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To engage students, give them meaningful choices in the classroom

By Frieda Parker, Jodie Novak, Tonya Bartell | Sep 25, 2017 | Feature Article

It’s important to give students influence over how and what they learn in the classroom. But not all choices are equal. Teachers should structure learning scenarios that equip students with opportunities to strengthen their autonomy, competence, and relatedness.

Giving student real choices in the classroom — having to do with the material they study, the assignments they complete, the peers with whom they work, and so on — can boost their engagement and motivation, allow them to capitalize on their strengths, and enable them to meet their individual learning needs. But, like most teaching strategies, the structuring of choices for students can go very well, and it can go very badly — the nuances make all the difference.

Teachers need to understand how individuals and groups of students are likely to respond to any given opportunity to make consequential choices about the goals, activities, and experiences they wish to pursue in the classroom. To illustrate, we describe three cases in which high school mathematics teachers presented their students with choices. (Although these three vignettes feature secondary math classrooms, we argue that their lessons can generalize to other settings and subject areas.) We begin with the case of Ms. R, who found that when she gave her students a specific choice to make, she saw noticeably improved engagement in learning. Next, we describe the case of Ms. C, who provided a similar choice to her students but was disappointed with their response. We then discuss the ways in which students’ feelings determined how they responded to the given choices, and we describe a third case, which illustrates how teachers can structure choices that are likely to support student engagement.

The Case of Ms. R – Choice improving student engagement

Once a week, Ms. R gave students in her Algebra I class a choice of activities to work on. On these “work days,” as students called them, Ms. R offered a set of three to four activities. Each student could select the activity that featured the skill that they thought they needed to work on the most. Before implementing these work days, Ms. R was concerned that students might not use their time wisely, so she made sure to give them plenty of work to do, including supplemental practice problems.

Initially, when she introduced the work days, students found it difficult to choose an activity. Ms. R believed this was because students had little experience making choices in school, and they were in the habit of letting their teachers make all the decisions. Thus, she made it a priority to teach them, explicitly, how to choose an appropriate activity.

By the third week, students were comfortable selecting activities and were productive in their work. Ms. R was pleasantly surprised to observe that her students spent more time helping each other and even policing each other’s behavior, calling out peers whose behavior was distracting or who weren’t being productive. Overall, she found that students knew what they needed to work on and when they needed help, and they used their time accordingly. This meant students spent more time on-task and asked for her help less often. As a result, Ms. R. was able to spend more time checking on students’ progress and helping those who genuinely needed her assistance. Ms. R was happy to learn she could trust students to make positive choices.

The Case of Ms. C – Choice not improving student engagement

In her Algebra I class, Ms. C offered a choice activity that appeared to similar to the one that Ms. R offered, only the result was quite different. During a unit on inequalities, she presented students with four problem sets (each consisting of eight problems), each one pegged to a certain level of difficulty. They should each choose one or two problems from two of the four levels, she explained, advising students to choose problems based on their self-assessment of their readiness for each level.

By the end of class, Ms. C was disappointed with her students. Most were treating the problems like busywork, rushing through them without giving them much thought. Further, most students picked problems from the easiest two levels, even though Ms. C knew that some of them were ready to work at levels three and four.

What makes choices engaging? Autonomy, competence, and relatedness Judging by the research literature on choice in the classroom, itǯs not unusual to see the very different outcomes experienced by Ms. R and Ms. C — some studies show that choice positively influences student motivation and learning (e.g., Assor, Kaplan, & Roth, 2002), while others indicate that choice has either no or even a negative effect (e.g.,D’Ailly, 2004). To explain these conflicting outcomes, psychologists Idit Katz and Avi Assor (2006) have argued that what matters most isn’t the kind of choice given to students but, rather, how students perceive the choice provided to them: When students associate feelings of autonomy, competence, and relatedness with choice, then choice is most likely to result in beneficial outcomes, such as student engagement.

Students feel autonomous when they understand the value or relevance of a task, particularly if they believe that the task aligns with their values, interests, and goals. It comes not just from participating in the process of choosing but, rather, from having a sense that the choice is personally meaningful. Students must see real differences in the importance or relevance of the choices at hand, and they must find at least one option to be worth choosing. In short, while Ms. R and Ms. C each gave students a choice of tasks, there was something about the set of choices that Ms. R created that made her students feel that those choices were meaningfully different. Evidently, Ms. C’s students did not feel this way.

Students feel competent when they believe they know what to do to be successful and feel capable of mastering challenges. To engender competence, students must perceive choosing the task and doing the selected work as appropriately difficult. When people are confronted with too many choices or believe the selection process is too complex, they opt for an easier choice method such as choosing a default, choosing randomly, choosing not to choose, or letting someone else choose for them. Teachers, then, must make the selection process appropriate for students in terms of the number of choices and the ways in which students are expected to choose.

