submission of assignment meaning

How To Write an Email For Submission Of Assignment

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

Table of Contents

What To Do Before Writing the Email

What to include in the email.

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

Subject Line

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

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

Introduction

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

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

Email Template – Assignment Submission

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

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

• Privacy Policy

Home » Assignment – Types, Examples and Writing Guide

Assignment – Types, Examples and Writing Guide

Table of Contents

Definition:

Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more.

Assignments are typically designed to be completed outside of class time and may require independent research, critical thinking, and analysis. They are often graded and used as a significant component of a student’s overall course grade. The instructions for an assignment usually specify the goals, requirements, and deadlines for completion, and students are expected to meet these criteria to earn a good grade.

History of Assignment

The use of assignments as a tool for teaching and learning has been a part of education for centuries. Following is a brief history of the Assignment.

• Ancient Times: Assignments such as writing exercises, recitations, and memorization tasks were used to reinforce learning.
• Medieval Period : Universities began to develop the concept of the assignment, with students completing essays, commentaries, and translations to demonstrate their knowledge and understanding of the subject matter.
• 19th Century : With the growth of schools and universities, assignments became more widespread and were used to assess student progress and achievement.
• 20th Century: The rise of distance education and online learning led to the further development of assignments as an integral part of the educational process.
• Present Day: Assignments continue to be used in a variety of educational settings and are seen as an effective way to promote student learning and assess student achievement. The nature and format of assignments continue to evolve in response to changing educational needs and technological innovations.

Types of Assignment

Here are some of the most common types of assignments:

An essay is a piece of writing that presents an argument, analysis, or interpretation of a topic or question. It usually consists of an introduction, body paragraphs, and a conclusion.

Essay structure:

• Introduction : introduces the topic and thesis statement
• Body paragraphs : each paragraph presents a different argument or idea, with evidence and analysis to support it
• Conclusion : summarizes the key points and reiterates the thesis statement

Research paper

A research paper involves gathering and analyzing information on a particular topic, and presenting the findings in a well-structured, documented paper. It usually involves conducting original research, collecting data, and presenting it in a clear, organized manner.

Research paper structure:

• Title page : includes the title of the paper, author’s name, date, and institution
• Abstract : summarizes the paper’s main points and conclusions
• Introduction : provides background information on the topic and research question
• Literature review: summarizes previous research on the topic
• Methodology : explains how the research was conducted
• Results : presents the findings of the research
• Discussion : interprets the results and draws conclusions
• Conclusion : summarizes the key findings and implications

A case study involves analyzing a real-life situation, problem or issue, and presenting a solution or recommendations based on the analysis. It often involves extensive research, data analysis, and critical thinking.

Case study structure:

• Introduction : introduces the case study and its purpose
• Background : provides context and background information on the case
• Analysis : examines the key issues and problems in the case
• Solution/recommendations: proposes solutions or recommendations based on the analysis
• Conclusion: Summarize the key points and implications

A lab report is a scientific document that summarizes the results of a laboratory experiment or research project. It typically includes an introduction, methodology, results, discussion, and conclusion.

Lab report structure:

• Title page : includes the title of the experiment, author’s name, date, and institution
• Abstract : summarizes the purpose, methodology, and results of the experiment
• Methods : explains how the experiment was conducted
• Results : presents the findings of the experiment

Presentation

A presentation involves delivering information, data or findings to an audience, often with the use of visual aids such as slides, charts, or diagrams. It requires clear communication skills, good organization, and effective use of technology.

Presentation structure:

• Introduction : introduces the topic and purpose of the presentation
• Body : presents the main points, findings, or data, with the help of visual aids
• Conclusion : summarizes the key points and provides a closing statement

Creative Project

A creative project is an assignment that requires students to produce something original, such as a painting, sculpture, video, or creative writing piece. It allows students to demonstrate their creativity and artistic skills.

Creative project structure:

• Introduction : introduces the project and its purpose
• Body : presents the creative work, with explanations or descriptions as needed
• Conclusion : summarizes the key elements and reflects on the creative process.

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

• Hook: Grab the reader’s attention with a catchy opening sentence.
• Background: Provide some context or background information on the topic.
• Thesis statement: State the main argument or point of your essay.

II. Body paragraphs

• Topic sentence: Introduce the main idea or argument of the paragraph.
• Evidence: Provide evidence or examples to support your point.
• Analysis: Explain how the evidence supports your argument.
• Transition: Use a transition sentence to lead into the next paragraph.

III. Conclusion

• Restate thesis: Summarize your main argument or point.
• Review key points: Summarize the main points you made in your essay.
• Concluding thoughts: End with a final thought or call to action.

Research paper template:

I. Title page

• Title: Give your paper a descriptive title.
• Author: Include your name and institutional affiliation.
• Date: Provide the date the paper was submitted.

II. Abstract

• Background: Summarize the background and purpose of your research.
• Methodology: Describe the methods you used to conduct your research.
• Results: Summarize the main findings of your research.
• Conclusion: Provide a brief summary of the implications and conclusions of your research.

III. Introduction

• Background: Provide some background information on the topic.
• Research question: State your research question or hypothesis.
• Purpose: Explain the purpose of your research.

IV. Literature review

• Background: Summarize previous research on the topic.
• Gaps in research: Identify gaps or areas that need further research.

V. Methodology

• Participants: Describe the participants in your study.
• Procedure: Explain the procedure you used to conduct your research.
• Measures: Describe the measures you used to collect data.

VI. Results

• Quantitative results: Summarize the quantitative data you collected.
• Qualitative results: Summarize the qualitative data you collected.

VII. Discussion

• Interpretation: Interpret the results and explain what they mean.
• Implications: Discuss the implications of your research.
• Limitations: Identify any limitations or weaknesses of your research.

VIII. Conclusion

• Review key points: Summarize the main points you made in your paper.

Case study template:

• Background: Provide background information on the case.
• Research question: State the research question or problem you are examining.
• Purpose: Explain the purpose of the case study.

II. Analysis

• Problem: Identify the main problem or issue in the case.
• Factors: Describe the factors that contributed to the problem.
• Alternative solutions: Describe potential solutions to the problem.

III. Solution/recommendations

• Proposed solution: Describe the solution you are proposing.
• Rationale: Explain why this solution is the best one.
• Implementation: Describe how the solution can be implemented.

IV. Conclusion

• Summary: Summarize the main points of your case study.

Lab report template:

• Title: Give your report a descriptive title.
• Date: Provide the date the report was submitted.
• Background: Summarize the background and purpose of the experiment.
• Methodology: Describe the methods you used to conduct the experiment.
• Results: Summarize the main findings of the experiment.
• Conclusion: Provide a brief summary of the implications and conclusions
• Background: Provide some background information on the experiment.
• Hypothesis: State your hypothesis or research question.
• Purpose: Explain the purpose of the experiment.

IV. Materials and methods

• Materials: List the materials and equipment used in the experiment.
• Procedure: Describe the procedure you followed to conduct the experiment.
• Data: Present the data you collected in tables or graphs.
• Analysis: Analyze the data and describe the patterns or trends you observed.

VI. Discussion

• Implications: Discuss the implications of your findings.
• Limitations: Identify any limitations or weaknesses of the experiment.

VII. Conclusion

• Restate hypothesis: Summarize your hypothesis or research question.
• Review key points: Summarize the main points you made in your report.

Presentation template:

• Attention grabber: Grab the audience’s attention with a catchy opening.
• Purpose: Explain the purpose of your presentation.
• Overview: Provide an overview of what you will cover in your presentation.

II. Main points

• Main point 1: Present the first main point of your presentation.
• Supporting details: Provide supporting details or evidence to support your point.
• Main point 2: Present the second main point of your presentation.
• Main point 3: Present the third main point of your presentation.
• Summary: Summarize the main points of your presentation.
• Call to action: End with a final thought or call to action.

Creative writing template:

• Setting: Describe the setting of your story.
• Characters: Introduce the main characters of your story.
• Rising action: Introduce the conflict or problem in your story.
• Climax: Present the most intense moment of the story.
• Falling action: Resolve the conflict or problem in your story.
• Resolution: Describe how the conflict or problem was resolved.
• Final thoughts: End with a final thought or reflection on the story.

