constant variance?
• Order given by two probability measures

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 .

Contact TTU

Tel: 024.7300.7989 - Phone: 1800.6947 (Thời gian hỗ trợ từ 7h đến 22h)

VIDEO - Lộ trình SUN - Ôn luyện ĐGNL, ĐGTD - 2025

LIVE - Ôn luyện ĐGNL, ĐGTD - 2025

LỚP 12 - LUYỆN THI TN THPT - ĐH, ĐGNL & ĐGTD

T Chính T Tùng T Đăng T Huy T Toản T Nguyên

C Hương Thuỷ C Quỳnh Anh C Phương C Thu Thuỷ

C Xuân C Ngọc Anh T Kiều C Thuỷ C Nga C Phương C Thắng C Phượng

T Toản T Vinh T Bích C Loan T Long

T Tùng T Chất T Duy

T Hải C Kim Anh C Châu T Hiếu

C Thu T Hiển T Quang

T Nam T Phong C Linh C Thanh

Nắm trọn kiến thức lớp 12 Toán, Lí, Hoá

Lớp 12 – Luyện thi TN THPT & ĐH 2024

T Chính T Chí T Cường T Thắng T Nguyên

C Phương T Linh C Thủy

C Xuân C Phượng C Thắng C Phương

T Toản T Thế Anh

T Chất T Tùng

T Hải T Mạnh

T Hòa T Nam T Phong

Lớp 11 - 2K8

T Chính T Tùng T Đăng T Huy T Toản T Chí T Nguyên

T Linh C Thủy C Quỳnh Anh C Loan

C Xuân C Ngọc Anh C Linh C Diễm

T Toản C Loan T Vinh T Long T Bích

T Hải C Châu T Hoạch

T Phong C Thanh C Linh

Tiết kiệm đến 61%

Lớp 10 - 2K9

T Chính T Toản T Nguyên C Hương

C Phương C Hương Thủy C Loan

C Xuân C Huế C Kiều Thắng

T Toản C Loan T Vinh T Bích

T Tùng T Duy T Chất

T Hải T Hoạch

T Nam C Linh C Thanh

NỀN TẢNG LỚP 9 - LUYỆN THI VÀO 10

T Bảo C Loan C Hương T Hải T Hiếu C Yến | C Hải

C Tạ Thuỷ C Lan C Giang C Hương Thuỷ

C Hương C Thảo C Hà C Hoàn C Thắng C Linh | C Nga

T Tùng T Chất T Duy T Sơn T Hoạch C Châu

T Hiển T Quang C Kiều Anh C Thanh

Tiết kiệm đến 66%

Lộ trình 3 bước Học Tốt lớp 9 - Luyện Thi vào 10

Học livestream môn Toán trực tiếp cùng thầy Đỗ Văn Bảo

Lớp 9 – Luyện thi vào 10 - 2023

T Cường T Đông T Bảo

C Hòa C Tạ Thủy C Hương Thủy C Hà

C Hoàn T Long C Linh C Lan

C Loan T Vinh

Lớp 8 - 2K11

T Bảo C Loan C Hải C Yến

C Lan C Hương C Giang

C Hương C Hà C Phương C Thảo C Hoàn

T Quang T Hiển C Thanh C Vân Anh

T Tùng T Chất T Bích C Châu

Tiết kiệm đến 64%

Lớp 7 - 2K12

T Bảo C Nhung C Trang C Yến

C Tạ Thủy C Mai Hương

C Hương C Hà Phương C Vũ Xuân

T Bích T Hoạch T Hải T Tùng T Chất C Trang C Hương

Tiết kiệm đến 68%

Lớp 6 - 2K13

C Thủy C Giang

C Hương C Ngọc Anh C Sinh C Xuân

T Quang T Hiển T Phong Thầy Nam

C Loan T Vinh T Hải T Tùng T Chất

Lớp 5 - 2K14 - 2025

C Mai C Liên T Độ C Nhuần T Thường

T Thảo C Trang C Thuỷ

C Hương C Linh C Hoàn

Tiết kiệm đến 63%

Lớp 4 - 2K15

C Mai C Liên C Ly T Thường

C Thảo C Trang

C Hương C Ngọc

Tiết kiệm đến 58%

Lớp 3 - 2K16

C Ly   C Thủy   T Thường

C Thủy   C Thảo   C Hoa

Tiết kiệm đến 56%

Lớp 2 - 2K17

C Huyền   C Thảo

Tiết kiệm đến 41%

Lớp 1 - 2K18

• LỚP 12 - ÔN THI ĐGNL, ĐGTD
• Lớp 12 - TN THPT&ĐH/ĐGNL/ĐGTD
• Lớp 12 - Luyện thi TN THPT&ĐH
• Mã kích hoạt
• HOT! Khuyến mãi Mua 1 Tặng 1 Toàn Bộ Khoá Học (Từ 18-20/06/2024)
• 2K7! Chính thức Ra mắt Lộ trình Sun 2025! Luyện Thi TN THPT - ĐGNL - ĐGTD
• 2K8! Bứt Phá Lớp 11 2025! Chương trình mới (VOD+LIVE)