Students feel competent when they believe they know what to do to be successful and feel capable of mastering challenges.

Ms. R provided only three to four choices, she was explicit with her students that they choose activities they felt would best address their learning needs, and she made a point of providing explicit instruction in how to make good choices. In contrast, Ms. C told students to choose two out of four problem levels and then one to two problems out of eight problems in each level. This required two stages of choice, and it wasn’t clear that students knew how to make a good choice at either of those stages. It seem likely that they were overwhelmed by the range of choices at hand, so they opted for the easiest choices they could make.

The other part of engendering competence is that students must be able to choose tasks that are appropriately challenging. That is, possible tasks should not all be too easy or too hard. In Ms. R’s case, students appeared able to find tasks that engaged them and that they could successfully complete on their own or with help from peers or Ms. R. The problems in Ms. C’s packet may have been similarly appropriate but perhaps due to the high cognitive demand of choosing from among 32 problems, most students did not find problems best suited for them.

Relatedness

A sense of relatedness stems from feeling close to people or a sense of belonging in a group. Choice can influence student’s feelings of relatedness differently depending on their beliefs. Students with more collectivist beliefs value relationships and making contributions to group efforts and can see individual choice as a threat to group harmony. Students with more hierarchical beliefs value the role of authority figures and can see choice as a threat to acceptance from people in authority, such as teachers. People with individualistic beliefs value personal goals over group goals and tend to value choice as a means of demonstrating independence and expressing individuality. However, choice can undermine a sense of relatedness for students with individualistic beliefs if they perceive their choices could lead to rejection, humiliation, or teasing. Ms. R gave students choices that did not seem to interfere with, and possibly supported, students’ sense of relatedness as they worked more closely on “work days” than on other days. But students’ sense of relatedness in Ms. C’s classroom is not clear because she provided the choice for only one day, and students didn’t appear to perceive the choice as supporting autonomy or competence.

Learning from choice outcomes

So, how might Ms. C learn from her disappointing experience in providing choices to her students? First, she could have conjectured why students might not have associated feelings of autonomy, competence, or relatedness with the choice she provided them. Reasoning as described above, she might hypothesize that the process of choice was too complex, and students might not have had good strategies for choosing appropriate problems. To check her thinking and get more ideas, Ms. C could then ask students why they responded to the worksheet as they did. For instance, she might ask:

• Why did you pick only levels one and two?
• Why did you do only one problem at each level instead of two?
• Did you find the problems helpful to do? Why or why not?
• What might have made this activity better for you to practice solving problems involving inequalities?

Students are often quite insightful about their learning needs. In talking with students, teachers might find that the fundamental structure of the choice they provided the students was not conducive for students’ feelings of autonomy, competence, and relatedness. However, like Ms. R, teachers might find that changing the choice structure is not necessary; instead what is needed is helping students understand the rationale for the choice and how to productively make choices. And, of course, improving choice may involve some combination of changing the choice structure along with educating students about how to use choice to learn.

Students who associate a choice with feeling autonomous, competence, and in relationship with others are more likely to be engaged with the learning.

Next, we provide one more case to show a different choice structure, how this choice related to students’ feelings of autonomy, competence, and relatedness, and the type of student engagement choice can foster. Student engagement can sometimes be garnered by providing relatively small and simple choices to students. The case of Ms. H illustrates this.

The Case of Ms. H — Small choice, big engagement

Every day, Ms. H prepared two warm-up problems, each with the same mathematical content but situated in different contexts — for example, one problem might have to do with hiking and the other with flying. The two contexts were always on the board, and during the first minute of class, students were allowed to vote for the one that interested them. In order to make sure that they could vote, some students began to arrive to class early, and overall, the number of students who were late went down. The motivation to select a context carried over into actually doing the warm-up problem. According to Ms. H, all students began to actively engage in doing the warm-up, which had not occurred before she began offering students the choice of contexts.

After the first week of voting for the warm-up problem context, students asked Ms. H if they could suggest contexts. Ms. H agreed and students put suggestions in a hat, from which she drew contexts for the next day’s warm-up. After two weeks of doing the warm-up voting, Ms. H tried to stop, but students loudly objected, so Ms. H continued providing the choice. Tardies continued to remain low, and student engagement in the warm-up problems remained high.