How to Write Assignment

Here is a general guide on how to write an assignment:

• Understand the assignment prompt: Before you begin writing, make sure you understand what the assignment requires. Read the prompt carefully and make note of any specific requirements or guidelines.
• Research and gather information: Depending on the type of assignment, you may need to do research to gather information to support your argument or points. Use credible sources such as academic journals, books, and reputable websites.
• Organize your ideas : Once you have gathered all the necessary information, organize your ideas into a clear and logical structure. Consider creating an outline or diagram to help you visualize your ideas.
• Write a draft: Begin writing your assignment using your organized ideas and research. Don’t worry too much about grammar or sentence structure at this point; the goal is to get your thoughts down on paper.
• Revise and edit: After you have written a draft, revise and edit your work. Make sure your ideas are presented in a clear and concise manner, and that your sentences and paragraphs flow smoothly.
• Proofread: Finally, proofread your work for spelling, grammar, and punctuation errors. It’s a good idea to have someone else read over your assignment as well to catch any mistakes you may have missed.
• Submit your assignment : Once you are satisfied with your work, submit your assignment according to the instructions provided by your instructor or professor.

Applications of Assignment

Assignments have many applications across different fields and industries. Here are a few examples:

• Education : Assignments are a common tool used in education to help students learn and demonstrate their knowledge. They can be used to assess a student’s understanding of a particular topic, to develop critical thinking skills, and to improve writing and research abilities.
• Business : Assignments can be used in the business world to assess employee skills, to evaluate job performance, and to provide training opportunities. They can also be used to develop business plans, marketing strategies, and financial projections.
• Journalism : Assignments are often used in journalism to produce news articles, features, and investigative reports. Journalists may be assigned to cover a particular event or topic, or to research and write a story on a specific subject.
• Research : Assignments can be used in research to collect and analyze data, to conduct experiments, and to present findings in written or oral form. Researchers may be assigned to conduct research on a specific topic, to write a research paper, or to present their findings at a conference or seminar.
• Government : Assignments can be used in government to develop policy proposals, to conduct research, and to analyze data. Government officials may be assigned to work on a specific project or to conduct research on a particular topic.
• Non-profit organizations: Assignments can be used in non-profit organizations to develop fundraising strategies, to plan events, and to conduct research. Volunteers may be assigned to work on a specific project or to help with a particular task.

Purpose of Assignment

The purpose of an assignment varies depending on the context in which it is given. However, some common purposes of assignments include:

• Assessing learning: Assignments are often used to assess a student’s understanding of a particular topic or concept. This allows educators to determine if a student has mastered the material or if they need additional support.
• Developing skills: Assignments can be used to develop a wide range of skills, such as critical thinking, problem-solving, research, and communication. Assignments that require students to analyze and synthesize information can help to build these skills.
• Encouraging creativity: Assignments can be designed to encourage students to be creative and think outside the box. This can help to foster innovation and original thinking.
• Providing feedback : Assignments provide an opportunity for teachers to provide feedback to students on their progress and performance. Feedback can help students to understand where they need to improve and to develop a growth mindset.
• Meeting learning objectives : Assignments can be designed to help students meet specific learning objectives or outcomes. For example, a writing assignment may be designed to help students improve their writing skills, while a research assignment may be designed to help students develop their research skills.

When to write Assignment

Assignments are typically given by instructors or professors as part of a course or academic program. The timing of when to write an assignment will depend on the specific requirements of the course or program, but in general, assignments should be completed within the timeframe specified by the instructor or program guidelines.

It is important to begin working on assignments as soon as possible to ensure enough time for research, writing, and revisions. Waiting until the last minute can result in rushed work and lower quality output.

It is also important to prioritize assignments based on their due dates and the amount of work required. This will help to manage time effectively and ensure that all assignments are completed on time.

In addition to assignments given by instructors or professors, there may be other situations where writing an assignment is necessary. For example, in the workplace, assignments may be given to complete a specific project or task. In these situations, it is important to establish clear deadlines and expectations to ensure that the assignment is completed on time and to a high standard.

Characteristics of Assignment

Here are some common characteristics of assignments:

• Purpose : Assignments have a specific purpose, such as assessing knowledge or developing skills. They are designed to help students learn and achieve specific learning objectives.
• Requirements: Assignments have specific requirements that must be met, such as a word count, format, or specific content. These requirements are usually provided by the instructor or professor.
• Deadline: Assignments have a specific deadline for completion, which is usually set by the instructor or professor. It is important to meet the deadline to avoid penalties or lower grades.
• Individual or group work: Assignments can be completed individually or as part of a group. Group assignments may require collaboration and communication with other group members.
• Feedback : Assignments provide an opportunity for feedback from the instructor or professor. This feedback can help students to identify areas of improvement and to develop their skills.
• Academic integrity: Assignments require academic integrity, which means that students must submit original work and avoid plagiarism. This includes citing sources properly and following ethical guidelines.
• Learning outcomes : Assignments are designed to help students achieve specific learning outcomes. These outcomes are usually related to the course objectives and may include developing critical thinking skills, writing abilities, or subject-specific knowledge.

Advantages of Assignment

There are several advantages of assignment, including:

• Helps in learning: Assignments help students to reinforce their learning and understanding of a particular topic. By completing assignments, students get to apply the concepts learned in class, which helps them to better understand and retain the information.
• Develops critical thinking skills: Assignments often require students to think critically and analyze information in order to come up with a solution or answer. This helps to develop their critical thinking skills, which are important for success in many areas of life.
• Encourages creativity: Assignments that require students to create something, such as a piece of writing or a project, can encourage creativity and innovation. This can help students to develop new ideas and perspectives, which can be beneficial in many areas of life.
• Builds time-management skills: Assignments often come with deadlines, which can help students to develop time-management skills. Learning how to manage time effectively is an important skill that can help students to succeed in many areas of life.
• Provides feedback: Assignments provide an opportunity for students to receive feedback on their work. This feedback can help students to identify areas where they need to improve and can help them to grow and develop.

Limitations of Assignment

There are also some limitations of assignments that should be considered, including:

• Limited scope: Assignments are often limited in scope, and may not provide a comprehensive understanding of a particular topic. They may only cover a specific aspect of a topic, and may not provide a full picture of the subject matter.
• Lack of engagement: Some assignments may not engage students in the learning process, particularly if they are repetitive or not challenging enough. This can lead to a lack of motivation and interest in the subject matter.
• Time-consuming: Assignments can be time-consuming, particularly if they require a lot of research or writing. This can be a disadvantage for students who have other commitments, such as work or extracurricular activities.
• Unreliable assessment: The assessment of assignments can be subjective and may not always accurately reflect a student’s understanding or abilities. The grading may be influenced by factors such as the instructor’s personal biases or the student’s writing style.
• Lack of feedback : Although assignments can provide feedback, this feedback may not always be detailed or useful. Instructors may not have the time or resources to provide detailed feedback on every assignment, which can limit the value of the feedback that students receive.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

Chapter Summary & Overview – Writing Guide...

Appendices – Writing Guide, Types and Examples

APA Table of Contents – Format and Example

Informed Consent in Research – Types, Templates...

Critical Analysis – Types, Examples and Writing...

Data Collection – Methods Types and Examples

• Help Center
• Privacy Policy
• Terms of Service
• Submit feedback
• Announcements

Turn in an assignment

This article is for students.

You turn in your work online in Classroom. Depending on the type of assignment and attachments, you’ll see Turn in or Mark as Done .

Any assignment turned in or marked done after the due date is recorded as late.

Important: 

• You can only submit an assignment before the due date.
• If you need to edit an assignment you submitted, unsubmit the assignment before the due date, make your changes, and resubmit.
• Attach one or more files to your assignment.
• Upload photos from a camera roll.
• Open and work on files you own in Google Docs, Slides, Sheets, and Drawings and then attach them to your assignment.

Turn in an Assignment Using Google Classroom (Web)

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

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

• Select the attachment or enter the URL for a link and click Add .

• Click the file and enter your information.

The status of the assignment changes to Turned in .

Important : If you get an error message when you click Turn in , let your instructor know.

Turn in a quiz

• Click the form and answer the questions.
• Click Submit . If the form is the only work for the assignment, the status of the assignment changes to Turned in .
• If there's more work to do for the assignment, click Open assignment .

Turn in an assignment with an assigned doc

If your teacher attached a document with your name in the title, it’s your personal copy to review and edit. As you work, your teacher can review your progress before you click Turn in . 

• Click the image with your name to open the assigned file.
• Enter your work.
• On the document or in Classroom, click Turn in and confirm.

Important: If you get an error message when you click Turn in , let your instructor know.

Mark an assignment as done

Important: Any assignment turned in or marked done after the due date is recorded as late, even if you previously submitted the work before the due date.