• Tuyensinh247 giải nóng đề thi vào lớp 10 năm 2024 - Tất cả các tỉnh
• 2K6! Thi thử Miễn Phí TN THPT 2024
• 2K10! Học trực tuyến lớp 9 và ôn thi vào 10 năm 2024-2025
• 2K14! Khoá học bứt phá lớp 5 năm học 2024-2025 (Học trực tuyến lớp 5)
• Khoá học trực tuyến cấp Tiểu học và THCS năm học 2024-2025
• Khoá học trực tuyến cấp THCS năm học 2024 - 2025
• Khoá học trực tuyến cấp Tiểu học năm học 2024-2025
• 2K9 Chú ý! Khoá Học Bứt Phá Nền Tảng Lớp 9, Công Phá Thi Đỗ Lớp 10
• 2K11 Ơi! Bứt Phá Lớp 7 Năm Học 2023 - 2024
• 2K12! Bứt Phá Lớp 6 Năm Học 2023 - 2024
• Chương Trình Học Tốt Trung Học Cơ Sở Năm Học 2023-2024
• Lộ Trình Học Bứt Phá Lớp 2-9 Năm Học 2023-2024
• 2K7! Bứt Phá Lớp 11 2024! Chương trình mới (VOD + LIVE)
• 2K10! Bứt Phá Lớp 8 Năm Học 2023 - 2024
• 2K8! Bứt phá lớp 10! Chương trình mới (VOD + LIVE)
• Chương trình học tốt tiểu học năm học 2023-2024
• 2K13! Bứt Phá Lớp 5 Năm Học 2023 - 2024
• 2K14! Bứt Phá Lớp 4 Năm Học 2023 - 2024
• 2K15! Bứt Phá Lớp 3 Năm Học 2023 - 2024
• 2K16! Bứt Phá Lớp 2 Năm Học 2023 - 2024
• 2K6! Lộ Trình Sun 2024 - Ba bước luyện thi TN THPT - ĐH ít nhất 25 điểm
• Học trực tuyến lớp 11 đủ môn cùng Thầy Cô giỏi, nổi tiếng
• Khai giảng các khóa lớp 9 Toán - Lý - Hóa - Văn - Anh năm 2018
• Khai giảng khóa Ngữ văn 7 - xây nền vững chắc cho tương lai!
• Luyện thi vào lớp 10 môn Toán, Văn, Hóa, Anh, Lý với giáo viên giỏi và nổi tiếng

I would really ______ your help with this assignment.

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.

Câu 191276: I would really ______ your help with this assignment.

C. appreciate

• Xem lời giải

Giải chi tiết:

Kiến thức: từ vựng

would + Vo => loại D

respect : tông trọng

take : cầm/ nhận lấy

appreciate : đề cao/ cảm kích

Tạm dịch: Tôi sẽ thật sự cảm kích sự giúp đỡ của bạn vời bài tập này.

=>Chọn C

Mẹo : Viết lời giải với bộ công thức đầy đủ tại đây

0 Bình luân

Tham Gia Group Dành Cho 2K7 luyện thi Tn THPT - ĐGNL - ĐGTD

>> Lộ Trình Sun 2025 - 3IN1 - 1 lộ trình ôn 3 kì thi (Luyện thi TN THPT & ĐGNL; ĐGTD) tại Tuyensinh247.com. Đầy đủ theo 3 đầu sách, Thầy Cô giáo giỏi, 3 bước chi tiết: Nền tảng lớp 12; Luyện thi chuyên sâu; Luyện đề đủ dạng đáp ứng mọi kì thi.

Câu hỏi trước Câu tiếp theo

Hỗ trợ - Hướng dẫn

• Tel: 024.7300.7989

(Thời gian hỗ trợ từ 7h đến 22h ) Email: [email protected]

Đăng ký tài khoản

Nạp tiền vào tài khoản

Cơ quan chủ quản: Công ty Cổ phần công nghệ giáo dục Thành Phát

• CS mua khóa học
• CS trả và đổi khóa học
• CS dữ liệu cá nhân
• CS bảo đảm sản phẩm
• Hình thức thanh toán
• CS bảo đảm Live Pro 9+

Tel: 024.7300.7989 - Hotline: 1800.6947

Email: [email protected]

Văn phòng: Tầng 7 - Tòa nhà Intracom - Số 82 Dịch Vọng Hậu - Cầu Giấy - Hà Nội

Giấy phép cung cấp dịch vụ mạng xã hội trực tuyến số 337/GP-BTTTT do Bộ Thông tin và Truyền thông cấp ngày 10/07/2017. Giấy phép kinh doanh: MST-0106478082 do Sở Kế hoạch và Đầu tư cấp ngày 05/04/2023 (Lần 5). Chịu trách nhiệm nội dung: Phạm Đức Tuệ.