The success of Ms. H’s warm-up context choice can be explained by its influence on students’ feelings of autonomy, competence, and relatedness. Students’ feelings of autonomy were likely fostered because most students found at least one context meaningful to them, which was probably strengthened when students began suggesting contexts. Students likely felt competent making this choice because choosing was relatively simple, and the actual warm-up problem appeared appropriately challenging for most students, as indicated by their level of engagement. The fact that students worked productively on whichever warm-up problem was selected suggests the choice did not interfere with students’ sense of relatedness. Thus, Ms. H’s experience demonstrates that relatively simple choices can foster the key feelings of autonomy, competence, and relatedness, and consequently even simple choices can improve student engagement.

Teachers have described to us any number of ways in which they provide choice to students, including giving them opportunities to choose work partners, seating arrangements, homework problems, assessment problems, and ways of being assessed.

Like Ms. R, many teachers are initially concerned that students will not respond well to having choices. Ms. R addressed her concern by making sure to have plenty of work available for students to do; other teachers make it a point to be explicit with students about why they are providing choices, and they request student feedback on whether they value the choice. Whatever strategy they choose, though, teachers can increase the likelihood their students will value choice by analyzing how students associate feelings of autonomy, competence, and relatedness with the choice provided them. While this might take some trial and error, finding the right choice structures for students can be a powerful tool for fostering student engagement.

Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good but relevance is excellent: Autonomy affecting teacher behaviors that predict students’ engagement in learning. British Journal of Educational Psychology, 72, 261–278.

D’Ailly, H. (2004). The role of choice in children’s learning: A distinctive cultural and gender difference in efficacy, interest, and effort. Canadian Journal of Behavioral Science, 36, 17–29.

Katz, I. & Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19 (4), 429-444.

Citation:  Parker, F., Novak, J, & Bartell, T. (2017). To engage students, give them meaningful choices in the classroom.   Phi Delta Kappan 99  (2), 37-41.

ABOUT THE AUTHORS

Frieda Parker

FRIEDA PARKER is an assistant professor of mathematics at University of Northern Colorado, Greeley, Colo.

Jodie Novak

JODIE NOVAK is an assistant professor of mathematics at University of Northern Colorado, Greeley, Colo.

Tonya Bartell

TONYA BARTELL is an associate professor of mathematics education, Michigan State University, East Lansing, Mich.

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Letting Students Lead the Learning

According to a Gallup Student Poll (2015) of public school children, 47% report being “disengaged” at school. Unfortunately, this statistic doesn’t shock me. Too many classrooms are not set up with the intention of engaging students.

Student engagement is “ the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught .” As a teacher, it’s my job to engage student curiosity, interest and passion in relation to the curriculum. I cannot do that effectively if I place myself at the center of learning and ask students to focus on me. A class designed to engage learners  must  place the students at the center of the learning happening.

I realize this goes far beyond simply shifting away from a lecture model. It means really rethinking our entire approach to teaching. I experienced a moment of clarity as I prepared to introduce a large scale project last month…

My students were about to start an  RSA animation project focused on a genocide of their choice. I was preparing a Google Document with an explanation of what RSA animation is, detailed directions for creating an RSA film, and suggested roles for students. As I looked at my detailed explanation of the project, I asked myself, “Why do I need to tell students how to do this? Why not let students figure it out? Wouldn’t figuring it out be more interesting and engaging?”

The truth is I didn’t need to teach my 9th and 10th-grade students what an RSA animated film is or how to create one. When students leave high school, they will be expected to successfully navigate myriad challenges and novel situations. If I tell them how to complete a project, then 1) they haven’t had to struggle, problem solve, or learn how to learn and 2) I’ve only shown them my way (not necessarily the best way) of completing this project.

Instead of giving them access to that Google Document full of information and instructions, I asked students to investigate RSA animation to find out what it is and how they are created. Then groups worked together to write a project proposal explaining how they were going to execute this project. It required them to think through the purpose, strategy, and process before beginning their work. It asked them to do the work that most teachers do for them.

The finished products are a testament to how successful students can be when they are given a chance to lead the learning happening in the classroom.

https://www.youtube.com/watch?v=LC-rYkS3i0M

I’ve come to realize that if I tell my students how to do their work, I remove the incentive for them to really engage, think critically, and problem solve. It’s so important that students learn how to learn and navigate unfamiliar tasks and challenges.

20 Responses

Great stuff! As a history teacher and a United States Holocaust Memorial Mueum Teaching Fellow, I am always excited to see teachers in other subject areas having students learn more about genocides. Additionally, your seamless integration of student creation of RSA to present their learning is fantastic! Engaging minds in creative learning activities is how to engage students in the 21st century. I only hope to continue to learn from your example moving forward.

Thanks again for sharing.