Unsubmit an assignment

Want to make changes to an assignment that you already turned in? Just unsubmit the work, make the changes, and turn it in again.

Important: Any assignment turned in or marked done after the due date is marked late, even if you previously submitted the work before the due date. If you unsubmit an assignment, be sure to resubmit it before the due date.

• Click Unsubmit and confirm. Note : This assignment is now unsubmitted. Turn it in again before the due date.

Related articles

• See your work for a class
• How attachments are shared in Classroom
• Work with a doc assigned to you
• Google Docs Help Center
• Use a screen reader with Classroom on your computer

Was this helpful?

Need more help, try these next steps:.

Brightspace Support

Assignment Submission Type Overview

Instructors have several submission type options when they create an assignment in the Assignment tool.  These types are File submission , Text submission , On paper submission , and Observed in person .  Below you will find definitions for these submission types so that you may better understand which type to select when creating your assignments.

File submission:   This submission type is the default when you create an assignment.  This type requires students to submit a document in order to complete the assignment.  If a student only types text into the comment box of the submission page and does not attach a document, Brightspace will not allow them to submit.

Text submission: This type of submission provides students with a text box to type a response.  Nothing else is required.

On paper submission: This type of submission allows instructors to receive student submissions in person (on paper) and still provide a grade through Brightspace.  Students are not able to submit anything to this type of assignment, but they can still receive feedback and a grade from the instructor.  The instructor also has the option of uploading the paper assignment back to the student when they provide their feedback and grade.

Observed in person: Similarly to the “On paper submission” type, this submission type does not allow students to submit anything through Brightspace.  If students make a presentation in class but are not submitting anything, this submission type would allow instructors to assign a grade and provide feedback through Brightspace.

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

Understanding Assignment Expectations

Dawn Atkinson

Chapter Overview

To craft a well-written technical document, you must first understand expectations for the piece in terms of purpose, audience, genre, writing style, content, design, referencing style, and so forth. This same truth applies to an academic assignment: you will be able to proceed with your writing task in a more straightforward way if you dedicate some time to understanding what the assignment asks before you begin to plan and write it. This chapter aims to help you deconstruct writing assignment prompts—in other words, carefully consider them by looking closely at their component parts—and use specifications, feedback, and rubrics to meet assignment requirements. Using the definition provided by Carnegie Mellon University’s Eberly Center for Teaching Excellence and Educational Innovation (2019, para. 1), a rubric specifies how levels of skillfulness on an assignment relate to grading criteria and, thus, to performance standards.

What does the assignment ask you to do?

College professors oftentimes provide students with directions or prompts that outline requirements for assignments. Read these instructions thoroughly when you first receive them so that you have time to clear up any uncertainties before the assignment is due. While reading, look for words that will help you focus on the task at hand and define its scope; many assignment instructions use key words or phrases, such as those presented in the following list, which is adapted from Learn Higher (2015, “Key Words in the Title”), to establish expectations.

The words and phrases listed indicate the purpose for an assignment and communicate what it should contain (its content). Use the list to clarify your task for the assignment; however, if you are still not sure what the assignment asks you to do after identifying its key words and phrases and defining their meanings, arrange an appointment with your instructor to discuss your questions. Think of your instructor as a vital resource who can help to clarify your uncertainties and support your academic success.

What are the assignment specifications?

In addition to looking for key words and phrases in your assignment directions, also pay attention to other specifics that communicate expectations. The following list, adapted from Learn Higher (2019, “Be Practical”), identifies such specifics.

• When is the assignment due?
• Do you need to submit a draft before you submit the final copy for grading? If so, when is the draft due?
• Are you required to submit a paper copy of the assignment, an electronic copy, or both?
• What is the word limit?
• Are you required to use sources? If so, what kind and how many?
• What referencing style are you required to use?
• Who is the audience for the assignment?
• What design requirements do you need to follow?
• Does the assignment specify that you should use a certain document type (a genre)?

Although the directions for your assignment may not provide specific directions about writing style, you can likely determine the level of formality expected in the document by identifying its genre. For example, essays, letters, and reports tend to use formal language to communicate confidently and respectfully with readers, whereas emails and social media posts may use less formal language since they offer quick modes of interaction.

What does past assignment feedback indicate about the instructor’s priorities?

If you have received feedback on past papers, look through the comments carefully to determine what the instructor considers important in terms of assignment preparation and grading. You may notice similar comments on multiple assignments, and these themes can point to things you have done well—and should thus aim to demonstrate in future assignments—and common areas for improvement. While reviewing the feedback, make a note of these themes so you can consult your notes when preparing upcoming assignments.

To avoid feeling overwhelmed by feedback, you might also prioritize the themes you intend to address in your next writing assignment by using a template, such as that provided in Figure 1, when making notes. If you have questions about past feedback comments when making notes, seek help before preparing your upcoming assignment.

What positive aspects of your past assignments do you want to demonstrate in your next assignment?

  Punctuation (area for improvement): Which three punctuation issues do you intend to address when writing your next assignment? Record your responses below. In addition, locate pages in your textbook that will help you address these issues, and record the pages below.

Sentence construction (area for improvement): Which three sentence construction issues do you intend to address when writing your next assignment? Record your responses below. In addition, locate pages in your textbook that will help you address these issues, and record the pages below.

Citations and references (area for improvement): Which three citation and referencing issues do you intend to address when writing your next assignment? Record your responses below. In addition, locate pages in your textbook that will help you address these issues, and record the pages below.

Figure 1. Template for prioritizing feedback comments on past assignments

Most college writing instructors spend considerable time providing feedback on assignments and expect that students will use the feedback to improve future work. Show your instructor that you respect his or her effort, are invested in your course, and are taking responsibility for your own academic success by using past feedback to improve future assignment outcomes.

What assessment criteria apply to the assignment?

If your instructor uses a rubric to identify the grading criteria for an assignment and makes the rubric available to students, this resource can also help you understand assignment expectations. Although rubrics vary in format and content, in general they outline details about what an instructor is looking for in an assignment; thus, you can use a rubric as a checklist to ensure you have addressed assignment requirements.

Table 1 presents a sample rubric for a writing assignment. Notice that performance descriptions and ratings are identified in the horizontal cells of the table and grading criteria are listed in the vertical cells on the left side of the table.

Table 1. A sample writing assignment rubric

Although the rubrics you encounter may not look exactly like Table 1, the language used in a rubric can provide insight into what an instructor considers important in an assignment. In particular, pay attention to any grading criteria identified in the rubric, and consult these criteria when planning, editing, and revising your assignment so that your work aligns with the instructor’s priorities.

What can you determine about assignment expectations by reading an assignment sheet?

Spend a few minutes reviewing the example assignment sheet that follows, or review an assignment sheet that your instructor has distributed. Use the bullet list under the heading “What are the assignment specifications? ” to identify the specifics for the assignment.

Book Selection Email

Later this semester, you will be asked to produce a book review. To complete the assignment, you must select and read a non-fiction book about a science topic written for the general public. The current assignment requires you to communicate your book selection in an email message that follows standard workplace conventions.

Content Requirements

Address the following content points in your email message.

• Identify the book you intend to read and review.
• Tell the reader why you are interested in the book. For example, does it relate to your major? If so, how? Does it address an area that has not been widely discussed in other literature or in the news? Does it offer a new viewpoint on research that has already been widely publicized?
• Conclude by offering to supply additional information or answer the reader’s questions.

You will need to conduct some initial research to address the above points.

Formatting Requirements

Follow these guidelines when composing your email message.

• Provide an informative subject line that indicates the purpose for the communication.
• Choose an appropriate greeting, and end with a complimentary closing.
• Create a readable message by using standard capitalization and punctuation, skipping lines between paragraphs, and avoiding fancy typefaces and awkward font shifts.
• Use APA style when citing and referencing outside sources in your message.

Your instructor will read your email message. Please use formal language and a respectful tone when communicating with a professional.

Grading Category

This assignment is worth 10 points and will figure into your daily work/participation grade.

  Submission Specifications and Due Date

Send your email to your instructor by noon on  _______.

How will you respond to a case study about understanding assignment expectations?

We will now explore a case study that focuses on the importance of understanding assignment expectations. In pairs or small groups, examine the case and complete the following tasks:

• Identify what the student argues in his email and the reasoning and evidence he uses to support his argument.
• Discuss whether you agree with the student’s argument, and supply explanations for your answers.
• Identify possible solutions or strategies that would have prevented the problems discussed in the case study and the benefits that would have been derived from implementing the solutions.
• Present your group’s findings in a brief, informal presentation to the class.