Gọi ngay 18006947

Chat trực tiếp với tư vấn viên

Chat qua facebook Messenger

Chat với chúng tôi qua Zalo

What’s an assignment that really helped you learn?

• August 13, 2020
• By Carolyn Samuel

That was the question McGill University’s Teaching and Learning Services (TLS) asked students on campus in 2018 and again in a campus-wide survey in 2019. Understanding students’ perceptions of how they learn can inform our development of instructor support resources, such as workshops, webinars and resource documents.

When students described assignments that helped them learn, a number of themes emerged. For example, students believe their learning is supported through real-world activities and creative assignments that foster their critical thinking skills. Students also expressed that short, regular assignments that make them stay up to date with course work reinforce their learning.

We thought readers might be interested in seeing examples of assignments—assessment strategies, from instructors’ perspective—that students believe help them learn. So, we decided to add some of the strategies that students told us about in the survey to the Beyond Grading: Strategies from McGill Instructors web page. This online collection of assessment strategies intends to provide colleagues with a go-to place when they’re seeking inspiration for their teaching. (You can read more about this online collection in an earlier post .)

The newly-added strategies call upon students to develop their critical thinking skills in the context of real-world activities: 10 Questions, 10 Answers (W. Archambault), In-class Debate (S. Burgos), and Scientific Source Evaluation (S. Woolley and T. Western). The Hands-on Creative Project (C. Bradley) was deemed a “unique” alternative to the traditional research paper in that it allows students to demonstrate their learning through a variety of media.

COVID-19 has imposed upon many in higher education the need to implement less familiar assessment strategies. If you’re looking for ideas, we hope you’ll check out the strategies from McGill instructors, many of which can be adapted for remote teaching.

More strategies will be added to the online collection in the coming weeks. In the meantime:

• Read our blog series on Assessment for Learning https://teachingblog.mcgill.ca/tag/beyond-grading/ , which highlights interviews with students describing assignments that help them learn.
• Hear directly from students about assignments that help them learn in this video playlist .

Carolyn Samuel

Associate Director, Faculty and Teaching Development, and Senior Academic Associate, at McGill's Teaching and Learning Services; former Senior Faculty Lecturer at the McGill Writing Centre; area of specialization: Second Language Education; loves teaching and learning!

(Photo credit: Owen Egan)

• Click record: Hi, [name]. I’ve just finished reading your paper and I’d like to give you some feedback …
• Handwritten notes vs. laptop notes: Does one method afford deeper learning than the other?
• Peer review with 500 students
• Daring to try new teaching strategies in your course
• assessment , assessment for learning , assignments , student feedback

Leave a Reply Cancel reply

Related posts.

Assessment for Learning: Strategy inspiration

Exploring assessment-related learning technologies

Preparing for Winter 2024: Seven strategies for success

Join 1,288+ subscribers 
and follow us.

Sign up to receive notifications of new posts by email.

Email Address

McGill University is on land which has served and continues to serve as a site of meeting and exchange amongst Indigenous peoples, including the Haudenosaunee and Anishinabeg nations. Teaching and Learning Services acknowledges and thanks the diverse Indigenous peoples whose footsteps mark this territory on which peoples of the world now gather. This land acknowledgement is shared as a starting point to provide context for further learning and action.

3415 McTavish Street, Suite MS-12 Montreal, QC H3A 0C8

mcgill.ca/tls

McGill quick links

• Mercury course evaluations
• Supervision

Instructor resources

• Teaching and Learning Knowledge Base
• Focus on Teaching bulletin
• Teach.Learn.Share podcast
• TLS event calendar
• [email protected]
• Book a consultation

Accessibility

Discover more from Teaching for Learning @ McGill University

Subscribe now to keep reading and get access to the full archive.

Type your email…

Continue reading

You must be logged in to post a comment.

Every product is independently selected by (obsessive) editors. Things you buy through our links may earn us a commission.

How Often Should You Replace Your Pillows?

As with mattresses , pillows don’t have a hard-and-fast expiration date, so the only truly honest answer for when to replace them is a resounding “It depends.” The basic rule of thumb — and what I’ve heard over and over from experts — is to replace your pillows every two years, especially if you have asthma, a dust-mite allergy, or sensitive skin. But a well-maintained pillow can certainly last longer if it’s still supportive enough that you aren’t waking up with aches and pains. Whether it has been two years or not, here are the main things to consider before buying a new pillow .