Thank you, Scott! My students read Elie Wiesel’s memoir Night about his experience during the Holocaust, but I wanted them to realize that genocides have happened since the Holocaust. Most of my students didn’t realize that there have been so many genocides. They really enjoyed the project!

Thanks for the comment!

When I taught “A Raisin in the Sun” I asked students to decide whether or not one of the main characters would have a better, worse or about the same chance of achieving his/her dream today than the character did during the time of the play. I like this idea to update it! Crazy, I devised the same assignment for “Night” last year; I asked if we’ve learned anything from the Holocaust, based on the genocide they chose to study. I had them do a power point or Prezi last year; this year I’ll definitely try RSA!! Thanks so much.

I love that question, Jane, about whether or not it would be easier or more challenging to achieve dreams (or the American Dream) today. That question could be used with so many different texts and help students think about how our country has changed.

I totally agree. Genocides are things everybody should learn so that we dont make the same mistake again.

Thanks for the reply!

Yes, unfortunately, there have been many genocides and it is often eye-opening to students to realize that the Holocaust was not the first, nor the last. A great companion piece to Weisel’s work is “Leap Into Darkness” by Leo Bretholz. He was a teenager on the run from the Nazis throughout the course of the war. He was arrested, and escaped, the Nazis several times, including his last escape – a daring jump off a train of victims destined for Auschwitz. It is a remarkable story that offers a very different experience, but one no less traumatic than Weisel’s. I’ve used it many times and the students really enjoy reading it.

Keep up the great work!

Thank you for the recommendation, Scott. I’ll check out “Leap Into Darkness”. It sounds intense!

What started out as an experiment to garner more participation has turned into one of my favorite classroom activities. I highly recommend letting students take the lead. I believe you will find that your silence will break down theirs.

I think this is an important point you are making about giving students control, and I am sure your students learned a lot from this exercise. However, I do worry that students might learn more deeply from writing a traditional paper than from making an RSA-style video. I watched the Rwandan Genocide video, and it’s good — but it seems a bit superficial. It doesn’t get at some crucial questions: how were 800,000 people able to be slaughtered in 100 days? That’s 8,000 per day. How could that happen? How could the world watch that happen? The video makes it seem like there were just the Hutu and Tutsi, isolated from the rest of the world. I fear that the time spent learning to make RSA-style video may have taken away from some of the depth and complexity of the Rwandan Genocide. Did the students watch Hotel Rwanda, for example? That film generates some powerful discussions.

Also, I’m curious what class worked on this (what age student and what class) and how long students had to work on the project. I teach US History to high school sophomores and juniors, and there’s a good bit of material the state says we have to cover, which makes it challenging (though not impossible) to do extended projects of the sort you describe here. I’m working now on having students write a short paper explaining the Iraq War. I’m not sure we’ll also have time to make videos, but now I’m thinking about it, thanks to your blog and video. Thanks for sharing and for making me think more deeply about my own teaching.

As a 9th and 10th grade English teacher, my students complete a variety of pieces of writing to analyze different texts, topics, and issues. I agree that writing is one way to demonstrate understanding, but it isn’t the only way or even the best way for many students. My goal with RSA, as well as a wide range of other types of alternative types of assignments (i.e. infographics, thematic memes, Instagram sensory walks), is to provide students with different avenues to demonstrate their understanding. Some students excel at writing while others are more creative and artistic.

What I like about RSA is that students are developing a whole host of skills by working collaboratively to create the films. They conduct research, collaborate on a shared script to take their research and turn it into a story, design a storyboard, and edit/publish their films. There are so many important skills cultivated with this one assignment that go beyond simply understanding the causes, realities and impacts of the actual genocide they are researching.

We did not watch Hotel Rwanda . Each of the groups in my class selected a separate genocide to focus on for this assignment. The goal was to get them to understand that there have been genocides beyond the Holocaust, which we were reading about. Often students hear that they must learn about the Holocaust to ensure that nothing like that happens again. I want them to understand that genocide has happened and is happening around the world.

My husband is a World History teacher, so I know the history standards are intense. That said, I worry that marching through the events in history without opportunities to dive deeper will result in kids who don’t remember much. If there is time to take some deeper dives into aspects of history that are particularly important, I think projects like RSA film making can be incredibly valuable and worthwhile. That’s not to say every film will be incredible, but it’s important to consider what else the kids are learning as they work together to execute a multifaceted project like this.

I appreciate your comment as I’m sure other teachers are curious about similar issues!