Casey: The Promising Student Who Deflected Responsibility

Casey, a student with an impressive high school transcript, enrolled in an introduction to technical writing course his first semester in college. On the first day of class, the instructor discussed course specifics stated on the syllabus, and Casey noticed that she emphasized the following breakdown of how assignments, daily work/participation, and quiz grades would contribute to the students’ overall grades.

Instructions Assignment                    10%

Report Assignment                             15%

Critical Review Assignment                15%

Researched Argument Assignment    20%

Performance Evaluation Assignment 15%

Daily Work/Participation                   10%

Quizzes                                               15%

Casey also noticed that the instructor had an attendance policy on the syllabus, so he decided that he should attend class regularly to abide by this policy.

  During the semester, the instructor distributed directions for completing the five major course assignments listed above; these sheets provided details about the purpose, audience, genre, writing style, content, design, and referencing format for the assignments. Casey dutifully read through each assignment sheet when he received it and then filed it in his notebook. Although he completed all his course assignments on time, he did not earn grades that he considered acceptable in comparison to the high marks he received on his papers in high school.

When Casey did not receive the final grade he thought he deserved in his introduction to technical writing class, he sent his instructor an email that included the following text.

 I am writing to you about why I deserve an A for my writing class. In my opinion, the requirements for an A should be attendance, on-time submission of assignments, and active participation in class activities.

 Attendance is the most important factor in obtaining an A . Being in class helps with understanding course content—students can ask for clarification during class when they           have doubts about topics covered in class. I think I deserve an A because I attended 27 out of 28 total class meetings during the semester.

On-time submission of assignments is another aspect that I feel I should be graded on.  During the semester, I turned in all my assignments well before deadlines.

The third aspect that I think should be used in determination of my grade is active participation for all in-class activities. My consistent attendance in class indicates that I actively participated in all activities during class time.

After reviewing all the aspects I think are the prerequisites for an A , I feel that I deserve an A for my writing class.

After his instructor replied to the email by suggesting that Casey review the syllabus for further information about how his final grade was calculated, he complained bitterly to his friends about the instructor.

  The university that Casey attended required students to complete end-of-course evaluations at the end of each semester. Upon receiving his final course grade in introduction to technical writing, he gave the instructor a poor review on the evaluation. In the review, he indicated that he oftentimes did not understand assignment requirements and was not sure who to turn to for help.

How will you demonstrate adherence to APA conventions?

To understand how to construct APA in-text citations and references in accordance with established conventions, review the following online modules.

• “APA Refresher: In-Text Citations 7th Edition” (Excelsior Online Writing Lab, 2020a) at https://owl.excelsior.edu/writing-refresher/apa-refresher/in-text-citations/
• “APA Refresher: References 7th Edition” (Excelsior Online Writing Lab, 2020b) at https://owl.excelsior.edu/writing-refresher/apa-refresher/references/

How will you relate the case study to points made in the rest of the chapter and in an essay?

Read an essay entitled “So You’ve Got a Writing Assignment. Now What?” (Hinton, 2010) at https://wac.colostate.edu/docs/books/writingspaces1/hinton–so-youve-got-a-writing-assignment.pdf ; this essay expands upon a number of ideas raised in the current textbook chapter. Afterwards, write a response memo for homework. Address the items listed below in your memo, and cite and reference any outside sources of information that you use.

• Explain how the case study presented in this chapter relates to points made elsewhere in the chapter and in the essay in terms of understanding assignment expectations.
• Explain how this chapter, the case study, and the essay are relevant and useful to your own work in college. Do the texts offer new ways to approach writing assignments? Do they call into question unhelpful beliefs you hold about your own success in writing courses or in college? Do they offer solutions to problems you have encountered in college classes? How might you combine the points made in the texts with helpful practices you already demonstrate?

Consult the “Writing Print Correspondence” chapter of this textbook for guidance when writing and formatting your memo.

Remember to edit, revise, and proofread your document before submitting it to your instructor. The following multipage handout, produced by the Writing and Communication Centre, University of Waterloo (n.d.), may help with these efforts.

https://uwaterloo.ca/writing-and-communication-centre/sites/ca.writing-and-communication-centre/files/uploads/files/active_and_passive_voice_0.pdf

Active / Passive Voice

Strong, precise verbs are fundamental to clear and engaging academic writing. However, there is a rhetorical choice to be made about whether you are going to highlight the subject that performs the action or the action itself. In active voice , the subject of the sentence performs the action. In passive voice , the subject of the sentence receives the action. Recognizing the differences between active and passive voice, including when each is generally used, is a part of ensuring that your writing meets disciplinary conventions and audience expectations.

Helpful Tip: traditionally, writers in STEM fields have used passive voice because the performer of an action in a scientific document is usually less important than the action itself. In contrast, arts and humanities programs have stressed the importance of active voice. However, these guidelines are fluid, and STEM writers are increasingly using active voice in their writing. When in doubt, consult academic publications in your field and talk to your instructor – doing these things should give you a good sense of what’s expected.

Active voice explained

Active voice emphasizes the performer of the action, and the performer holds the subject position in the sentence. Generally, you should choose active voice unless you have a specific reason to choose passive voice (see below for those instances).

e.g., Participants completed the survey and returned it to the reader.

In the above sentence, the performer of the action (participants) comes before the action itself (completed).

Passive voice explained

Passive voice emphasized the receiver of the action, and the subject of the sentence receives the action. When using passive voice, the performer of the action may or may not be identified later in the sentence.

• e.g. The survey was completed. In the above sentence, the people who performed the action (those who completed the survey) are not mentioned.

Helpful Tip: One popular trick for detecting whether or not your sentence is in passive voice is to add the phrase by zombies after the verb in your sentence; if it makes grammatical sense, your sentence is passive. If not, your sentence is active.  Passive: The trip was taken [by zombies].  Active: Mandy taught the class [by zombies].

When to choose passive voice

Deciding whether or not you should use passive voice depends on a number of factors, including disciplinary conventions, the preferences of your instructor or supervisor, and whether the performer of the action or the action itself is more important. Here are some general guidelines to help you determine when passive voice is appropriate:

• The performer is unknown or irrelevant e.g., The first edition of Freud’s The Interpretation of Dreams was published in 1900.
• The performer is less important than the action e.g., The honey bees were kept in a humidified chamber at room temperature overnight.

The first sentence in the above quotation is active voice (where the performers want to be highlighted).

Helpful Tip: rhetorical choices often have an ethical dimension. For instance, passive voice may be used by people, organizations, or governments to obscure information or avoid taking direct responsibility. If someone says “the money was not invested soundly,” the decision to not identify the performer of the action (“the accountant did not invest the money soundly”) may be a deliberate one. For this reason, it is crucial that we question the choices we make in writing to ensure that our choices results in correct, clear, and appropriate messaging.

Converting passive voice to active voice

If you are proofreading in order to convert passive voice to active voice in your writing, it is helpful to remember that

• Active = performer of action + action
• Passive = action itself (may or may not identify the performer afterwards)

Here are some sample revisions:

• Passive: It is argued that… Active: Smith argues that…
• Passive: A number of results were shown… Active: These results show…
• Passive : Heart disease is considered the leading cause of death in North America. Active: Research points to heart disease as the leading cause of death in North America.

Eberly Center, Teaching Excellence & Educational Innovation, Carnegie Mellon University. (2019). Grading and performance rubrics . https://www.cmu.edu/teaching/designteach/teach/rubrics.html

Excelsior Online Writing Lab. (2020a). APA Refresher: In-Text Citations 7th Edition [PowerPoint slides]. License: CC-BY 4.0 .  https://owl.excelsior.edu/writing-refresher/apa-refresher/in-text-citations/

Excelsior Online Writing Lab. (2020b). APA Refresher: References 7th Edition [PowerPoint slides]. License: CC-BY 4.0 .  https://owl.excelsior.edu/writing-refresher/apa-refresher/references/

Hinton, C.E. (2010). So you’ve got a writing assignment. Now what? In C. Lowe, & P. Zemliansky (Eds.), Writing spaces: Readings on writing (Vol. 1, pp. 18-32). Parlor Press. License: License: CC-BY-NC-SA-3.0 . https://wac.colostate.edu/docs/books/writingspaces1/hinton–so-youve-got-a-writing-assignment.pdf

Learn Higher. (2015). Instruction words in essay questions . License: CC-BY-SA 3.0 . http://www.learnhigher.ac.uk/learning-at-university/assessment/instruction-words-in-essay-questions/

Learn Higher. (2019). Assessment: Step-by-step . License: CC-BY-SA 3.0 . http://www.learnhigher.ac.uk/learning-at-university/assessment/assessment-step-by-step/

Writing and Communication Centre, University of Waterloo. (n.d.). Active and passive voice . License: CC-BY-SA 4.0 . https://uwaterloo.ca/writing-and-communication-centre/sites/ca.writing-and-communication-centre/files/uploads/files/active_and_passive_voice_0.pdf

Mindful Technical Writing Copyright © 2020 by Dawn Atkinson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

Search Utah State University:

Assignment submission types in canvas.