Above all, make sure your pillow is supporting your head and neck

Beyond comfort, the main reason for sleeping with a pillow at all is to keep your head and neck in a neutral alignment with your spine. And because you sleep on it for hours every night, your pillow will inevitably wear out over time. If you’re dealing with any kind of neck pain , it may be a sign that your pillow isn’t doing its job, especially if it has gotten too flat or compressed after years of use, says chiropractor Dr. Jordan Duncan .

To test the supportiveness of your pillow, you can try what Dr. Joshua Tal , a psychologist who specializes in sleep disorders, calls the “shoe test,” which was created by Dr. Michael Breus , a clinical psychologist and founder of the Sleep Doctor wellness company. “What you do is you fold your pillow in half, put a shoe on the back side of the pillow, and then let go of the pillow,” explains Tal. “If the pillow folds back into shape and flings the shoe off of it, you’re good. If it doesn’t, it’s kind of lost its ability to hold your head up properly.” (Be sure to use a substantial shoe and not, say, a flip-flop.)

Tal also mentioned another test he uses with his patients: “I advise clients to stand up against the wall as if you were sleeping — so a back sleeper would stand with their back to the wall; a side sleeper would stand with their side to the wall — and then rest your head on the wall and notice how far it has to move to do that,” he says. “Then put your pillow in between where you’re resting your head and see if you’re standing up straight. That’s the key: You should be standing up straight if you have a good pillow.”

If your pillow looks or feels very lumpy — a possibility for down , down-alternative, or shredded-foam pillows — that may also be a sign it’s losing some of its structural integrity.

Pillows can get pretty gross over time

Because you’re essentially smashing your face and hair into them every night, and because they’re not always washing machine–friendly, pillows tend to need replacing more often than other bedding, solely from a hygiene perspective. The main concerns are asthma , allergies, and skin: According to Melanie Carver, chief mission officer of the Asthma and Allergy Foundation of America (AAFA), the fabric of a pillow is permeable to dust mites, and after two years of use, your pillow can be 10 percent dead dust mites and their droppings. Icky, yes, as well as particularly bad for people with dust-mite allergies . Other potential allergy triggers like pet dander and mold can also be absorbed by your pillow and cause symptoms to flare. If you have asthma, allergens in your pillow can make your symptoms worse.

Pillows can also trap dirt, oil, and dead skin cells, and according to board-certified dermatologist Dr. Annie Chiu , all of these can be irritants for your skin — even if you are diligently washing your pillowcase . Chiu explains that a pillowcase won’t act as a complete barrier, so irritants in your pillow can still cause trouble, especially if you have sensitive skin or persistent acne .

Yellowing or stains can be an indicator that your pillow has absorbed lots of moisture — from sweat, drool, skin-care or hair-care products, or going to sleep with wet hair — and needs to be replaced.

How important is the “every two years” rule, really?

If you’re balking at the idea of replacing your pillow every two years, you’re not alone. Two years is what AAFA officially recommends — and just about every expert I spoke to echoed it. But my own informal polling of friends and colleagues and a deep dive into Reddit discussions on how often to replace pillows suggest many people aren’t replacing their pillows as frequently as every two years, no matter what the experts say. Ultimately, while you may need to replace basic fiber pillows even sooner than two years because they may flatten more quickly, pillows made of sturdier materials can last much longer. You should mainly be mindful of whether issues like asthma, allergies, or neck pain are getting worse the longer you have your pillow.

Keeping your pillow as clean as possible will help it last as long as possible

Carver told me that washing your pillow once a month in hot water (130 degrees Fahrenheit) can help remove allergens like dust mites. However, this advice only really applies to pillows that are totally washable — and in my experience, the majority of them are not. Synthetic-fill down-alternative pillows and down pillows are the most likely to be washing machine–friendly, so if you have allergies or asthma and want to follow Carver’s guidance, you may want to seek out those fill types.

Most memory-foam and latex pillows have only a washable cover since the foam itself usually cannot be washed. And a 2013 paper from the American Academy of Allergy, Asthma & Immunology (AAAAI) found that foam pillows are just as susceptible to dust mites as feather pillows, so it’s still important to wash your pillow covers regularly. Memory-foam pillows are often recommended as allergy-safe since the foam itself isn’t a food source to dust mites the way natural materials like feathers are, but like other types of synthetic pillows, foam can still collect your dead skin, which feeds the mites.

You can sometimes clean memory foam by sprinkling it with baking soda and vacuuming it, as recommended by cleaning expert Jolie Kerr, to help remove dust mites or dead-skin buildup. And while some experts (including Kerr) say it’s possible to clean memory foam in water as long as you hand-wash it, I have attempted this and forewarn you that it will take a long time for the foam to dry. (This means you may be risking mold or mildew, so proceed with caution and make sure you’ve got a well-ventilated space and a fan to speed up the process.) For latex pillows, you can follow a similar process as with memory foam. Latex manufacturer Turmerry recommends vacuuming the latex and then spot-cleaning with a damp cloth and mild detergent.