Canvas lets you decide the way you want students to submit their assignments. You specify the submission type in the Submission Type box when you create the assignment. Assignment settings always remember and display the settings created or edited in the previous assignment in the course.

On This Page

No Submission

External tool.

Choose No Submission when you do not want students to submit an assignment in Canvas. You can use this assignment type to create extra columns in the Gradebook, or when you want to create an assignment that involves multiple scores.

Choose Online when you want students to submit their assignments in Canvas. When you use the online submission type, you can specify online entry options.

Text Entry : Students can submit their assignment directly in the Rich Content Editor .

Website URLs : Students can submit a URL that fulfills the assignment.

Media Recordings : Students can submit an audio or video recording that fulfills the assignment. They can either record new media or upload existing media.

File Uploads : Students can upload a file to fulfill the assignment. Note that if your institution has enbled Google Docs as a submission type, students can connect to Google Docs as a web service to submit an assignment as a Google Doc, Google Sheet, or Google Slide. However, these files will convert to their Microsoft counterpart file type—Word, Excel, and PowerPoint, respectively.

If you want to only allow certain types of files for assignment submissions, click the Restrict Upload File Types check box and manually enter a list of accepted extensions in the Allowed File Extensions box. In the case of an odd or unusual file type, try adding it to your course to confirm the file is accepted before requesting students to submit the file type.

Select On Paper when you want students to submit an assignment to you but not through Canvas. When you choose this assignment type, Canvas creates a column in the Gradebook for grading purposes. However, you must enter the grades manually.

Choose External Tool when you want students to submit their assignments using an external app (LTI) enabled for your course. You must enter a URL for the external tool.

You're signed out

Sign in to ask questions, follow content, and engage with the Community

• Canvas Instructor
• Instructor Guide
• What is the difference between assignment due date...
• Subscribe to RSS Feed
• Printer Friendly Page
• Report Inappropriate Content

What is the difference between assignment due dates and availability dates?

in Instructor Guide

Note: You can only embed guides in Canvas courses. Embedding on other sites is not supported.

Community Help

View our top guides and resources:.

To participate in the Instructure Community, you need to sign up or log in:

Documentation

• Using Assignment
• Assignment settings
• Assignment FAQ

This page explores the different types of assignment, how students submit assignments and how teachers can grade them.

• 1 What are the options for submitting work in Moodle?
• 2.1 You want students to type shorter or longer responses directly online
• 2.2 You want students to submit work you can download in a specified program
• 2.3 You want students to submit files at different times for a project
• 2.4 You want students to write a response to a video/sound file/image
• 2.5 You want students to answer a series of questions on a video/sound file/image
• 2.6 You want to grade work students have done offline
• 2.7 You want to view, comment on and send back students' assignments
• 2.8 You want students to send you a comment or note along with their uploaded work
• 2.9 You want to allow students to redraft and decide when to submit the work
• 2.10 You want students to keep an ongoing journal or do an iterative assignment
• 2.11 You want students to submit work in groups
• 2.12 You want to grade students' work anonymously
• 2.13 You want to read and grade student assignments offline
• 2.14 You want to hide students' grades until a time of your choosing.
• 2.15 You want to set a timed assignment
• 2.16 You want to moderate other colleagues' marking or allocate certain teachers to certain students
• 3.1 File submission
• 3.2 Access controlled links
• 3.3 Online text
• 3.4 Submission comments
• 4.1 Filtering submissions
• 4.2 Allocating submissions to markers
• 4.3 Submission status
• 4.4 Overriding assignment deadlines
• 4.5 Granting extensions
• 4.6 Quick grading
• 4.7.1 Annotating submissions
• 4.8.1 Notifying as you mark
• 4.8.2 Keeping grades hidden until a release date
• 4.8.3 Examples of Marking workflow
• 4.9.1 Before you start, enable the multiple file upload settings
• 4.9.2 Downloading student submissions
• 4.9.3 Download the Grading Worksheet to record grades
• 4.9.4 Grade and annotate (if applicable) the submitted work
• 4.9.5 Upload the completed grading worksheet
• 4.9.6 Upload feedback files (if applicable)
• 4.10 Give the same feedback file to multiple students
• 5 Keeping records (archiving, exporting, backing up)
• 6 Tips and Tricks
• 7.1 Examples from School demo site

What are the options for submitting work in Moodle?

The standard ways students can submit assignments are:

• File submissions (students submit a file for assessment)
• Online text (students can type their responses directly in Moodle)
• Audio or video (via the recording button in the Atto editor )
• It is also possible to use the assignment for grading an "offline assignment", ie, one where work is done outside of Moodle. This is done by simply unchecking the above three options.
• If you're not sure which assignment type best suits your needs, look at the section below #Which type of assignment submission suits you best?

Which type of assignment submission suits you best?

You want students to type shorter or longer responses directly online.

Set Online text to Yes. This works well for younger children who will only manage a sentence or two and works just as well for higher education students who write more.

• Advantage - quick for the student to get started; no need to use a word-processing program and upload the file. The text is saved on a regular basis so it will be preserved if the student loses the page for some reason.
• Disadvantage: if the word count is expected to be large, setting Online text to No and File submission to Yes might be a better option.

You want students to submit work you can download in a specified program

Set File submission to Yes, set the number of files you will allow using the Maximum number of uploaded files setting and the file sizes by using the Maximum submission size setting.

• Advantage - better than students emailing work as the whole class's work is collated in one space on your course. Markers can provide comments directly on the student work.
• Advantage - with "Attempts reopened" enabled, teachers can see the progression through various drafts of a student's work.
• Disadvantage - assignments must downloaded to be viewed (but they can be downloaded in bulk ) and the teacher needs the appropriate program to open them.

You want students to submit files at different times for a project

Set File submission to Yes, and use Maximum number of uploaded files to set the maximum number of separate files they can upload

• Advantage - all project files are in one assignment area for grading so they get a single grade.
• Disadvantage - all project files are in one assignment area for grading - so they can only have a single grade!

You want students to write a response to a video/sound file/image

Set up an assignment allowing online text submission and get students to use the Moodle media icon to add video/sound/image files.

You want students to answer a series of questions on a video/sound file/image

Investigate the Quiz module. Assignments are really just for a single question.

You want to grade work students have done offline

Uncheck the submission types when setting up the assignment. Students won't be required to do anything but you can use the assignment to grade them for work done outside of Moodle.

You want to view, comment on and send back students' assignments

Set up an assignment allowing file submissions .

• Advantage: useful for teachers who like using the "comment" options in word-processing programs for example. If you have Ghostscript enabled on your server and the students upload PDF files, you can annotate them inline. See the section Annotating PDF files below.
• Disadvantage: if students upload other file types, you have to download them, comment and then re-upload them.

You want students to send you a comment or note along with their uploaded work

If comments are enabled site-wide , students will be able to add submission comments; if comments are disabled site-wide, students will not be given the option to add submission comments.

You want to allow students to redraft and decide when to submit the work

In the settings set Require students click submit button to Yes. Students can then control when their draft work is submitted to the teacher.

You want students to keep an ongoing journal or do an iterative assignment

In the settings set Require students click submit button to No. Students can continue to make changes to their assignment and at no point do they 'submit'. If the work will be graded at some point it is recommended that either Prevent late submissions is set to Yes to ensure that no changes can be made after the due date, or all submissions are locked when grading commences to ensure that the work is not altered during grading.

• Advantage: the work remains in one place and is constantly improved, graded (if needed) and improved again.
• Disadvantage: there is no record/history of previous attempts (such as with the Wiki ). The online text assignment does not replicate the display of a journal or blog where each new entry is additional to the previous ones.