Consider a pillow protector

In addition to cleaning, Carver also recommends using an Asthma & Allergy Friendly–certified pillow protector to keep out dust mites and other allergens in the first place — they’re like mattress protectors for your pillow that go around the pillow before you add your actual pillowcase. But even with these precautions, AAFA still recommends replacing your pillow every two years.

Additional reporting by Hilary Reid and Chloe Anello .

The Strategist  is designed to surface useful, expert recommendations for things to buy across the vast e-commerce landscape. Every product is independently selected by our team of editors, whom you can read about  here . We update links when possible, but note that deals can expire and all prices are subject to change.

• the strategist
• strategist explains

Every product is independently selected by (obsessive) editors. Things you buy through our links may earn us a commission.

Deal of the Day

Micro sales, greatest hits, most viewed stories.

• This Is the Best Sock Height, Actually
• The 8 Best Carry-On Backpacks
• All the Best Walking Shoes We’ve Ever Written About
• With Help from Menswear Reddit, We Found Jeremy Allen White’s Tees From The Bear
• What Reem Assil Can’t Live Without
• How I’d Redo My Baby Registry: 3 Kids Later …

Today’s Top Clicked

Can this trendy ingredient in Erewhon’s drink aisle really boost your mood or help your anxiety?

• Show more sharing options
• Copy Link URL Copied!

It’s not enough for a drink just to taste good anymore. Most specialty grocery or liquor stores now offer colorful cans and bottles that advertise so-called adaptogens, ingredients that beverage companies claim can help you manage stress, enhance creativity and sharpen focus. With packaging printed with bright colors and trendy fonts, these drinks are designed to pop on the shelves and on your social media feed — a subtle health flex for the aesthetically conscious and sober-inclined.

L.A.’s magical sound bath scene has something for everyone. Here are 11 of our favorites

L.A. is the unofficial sound bath capital of the U.S. Here are the 11 best to try, for every type of person.

April 17, 2024

You can find them in trendy superettes around the city. Silver Lake’s Soft Spirits’ adaptogenic section includes a Spritz Italiano from L.A.-based De Soi (founded by Katy Perry and Morgan McLachlan), a concoction containing Reishi mushroom, which the company claims is “a stress soothing, brain boosting botanical often referred to as ‘the herb of immortality.’” At Bristol Farms across the city, you can pick up Bonbuz , a blood red tonic that promises to “heighten your senses and transport you to a deeper mind-body experience” with ingredients like pyridoxine-HCL (a vitamin-b6), ginger root and rhodiola rosea . Or you can grab a hemp-infused chili margarita by Aplos at the Dream Hotel in Hollywood that says it can “elevate mood, stimulate brain function and boost energy.” In Erewhon, you can’t throw a gluten-free turmeric chicken tender without hitting a canned beverage touting its adaptogenic qualities.

But the appeal for consumers goes beyond smart marketing and playful design. The adaptogenic drink market is booming, as research shows that young people are less and less interested in alcohol and seek healthy alternatives. ( Gen-Z drink 20% less than millennials , which is perhaps why Anheuser-Busch InBev projects one-fifth of their sales to be from non- and low-alcohol beers by 2025). The global market for these beverages is set to reach $1.2282 billion by 2024, with the projected valuation increasing to $2.4168 billion in 10 years.

A TikTok video from last fall that highlights different types of adaptogenic drinks has been viewed over 1.2 million times. In the comments, viewers ask where they can buy them and share their experiences.

“I love these drinks,” one user writes. “I have horrible anxiety and some of them calm me and make me feel warm and fuzzy lol.”

A magic mineral? What magnesium can — and can’t — do for you

After decades of anonymity on vitamin store shelves, magnesium is taking a star turn in L.A.’s wellness community. Here’s what it can — and can’t — do for you.

March 6, 2024

Though adaptogenic drinks are relatively new to Western consumers, the term “adaptogen” has been around since 1947, when it was coined by the Soviet scientist Nikolai Lazarev who was searching for stimulating substances during the Cold War.

“Adaptogens are made from herbs, roots, and other plant materials that may help our bodies deal with and manage stress or restore homeostasis after stressful situations,” said Dana Ellis Hunnes, a senior clinical dietitian at UCLA Medical Center and assistant professor at UCLA Fielding School of Public Health, in an email. “Some of these stressors can be physical (a small burn), physiological (burnout from work and the toll that takes on our bodies) or psychological (emotional stress).”