You want students to submit work in groups

In the settings, set "Students submit in groups" to Yes. If you just do this, then once one student has submitted, the assignment will be flagged as submitted even if the others haven't contributed. If you want to ensure everyone has an input, set "Require students click submit button" to Yes and then change "Require all group members to submit" to Yes. The assignment will only be classed as submitted when each member has contributed, and once one student has submitted, the remaining members's names will be displayed for the group to see who still needs to add their input.

You want to grade students' work anonymously

In the settings, choose 'Anonymous submissions'. When students submit assignments, their names will be replaced by randomly-generated participant numbers so you will not know who is who. Note that this is not totally anonymous because you can reveal their identities in the assignment settings and you can work out identities from the logs - so this might not be suitable if your establishment has very precise privacy requirements.

You want to read and grade student assignments offline

In the settings, choose "Offline grading worksheet". When students have submitted, click "View/grade all submissions" and you can download their assignments from the link "Download all submissions" and download the grading sheet from the link "Download grading worksheet". You can then edit grades and re-upload the grading worksheet. You can also upload multiple feedback files in a zip from this drop down menu. See Assignment settings for an explanation of how to use the "upload multiple feedback files as zip" feature.

You want to hide students' grades until a time of your choosing.

Use 'marking workflow' as explained in Assignment settings .

You want to set a timed assignment

Ask your administrator to enable the time limit feature from Site administration > Plugins > Assignment settings > Enable timed assignments and you will then have the option from the Availability section.

You want to moderate other colleagues' marking or allocate certain teachers to certain students

Use 'marking allocation' as explained in Assignment settings .

How do students submit their assignments?

The first page students will see when they click on the assignment activity link from the course page will display the assignment name, description and the submission status. The first time a student views the assignment it will look like this:

The submission status section includes:

Submission status

• Grading status
• Time remaining
• Last modified
• Submission details

As they progress through the assignment the Submission status and Grading status will update and the Last modified date will appear.

If the student uploaded a file which the teacher has annotated, this will be made available in the feedback section. The student can search through the document and filter specific comments.

Submission statuses include:

• Nothing submitted for this assignment
• Draft (not submitted)
• Submitted for grading

Grading statuses include:

File submission

To submit a file submission, students complete the following steps:

• Click the ‘Add submission’ button to bring up the file upload page.
• Upload the relevant file into the submission. They are able to ‘drag and drop’ the file into the submission box.
• Click ‘Save Changes’.

There should now be a Last modified date and the file(s) uploaded will also be displayed. Depending on how the assignment is setup the status will either read ‘Submitted for grading’ - in which case no further action is need, or ‘Draft (not submitted)’.

• If changes are required, click ‘Edit submission’.
• Once ready to submit, click ‘Submit assignment’.

Note that once the assignment is 'submitted’ no further changes are allowed.

Note: Depending on how the assignment is setup students may see both a file submission page and an online text editor.

If file submissions and online text are enabled, and a word limit is set for the online text, it is possible for a student to end up with a submission status of 'No attempt' together with saved file submissions. This occurs when a student submits files, enters online text, clicks 'Save changes' then obtains a message informing them that the text exceeds the word limit. If they then click Cancel, the submission status is shown as 'No attempt' together with saved file submissions.

Access controlled links

If the administrator has enabled this feature for either the Google Drive repository or the OneDrive repository then students can upload a file as an 'access controlled link' from either of these repositories. The file is then copied to the site account and the student is no longer able to edit it.The student retains the original file in their own Google Drive or OneDrive. The teacher is given permission to edit the file for grading purposes, and the student is sent a copy of the edited file.

Online text

To submit online text, students complete the following steps:

• Click the ‘Add submission’ button to bring up the online text editor page.
• Type the relevant text into the text editor , or paste from a previously written file.

There should now be a Last modified date and the first 100 characters entered will also be displayed. Depending on how the assignment is setup the status will either read ‘Submitted for grading’ - in which case no further action is need, or ‘Draft (not submitted)’.

• If changes are required, click on ‘Edit my submission’.

Submission comments

If enabled by the administrator, there may be a section where students can leave submission comments.

How do teachers grade assignments?

When students have submitted their assignments, they can be accessed by clicking on the assignment activity. This will bring up the Grading Summary page.

The Grading Summary page displays a summary of the assignment, including; number of participants, number of drafts, number of submitted assignments, due date and time remaining.

Clicking 'Grade' will take you to the first student in the list so you can start grading individually. If you wish to grade several assignments, clicking Save and Show next will take you to the next submission.

Clicking 'View all submissions' will take you to the grading table where you see all students.

The Grading Table contains columns of information about the student, the status of their submission, a link to grade their submission, a link to each submission and feedback comments and files (if enabled).

Filtering submissions

A dropdown menu accessed from the 'Options' section allows you to filter submissions so you can for example quickly see which students have not submitted yet.

You can also filter submissions which have had extensions granted.

Allocating submissions to markers

If you need to divide submissions between more than one person, you can apply groups to the assignment and let markers know which group(s) to mark. Note that because group membership is not itself anonymised, this may make anonymised submissions that bit less anonymous, though as long as the groups aren't very small this should be acceptable.

An alternative is to use marking allocation - this allows anyone with a teacher role to allocate one marker to each submission. This works particularly well if marking is allocated by subject specialism.

If you will be assigning grades to student work, you may want to take note of the submission status before you begin the marking process. If you have required students click the Submit button, you may find that some submissions are still marked as Draft (not submitted), meaning the student has either uploaded a file(s) or entered some text, but has not clicked ‘Submit assignment’.

If it's after the due date and you are about to commencing marking that you use ‘Prevent submission changes’ to stop students from making changes to their assignment. You can do this one by one by using the icon in the Edit column.

Or you can select two or more students by putting a tick in the select column and going to 'Lock submissions’ from the With selected menu under the grading table.

Likewise you can also revert a student's submission to draft if they have uploaded the incorrect file. Instead of selecting ‘Prevent submission changes’ select ‘Revert the submission to draft’, or place ticks against selected students and choose 'Revert the submission to draft status' from the With selected menu under the grading table.

If the submission setting 'Attempts reopened' is set to 'Automatically until pass' and a submission is graded below the grade to pass, then then submission is automatically unlocked when the grade is saved. Similarly, if the submission setting 'Attempts reopened' is set to Manually, and a teacher selects 'Allow another attempt, then the submission is automatically unlocked.

Overriding assignment deadlines

A teacher can override a deadline for an individual or group from the Assignment navigation > More link Boost theme or Assignment administration other themes.)

When adding overrides for a group, it is possible to have one group override trump another. This is achieved by moving the override up/down on the group overrides page:

In this situation, a student in both groups (e.g. Frodo Baggins) will have the override from "The Council of Elrond" applied. By pressing the arrow icons on the right, the override for "The Fellowship" can be moved to the top of the list, and will have higher precedence.

Note also that if there exists a user override for a student, it will always take precedence over any group overrides.

Granting extensions

If an assignment has a deadline, a teacher can grant individual or group assignment extensions by selecting the Edit link next to a particular student or group.

• To grant an extension, open the assignment
• Click on "View all submissions"
• Locate the student who is to be allowed to submit after the "Cut-off date"To

• Click on "Save changes".

Quick grading

Quick grading allows you to enter numeric grades directly into the grading table, bypassing the more detailed grading interface. Please note:

• if you want to give feedback, you need to use the more detailed Grade interface.
• Quick grading is incompatible with advanced grading e.g. Rubrics, and is not recommended when there are multiple markers.
• Submission comments are a two-way private conversation between a student and staff and are visible to students immediately i.e. markers use the grading interface to give feedback, not the submission comments.

To access the Quick Grading interface, from the Grading Summary page click 'View all submissions'; the Grading Table displays. Scroll to bottom of the page to configure Options, and check the box for 'Quick grading'. While you're down there, you can also set the number of assignments to display per page, filter the assignments e.g. to see who has not submitted, unmarked assignments, etc.

When you are ready to Quick Grade:

• You can enter grades directly into the grading table.
• Scroll to the bottom of the grading table and click 'Save all quick grading changes'
• A confirmation displays.

Grading individual submissions

If you have enabled File Feedback in the Assignment settings and wish to upload either the marked student assignment, a completed text based feedback document or audio feedback, click on the green tick in the Grade column (or use the icon in the Edit column and select Grade).

This brings you to the Student Grading Page where you can give grades, feedback comments and feedback files (if enabled in the Assignment settings ). You can use drag and drop to upload feedback files.

Annotating submissions

If the student has uploaded a PDF, docx or odt file, or if you set 'Comment inline' for an online text submission, then their submission will be displayed on the grading screen, allowing you to annotate it (requires Ghostscript for PDF and unoconv for docx and odt files), using a variety of tools, stamps (if uploaded by the admin) and comments which may be saved to a comments bank. When the annotations are complete, clicking to save the changes will result in it being displayed to the student as part of their feedback.

'Rotate' icons let you change the orientation of an uploaded document if the student submitted it in landscape mode for example.

Comments may be added and then saved in a quick list for future use (1) Click the paper/magnifying glass icon to the right of the page selector to filter comments you have already added to the work (2) :

• In the Search comments pop-up window, enter the term you would like to search for in the Filter comments... box.
• Clicking on the comment will take you to the part of the paper where that comment has been added.

Note: To ensure that comments display to students as the marker intends, do instruct students to download the annotated PDF rather than just previewing it. Preview sometimes displays comments in a way which obscures the original text.

The review panel and / or the grading panel may be collapsed by clicking the icons at the bottom right of the screen.

Controlling when to notify students of graded work

Notifying as you mark.

If you need to notify individual students, one by one, as you mark, the Notify students checkbox is available when grading individual submissions. Choose Yes to notify the student immediately or No to grade without notifying the student. Assuming you are not hiding grades in the ways outlined below, then Moodle will send a notification.

Note: How students receive Moodle notifications depends on your local default settings, and any changes students have made to those.

Keeping grades hidden until a release date

Assessors often decide to hide grades and feedback until marking is complete and finalised, and then release them all at once. There are two alternatives for this.

• Hide the item in the Grader Report . This is convenient if there are few markers and you have decided a provision date for releasing the marks and feedback.
• Or enable Use marking workflow in the Assignment's settings. This way is best where there are many markers, and/or you don't have a provisional date to release marks and feedback.

Examples of Marking workflow

One marker, Marker, wants to release all grades at the same time

• Marker enables "Use marking workflow"
• Marker marks each submission and transitions the grading to "Marking completed" as each submission is graded.
• Marker then uses the batch operations to transition all grades to "Released" at the same time.

Multiple markers,

Offline marking - downloading and uploading multiple grades and feedback files

If you don't have an internet connection or prefer to grade outside Moodle, you can do so (including with anonymous submissions). These easy stages explained below:

• Download the submissions
• Download the spreadsheet (grading worksheet) to record grades.
• Grade and annotate (if applicable) the submitted work.
• Upload the completed grading worksheet.
• Upload the annotated submissions (if applicable).

Note:You cannot upload marks and feedback to Moodle if you have enabled Rubrics or Marking Guides.

Before you start, enable the multiple file upload settings

Go to the settings of that assignment. For Feedback types, ensure that the Moodle Assignment settings, Feedback comments, Feedback files, and Offline grading worksheet are ticked.

Downloading student submissions

You can download a zip file containing all of the assignment submissions by selecting ‘Download all submissions’ from the 'Grading actions' menu at the top of the grading table, or in the settings menu.

File submissions will be downloaded in the format uploaded by the student. Online text submissions will be downloaded as html files. Each file in the zip will be named with the student first and last name followed by a unique identifier (not the user ID number).

If each submission is more than a single file, then submissions may be downloaded in folders by ticking the option 'Download submissions in folders' (below the grading table). Each submission is put in a separate folder, with the folder structure kept for any subfolders, and files are not renamed. Each folder will be named with the student first and last name followed by a unique identifier (not the user ID number).

You can also download selected assignment submissions (rather than all of them) by selecting the ones you want and then choosing 'With selected....Download selected submissions'.

Download the Grading Worksheet to record grades

• Next, to download the spreadsheet in which you'll enter the grades and brief comments, return to the Moodle Assignment page and from its Grading action drop-down menu choose Download grading worksheet and save that file (keep its csv file format).

Note: Helpfully that downloaded worksheet will contain any existing grades and summary comments which have already been given for that assignment i.e. if marking has already started. However, to see pre-existing comments fully you may need to set your spreadsheet to 'wrap text' within cells.

Grade and annotate (if applicable) the submitted work

After downloading the submissions and the grading worksheet:

• Open a downloaded assignment file to assess it.
• Open the csv file in a spreadsheet editor e.g. Excel.
• For that student's record (if anonymous, a number corresponding to the submission file name will display), enter grades in the Grade column and summary comments in the Feedback comments column for each student.
• Leave the other data untouched unless you know exactly what you're doing.
• Repeat as needed.
• Save the csv file.

Note: Take care to enter data in the correct column of the spreadsheet.

If you are annotating the submissions to return to students as feedback:

• Open a downloaded submission.
• Carry out your annotations.
• Save it in its original place i.e. the folder corresponding to that student.

If you have separate feedback files to upload to students:

• Save these within that student's folder.
• You can give students multiple feedback files in this way e.g. annotations on their work along with a separate pro forma.

Note: Don't change the name or location of the folder - Moodle needs this information to allocate the files correctly.

Compress (zip) all the feedback files:

• Windows: Right click one of the selected files and Send to > Compressed (zipped) folder.
• Mac: Right Click (or Ctrl+click) one of the selected files and click Compress.
• They are now ready for upload (see below).

Upload the completed grading worksheet

When you are ready to upload grades and summary feedback:

• Click on the assignment name on the Moodle course homepage to access the summary page and click View/grade all submissions .
• From the Grading action drop-down menu choose Upload grading worksheet .
• Click Choose a file... and upload the grading worksheet to Moodle, or drag the csv file to the arrow and wait for the file name to appear in the box.
• There is a checkbox to overwrite records that have been modified more recently in Moodle than in the spreadsheet - only check this if you want to spreadsheet to overwrite all Moodle records, including ones made more recently than the spreadsheet.
• Click Upload grading worksheet ; a Confirmation box displays the students grades and feedback that will be imported - check this carefully.
• If you are ready to proceed, click Confirm ; a summary of updates displays.
• Click Continue .

Upload feedback files (if applicable)

• From the Grading action drop-down menu choose Upload multiple feedback files in a zip .
• Click Choose a file... and upload the zipped assignments file to Moodle, or drag the compressed/zipped file to the arrow and wait for the file name to appear in the box.
• Click Import feedback file(s) .
• The Confirmation box will list all the feedback files and student names that will be imported.
• Click Confirm ; the next screen summarises the changes.
• Click Continue .
• From the page containing the Grading Table, you can check your feedback files by enabling Quick grading (see Options at the bottom of that page) and scrolling horizontally, if needed.

For an assignment with no file submissions, see the discussion upload feedback files without student file submissions for details of what to do.

Give the same feedback file to multiple students

If you have high level feedback you want to give to an entire cohort, it is generally a good idea to give this feedback in the context of the assignment, rather than e.g. separately via a Forum. Moodle allows you to select some or all students and attach a single, common feedback file to their assignment feedback. This common feedback will appear to each student along with any other individual feedback files you have prepared for each.

• Prepare the single file of feedback.
• Click on the link to the Assignment; its summary page displays.
• Click View all submissions ; the assignment's Grading Table displays.
• Use the checkboxes to select all or some students to receive the feedback (you may first prefer to configure the Grading Table to show as many students as possible on a single page).
• Underneath the Grading Table click the With selected... menu, choose Send feedback files , then click Go ; a page displays a list of selected students above a file upload area.
• Upload the file of feedback you prepapred, or drag it to the arrow and wait for the file name to appear in the box.
• Click Send feedback files ; the Grading Table displays again.
• Check your file is in place by scrolling horizontally to the Feedback files column.

Keeping records (archiving, exporting, backing up)

When students unenrol from a Moodle area, their records become invisible through the Gradebook interface. In order to have the information to hand, departments or course teaching teams may need systems in place to keep their own records for the data retention period required in their particular context. There are two separate procedures for exporting student submissions and marks.

To export marks (with or without feedback):

• Go to your course administration block and click Grades.
• From the Grader Report Settings block, select Export; a menu displays.
• From the menu, if you need easy viewing and running calculations you probably want to select one of the spreadsheet formats; a page of export settings loads
• Use the Visible Groups pulldown menu to limit the export to specific groups, as required
• In Options, you indicate whether feedback comments are included
• In Grade Items To Be Included lists you can, if required, omit particular Activities from the report
• When you've finished with the settings, click on Submit; a preview of your export displays
• Click on Download to export to the format you chose, and save the file.

To download the original student submissions:

• In your course area, click the link to the Assignment whose submissions you want to download.
• Click on the link to View/Grade all submissions; the Grading Table will load.
• Click the link to 'Download all submissions' and save the file.