Examples of common adaptogens are ingredients like rhodiola (a root promoted to increase stamina), ashwagandha (a shrub promoted to reduce stress and fatigue), licorice and reishi mushrooms, which have been used as traditional Chinese and Ayurvedic medicines for centuries.

Today, those same ingredients are showing up in adaptogenic supplements and beverages, but their medical value is debated. In the Food and Drug Administration’s book, adaptogens are categorized as supplements and thus not regulated the same way drugs are. For that reason, it’s hard for medical experts to make blanket statements about their efficiency or even their safety.

“It’s unknown whether the dose that most people can buy of adaptogens on the market are high enough to produce a medicinal effect,” Ellis said. ”So, what you think you’re buying, may not actually contain as much [or may sometimes contain more] than you think.”

Depending on the person, some adaptogens may even cause nausea and stomach problems. (Those who are taking specific medications, pregnant or breastfeeding should first seek guidance from their healthcare provider before consuming them.) Clarity about adaptogens’ efficacy is further muddled due to the fact that most research on these ingredients comes from animal or in-vitro studies that Nicholas B. Tiller, a senior researcher at the Institute of Respiratory Medicine & Exercise Physiology, noted in an email “are not necessarily applicable to the real world.”

“The few human studies [on adaptogens] are largely disappointing,” he said. “It’s going to require a lot more high-quality evidence before these herbs and other natural products are extensively incorporated into medical practice.”

Modern death cafes are very much alive in L.A. Inside the radical movement

The gatherings, first popularized in 2011, allow people to discuss death with no agenda, objectives or themes.

June 12, 2024

But do most adaptogenic drink consumers see their consumption of these beverages as explicitly medicinal, or are they simply weighing their options and picking something less altering than a beer and more novel than a seltzer?

“When we initially opened our doors [in 2021], a lot of customers asked ‘what’s the point?’ and had a difficult time wrapping their heads around why anyone would want a cocktail without alcohol,” said Jillian Barkley, Soft Spirits Founder & CEO, in an email. She found these beverages — although harder to acquire back then — hugely helpful when she stopped drinking five years ago.

Aplos Arise, a non-alcoholic spirit infused with adaptogens. De Soi, a non-alcoholic aperitif made with natural adaptogens. De Soi is a company co-founded by Katy Perry and Morgan McLachlan. (Rebecca Peloquin/For The Times)

“Shopping at Erewhon and buying Kin makes you a part of a certain in-crowd, and people are seeking belonging.”

— Nikita Walia, brand strategist

“For those folks, the possibility of a physical effect tends to be enticing,” she said. “‘So you’re telling me I can drink this nightcap and it will help me feel relaxed, but I won’t be intoxicated?’ Yep!”

Nikita Walia, brand strategist and founder and CEO of BLANK, thinks the popularity of adaptogenic beverages will only gain more steam with consumers as our culture puts a higher premium on health and wellness.

“Having a beverage that is a social tonic, well-branded and aesthetically pleasing as a stand-in for alcohol is a perfect substitute,” Walia said in an email. She adds that many of these drinks are expensive and seen as luxury items only adds to their appeal.

In other words, whether adaptogenic drinks can actually elevate your mood might not matter — as long as they can elevate your social status.

Sign up for our L.A. Times Plants newsletter

At the start of each month, get a roundup of upcoming plant-related activities and events in Southern California, along with links to tips and articles you may have missed.

You may occasionally receive promotional content from the Los Angeles Times.

More From the Los Angeles Times

‘This is you now. It’s OK’: ‘The Swan’ contestants reflect on makeover competition 20 years later

June 25, 2024

Hollywood Inc.

Hollywood’s exodus: Why film and TV workers are leaving Los Angeles

Climate & Environment

Who’s visiting Mojave Desert’s Giant Rock? ‘Hoodlums,’ conservationists, seekers ... aliens?

June 23, 2024

L.A. 2028 Summer Olympics add SoFi Stadium, Intuit Dome to revamped venue plan

June 21, 2024

Does Your Student Need Research Help? Use Navigate’s Alerts!

Posted in: Homepage Features

Beginning Summer 2024, instructors can raise an ad-hoc alert for students who require research assistance. When instructors submit their Library: Research Support Needed alert, a librarian will reach out to each student personally to offer services. Correspondence can be monitored on the instructor’s Navigate homepage under “Alerts.”

For students unfamiliar with library resources, a librarian can help them with:

• An orientation to the library
• Orientations to discipline-specific library resources
• Locating and requesting sources

For students struggling to get started on their research assignment, a librarian can help them with:

• Developing, narrowing, or broadening their research topic
• Developing a search strategy (e.g., keywords for searching)
• Selecting appropriate databases for their research topic
• Identifying primary and secondary sources as well as peer-reviewed sources

For students in a research intensive or capstone class needing help organizing their sources, a librarian can help them:

• Tracking down citations
• Citation management software like Endnote or Zotero
• Cite sources – The Center for Writing Excellence (CWE) can also help here

How the library will provide support:

• Library 101 (library resources orientation)
• Discover your topic
• Gathering your sources
• One-on-one (or small groups for group projects)
• Online & in-person options

Please reach out to [email protected] if you have any questions.

• Artificial Intelligence

Gmail’s Gemini AI sidebar and email summaries are rolling out now

Google is adding gemini ai features for paying customers to docs, sheets, slides, and drive, too..

By Jay Peters , a news editor who writes about technology, video games, and virtual worlds. He’s submitted several accepted emoji proposals to the Unicode Consortium.

Share this story

Gmail is getting more AI features that could make it easier to stay on top of your email.

On the web, Google is beginning to roll out a new Gemini side panel that can do things like summarize email threads and draft new emails. The tool will offer “proactive prompts” but you can also ask “freeform questions,” Google writes in a blog post , and it’s “built to leverage Google’s most capable models,” such as Gemini 1.5 Pro . In the Gmail mobile apps, Google will also give you the ability to have Gemini summarize threads.

These improvements could be useful, but they’ll only be available to paid Gemini users: you’ll need to be a Google Workspace customer with a Gemini Business or Enterprise add-on, a Gemini Education or Education Premium add-on, or a Google One AI Premium subscriber. I’d also caution against fully relying on these tools for work; given that AI sometimes hallucinates things , make sure you’re double-checking an important email Gemini helps with before you send it.

Google is also rolling out Gemini features to the side panel in Docs, Sheets, Slides, and Drive. Google promised last month at I/O that these features were on the way. And there are still some announced AI features to come for Gmail, including “Contextual Smart Reply.”

Game studio co-founded by Dr Disrespect ‘immediately’ terminating relationship with the streamer

Twitch banned dr disrespect after viewing messages sent to a minor, say former employees, auto industry pleads with biden administration to ‘reconsider’ automatic braking rule, the boox palma is an amazing gadget i didn’t even know i wanted, blackmagic’s free camera app is now available on android, but there’s a catch.

More from Google

How to manage deleted files on Windows and Android

YouTube is canceling Premium subscriptions bought using spoofed locations

Android 15 just reached a major milestone

Top things to know about Copilot+ PCs from Microsoft Surface, available today at Microsoft.com

• Microsoft Store Team

Available today, the all-new Copilot+ PCs from Microsoft Surface – Surface Laptop and Surface Pro – are thin, light and beautiful devices that help you do more of what you love. Whether it’s starting a new creative project, connecting with friends and family or pursuing a new business venture, these devices are designed to support your journey.

The new Surface Laptop and Surface Pro are Copilot+ PCs, which are the fastest, most intelligent Windows PCs on the market. They are available in four color options at an incredible value, beginning at $999 Estimated Retail Price (ERP) USD on Microsoft.com or at a Microsoft Experience Center .

Exclusively on Microsoft.com, customers can purchase Copilot+ PCs from Microsoft Surface with 64GB memory (RAM) configurations which offer more performance and multi-tasking:

• Surface Laptop (7 th Edition) , starting at $2,399.99 ERP USD in Black with a 13.8-inch Display, Snapdragon® X Elite (12 Core) Processor and 1TB SSD Storage.
• Surface Laptop (7 th Edition) , starting at $2,499.99 ERP in Black with a 15-inch Display, Snapdragon® X Elite (12 Core) Processor and 1TB SSD Storage.
• Surface Pro Essentials Bundle , starting at $1,144 ERP, get the most out of your Surface Pro with this bundle, saving on a Microsoft 365 subscription and Microsoft Complete Protection Plan. Plus, when purchasing the Essential Bundle, customers can take advantage of 20% off accessories including the new Surface Pro Flex Keyboard.

Read on for everything you need to know about the new Copilot+ PCs from Microsoft Surface.

Our three favorite things about the new Copilot+ PCs from Microsoft Surface: 1 – Designed for your everyday work and play

• Power through your day without a worry. The new Surface Laptop and Surface Pro are more powerful than ever with Snapdragon X Series Processors, providing faster performance and all-day battery life with a powerful Neural Processing Unit (NPU) for all-new AI experiences.
• Sleek design and colors that match your aesthetic. Thoughtfully designed with your everyday in mind, the thin, lightweight and ultraportable devices feature premium finishes. They come in four stunning colors – perfect for any style: classic Black, timeless Platinum, bold Sapphire, and the new and refreshing Dune [i] .
• Brighter, more immersive displays for ultimate viewing. We’re introducing a new OLED with HDR [ii] display to the new Surface Pro for a cinematic experience, and the Surface Laptop has a new HDR touchscreen display with razor-thin bezels. No matter what you watch or view, your content is going to look stunning.
• Everyday AI companion with the Copilot key. The Copilot app is just a click away with the Copilot key – one of the newest additions to Windows 11 keyboards on Copilot+ PCs.