Tips and Tricks

• Want to use an Assignment activity again in another Moodle site? Use the backup and restore options.
• Want to use an Assignment activity in another course you teach? Use the Import function in the course administration block.
• Moodle will sometimes appear not to be uploading a resubmitted assignment - you seem to be downloading the original assignment. This is a cache issue, in short, go to "Tools > Clear Recent History" in Firefox or "Tools > Delete Browsing History > Delete Temporary Files" in Windows Explorer. The newer file will then appear.

Examples from School demo site

• Teacher view of a PDF assignment which can be annotated inline. Log in with username 'teacher' and password 'moodle'
• Teacher view of allocated markers and marking workflow status. Log in with username 'teacher' and password 'moodle'
• Student view of an assignment. Log in with username 'student' and password 'moodle'. Scroll down to see the rubric and feedback.
• Student view of a student submission statement Log in with username 'student' and password 'moodle'
• Student view of group assignment grading screen Log in with username 'student' and password 'moodle'
• Teacher view of a group assignment grading screen Log in with username 'teacher' and password 'moodle'.
• Teacher view of Anonymous submissions grading screen Log in with username 'teacher' and password 'moodle'
• One approach to group project grading blog post by Gavin Henrick
• Advantages of using Assignment upload over emailing a document forum discussion

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.

Is it normal for a journal submission to show "awaiting assignment" for more than a month?

I submitted a paper more than one month ago. The status of my submission is still "awaiting assignment". May I ask if this is normal? How long have I to wait before formally asking the editor about the status of my submission? My field is mathematics.

• publications

• 2 It's a little unusual (but not uncommon). Sometimes it takes time to find a referee. It also depends on how busy your editor is. I would wait a few more weeks before enquiring with the journal. –  Kimball Commented Jul 18, 2014 at 1:29
• 2 This seems like a duplicate of something. Maybe academia.stackexchange.com/questions/18543/… or academia.stackexchange.com/questions/16624/… or academia.stackexchange.com/questions/24162/… –  StrongBad Commented Jul 18, 2014 at 6:57

It really depends on the journal. Have you been contacted by the editor upon receipt of your paper? If not, I would contact them immediately just to check up. A month is a long time to go with no word. My paper submissions (all to the Astrophysical Journal) have all been followed up by the editor within a week of initial submission.

• 1 There is an acknowledgement of receipt of my submission. However, I think it is computer generated. I did not received any follow-up email from the the editor. –  Kasvy Commented Jul 18, 2014 at 2:19
• 1 Then it can't hurt to send them an email inquiring. –  James Paul Mason Commented Jul 18, 2014 at 14:12

You must log in to answer this question.

Not the answer you're looking for browse other questions tagged publications ..

• Featured on Meta
• Bringing clarity to status tag usage on meta sites
• We've made changes to our Terms of Service & Privacy Policy - July 2024
• Announcing a change to the data-dump process

Hot Network Questions

• NONODOKU, A new game
• Why didn't Walter White choose to work at Gray Matter instead of becoming a drug lord in Breaking Bad?
• Why do instructions for various goods sold in EU nowadays lack pages in English?
• I can't hear you
• Communicate the intention to resign
• How to declutter a mobile app home screen with a floating “Create Video” component?
• PF2e Remaster: can Trip now be used with Finesse?
• What tool has a ring on the end of a threaded handle shaft?
• How can sound travel as a transverse wave?
• What is HP in "Bitcoin Core - HP"?
• Examples of flat projective morphisms with non-divisorial branch locus
• What rule prevents a card from being played if its effect is known to be unresolvable?
• Open a url with a custom protocol from the command line
• Shift right by half a trit
• Strategies for handling Maternity leave the last two weeks of the semester
• Does full erase create all 0s or all 1s on the CD-RW?
• Why did Borland ignore the Macintosh market?
• Should I pay off my mortgage if the cash is available?
• Unstable output C++: running the same thing twice gives different output
• Looking for a British childrens book, I think from the 1950s, called "C-for-Charlie"
• Is there a plurality of persons in the being of king Artaxerxes in his use of the pronoun "us" in Ezra 4:18?
• Do space stations have anything that big spacecraft (such as the Space Shuttle and SpaceX Starship) don't have?
• Using "where" to modify people
• How to make a case based on factual evidence that my colleague's writing style for submitted manuscripts has got to be overhauled?

• Cambridge Dictionary +Plus

Meaning of submission in English

Your browser doesn't support HTML5 audio

submission noun ( GIVING )

• bounce something off someone
• co-sponsorship
• make noises idiom
• on the table idiom
• proposition
• put ideas into someone's head idiom
• put someone to something idiom
• put something in
• put something up
• resubmission

submission noun ( ACCEPTING )

• Achilles heel
• at a low ebb idiom
• sitting duck
• sitting target
• weak-willed

submission | Intermediate English

Submission noun ( accepting authority ), submission noun ( giving something ), submission | business english, examples of submission, translations of submission.

Get a quick, free translation!

Word of the Day

to press the button on the left of a computer mouse in order to make the computer do something

Simply the best! (Ways to describe the best)

Learn more with +Plus

• Recent and Recommended {{#preferredDictionaries}} {{name}} {{/preferredDictionaries}}
• Definitions Clear explanations of natural written and spoken English English Learner’s Dictionary Essential British English Essential American English
• Grammar and thesaurus Usage explanations of natural written and spoken English Grammar Thesaurus
• Pronunciation British and American pronunciations with audio English Pronunciation
• English–Chinese (Simplified) Chinese (Simplified)–English
• English–Chinese (Traditional) Chinese (Traditional)–English
• English–Dutch Dutch–English
• English–French French–English
• English–German German–English
• English–Indonesian Indonesian–English
• English–Italian Italian–English
• English–Japanese Japanese–English
• English–Norwegian Norwegian–English
• English–Polish Polish–English
• English–Portuguese Portuguese–English
• English–Spanish Spanish–English
• English–Swedish Swedish–English
• Dictionary +Plus Word Lists
• submission (GIVING)
• submission (ACCEPTING)
• submission (ACCEPTING AUTHORITY)
• submission (GIVING SOMETHING)
• Business    Noun
• Translations
• All translations

To add submission to a word list please sign up or log in.

Add submission to one of your lists below, or create a new one.

{{message}}

Something went wrong.

There was a problem sending your report.

Assignments

• by teachmint@wp

What is assignment in education? Assignment meaning is the tasks given to students by their teachers and tutors to complete in a defined time. They can also be referred to as the work given to someone as a part of learning. Assignments can be in the form of written, practical, art or fieldwork, or even online. Their purpose is to ensure that students understand the subject matter thoroughly.

Generally, students are assigned a task as a part of their homework. The allocation of assignments is not only restricted to a class or subject but this method can be applied at any stage of life. They are a great way to judge the ability and understanding of an individual towards a subject matter.

The culture of providing homework starts from kindergarten in various forms. Small children are asked to read and write what they learn in the class. Students in the higher class are given work as a part of their revision exercise and help them prepare for exams. Individuals doing honors write journals as a part of an assignment that determines their knowledge in that subject.

The structure of assignments depends upon the nature of the task and subject. They must be well-researched, including case studies or examples within a proper framework. These studies are useful for students to achieve the desired examination results. It also helps them to concentrate better on education. Knowing what is assignment in education helps teachers assess students better.

Importance of Assignments

Giving assignments to the students is a crucial part of student assessment. The importance of giving assignments to the students is discussed in detail below:

• Learning practical skills Assignments enable students to develop new skills. In order to complete the assignments, students learn new skills which help them in their academic careers. 
• Enhances time management skills Whenever assignments are allocated to the students, a time limit is set by teachers within which the assignment has to be submitted. What is assignment in education enable students to complete their tasks and learn timely submission of work. 
• Learning researching skills Students tend to do a lot of research about the questions given in the assignment. Assignment meaning is to help them develop their research skills and come in handy in their future careers. 
• Enhance the Writing Caliber Many students have a problem of not being able to put their thoughts into words. Writing assignments can help them develop writing skills and be expressive in real life as well. 

Since assignments are deadline-based, they help students take responsibility and manage time. The work assigned to students may be individual or group activities, or both, to develop teamwork in them. 

The above-mentioned information gives us a context of assignment meaning and its importance to the students. Assignments provide a basis for the student assessment and should be given timely.  

Try Teachmint, an integrated school platform for efficient school management .

Learn more about  Teachmint plans  here.

Digitize your school in minutes with Teachmint’s integrated platform

" * " indicates required fields