2 – Exclusive AI experiences designed to empower creativity and productivity  

• Express your creativity with Cocreator [iii] . Whether a seasoned artist or new to design, Cocreator simplifies image creation and photo editing with easy text prompts and natural inking using a Slim Pen [iv] on Surface Pro or touch on Surface Laptop. Exclusive to Copilot+ PCs, Cocreator lets you bring your ideas to life, and it works alongside you to iteratively update the image in real time. Cocreator is available in Paint – the app you’ve grown to know and love.
• No matter where you are, Live Captions keeps you better connected [v] . Available on Windows, Live Captions can quickly translate any live or prerecorded audio into English – and in real time. Connecting with friends, family and colleagues just got easier, and you’ll never miss a beat when watching your favorite international movies or TV shows.
• New and enhanced audio and video effects bring new meaning to ”camera ready.” Both device cameras are powered by new features to Windows Studio Effects. Powered by an industry-leading NPU, they help improve lighting, ensure you appear clear and crisp on video, reduce background noise and offer creative filters so you can express yourself on camera. Built to automatically improve video calls, it’s like having a studio ring light and microphone right on your Windows PC! And the Surface Pro’s ultrawide field-of-view camera keeps you, or the whole family, in focus, even as you move around your space.
• Recall (preview) coming soon: For the solo-preneur who has too many working files and emails to maintain organization, Recall helps you quickly find things you have seen on your PC, keeping all documents, images, websites, instant messages, emails and apps right at your fingertips. This experience comes with built-in privacy and security controls.

Learn how to unlock the best of the new AI-powered features on your Copilot+ PC .

3 – The all-new Surface Pro Flex Keyboard [vi] unlocks new levels of flexibility  

Alongside the new Surface Pro, we are introducing the Surface Pro Flex Keyboard , unlocking powerful new levels of flexibility to effortlessly adapt to your work and play routines. Ready to attach to your Pro for the ultimate laptop set-up or detach for more flexibility and to support your creative workflows. It is built with extra carbon fiber layers for stability and has a larger, customizable haptic touchpad. With integrated pen storage, your Slim Pen is secure, charged and ready to go. Accessibility remains core to our approach, so we designed the new Surface Pro Flex Keyboard with a bold keyset option to reduce eye strain and assist people with low vision.

Discover, learn and buy with Microsoft Store

Shopping at Microsoft Store is all about ease and convenience. Whether the new Copilot+ PCs from Microsoft Surface, Copilot Pro, Xbox consoles and games, apps, movies and TV shows, we’ve got you covered. Don’t miss our top deals on your favorite TV shows like Rick & Morty: Seasons 1-7, Buffy The Vampire Slayer Complete Series, Sons of Anarchy: The Complete Box Set and so much more – available for up to 50% off for a limited time .

• Flexible payment options : Find a payment plan that works for you with options like PayPal Pay Later and Citizens Pay Line of Credit [vii] . It’s budgeting made easy.
• Online Trade-in Program : For a limited time, buy a new Copilot+ PC from Microsoft Surface and get extra cash back when you trade in an eligible device.
• Free and fast shipping with 60-day returns : Get your items quickly with 2–3-day shipping at no extra cost or minimum purchase required and enjoy the flexibility of 60-day returns on almost any physical product.
• 60-day price protection : Shop with confidence knowing you have 60 days of price protection from your delivery date. If the price drops or you find a lower price elsewhere, we’ll honor a one-time price adjustment.

You can also bet on Microsoft Store offering lots of great deals throughout the upcoming back-to-school season. Be sure to keep an eye on the deals page !

Available alongside Microsoft Surface today, are brand new Copilot+ PCs from the biggest brands: Acer , ASUS , Dell , HP , Lenovo and Samsung . Learn more from major PC manufacturers or visit leading retailers, including Best Buy .

[i] Colors available on selected models only. Available colors, sizes, finishes and processors may vary by store, market and configuration. 

[ii] HDR requires HDR content and enabling HDR in device settings.

[iii] Microsoft account required.

[iv] Surface Slim Pen sold separately.

[v] Currently supports translation for video and audio subtitles into English from 40+ languages. See  https://aka.ms/copilotpluspcs . 

[vi] Surface Pro Flex Keyboard sold separately.

[vii] With approval of Citizens Pay Line of Credit at 0% APR and 12- or 18-month term. Subject to individual credit approval. See the Citizens Pay Line of Credit Agreement  for full terms and conditions. Citizens Pay Line of Credit Account offered by Citizens Bank, N.A. ​