[…] Letting Students Lead the Learning | An effective way to have students learn about a topic. “Instead of giving them access to that Google Document full of information and instructions, I asked students to investigate RSA animation to find out what it is and how they are created. Then groups worked together to write a project proposal explaining how they were going to execute this project. It required them to think through the purpose, strategy, and process before beginning their work. It asked them to do the work that most teachers do for them.” […]

[…] 5. Finally, I am no longer the only “expert” in the room. In fact, I try not to talk at my students. I’d much rather have them investigate a topic, research, talk about what they found, and teach each other. I cannot go home with my students at the end of the day, so it’s essential that they learn how to learn. (For more, see my blog titled “Letting Students Lead the Learning.”) […]

[…] plan lessons and units, teach their peers about complex topics in station rotation lessons, design their own projects rooted in their passions, provide each other with tech support as needed, assess their own work on a weekly basis and […]

I think this is a great idea!! I do a lot of technology with my students and I was wondering if you ever had students create their own essential question to coincide with the proposal. How many days did did it take from start to finished product?

I have had students craft essential questions to guide their work on RSA (and other research based work). It’s a great way to have them narrow their focus and stay on point. The RSA project took about a week and a half from start to finish and we dedicated about half of our 90 minute class to it each day. That includes research, drafting and editings scripts, drawing and recording.

This is a great way for students to collaborate and create together using a different medium for expression. I am a library media specialist working with students who are in grade 5. In their classroom the students are working on social issues in book clubs and I was going to have the create PSA’s about the issue depicted in their book club book. I am interested in RSS but I am concerned it may be a bit much for this age group. Have you had any experience with students as young as 5th grade using this tool?

I saw a 3rd grade class create RSAs showing scientific processes. It definitely took them a little longer, but the finished products were excellent!

[…] Tucker also had a great post on this idea of letting students take charge of their learning.  She discusses the ups and the […]

I like this because everybody sould learn about this kind of thing. They will be better off for the future if they learn about this stuff.

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• Keynote Speaking

© 2023 Dr. Catlin Tucker

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

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

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

What is the Importance of Assignment- For Students 

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

Cognitive enhancement 

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

Ensured knowledge gain   

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

Improve students’ writing pattern 

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

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

Increased focus on studies 

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

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

Build planning & organization tactics

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

Adopt advanced research technique

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

Augmenting reasoning & analytical skills 

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

Boost your time management skills 

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

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

Develop an understanding between teacher and students  .

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

Clarity- what is the reason for choosing the assignment 

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

Building a strong relationship- Showing how to complete tasks 

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

Get a view of what students have understood and their perspective 

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

Chance to clear doubts or confusion regarding the assignment  

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

Offering individualistic provisions to complete an assignment 

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

Conclusion:

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

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

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

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Try This Awesome End-of-Year Activity: Students as Teachers

Let your students do the teaching for a change!

The end of school is the time of year most teachers dread. Kids are tired. Teachers are tired. There are 180,000 things on everyone’s mind. The last thing ANYONE wants to do is continue with the same routines. We all need a little break from the monotony! I love the end of the year because it is a golden opportunity to review the year’s work with some serious projects and group work. My favorite activity? Students as teachers.

Students as Teachers

My fourth-grade students had a BLAST the other day teaching our third graders a preview of what they’d learn in fourth grade. They exploded bags, dropped eggs, created an inviting restaurant for the perfect party, decorated a beautiful pet shop, and used motivating texts to inspire serious goal-setting.

They produced anchor charts, graphic organizers, student work pages, rubrics, and I-Can statements galore. It was a rewarding experience and an excellent review. Not to mention that it freed up the third-grade teacher for about an hour and gave me a chance to enjoy my students’ leadership skills.

The whole process of preparing students as teachers took about two weeks. Everything was student planned and designed, and covered topics from throughout the year. Here is the basic timeline of how we prepared.

Day 1: Brainstorming

I split my 24 students into four groups—math, science, reading and writing. I chose students who are really strong in each subject to be group leaders. The rest I placed according to their personality and strengths. I introduced the basic concepts of teaching, over which the kids went CRAZY! They were so excited about being in control!

We talked about the importance of choosing a topic we had learned in fourth grade. The kids used their journals to figure out what they’d like to teach. They spent time brainstorming and coming up with a proposal. I showed them the rubric and timeline to make sure they understood the expectations.

Day 2: Proposals

I checked in with each group’s progress. Writing knew exactly what they wanted—they love animals, so they wanted to make a pet shop. I asked them to come up with a proposal for what students might do. Reading was full of very ambitious kids—they wanted to focus on goal setting. Math decided they wanted to plan a party but weren’t quite sure how to tie it to the curriculum.

We worked together to come up with the idea of analyzing the cost. They’d make decisions on what to order, figure out total cost, and divide it by three people hosting and paying for the party. Science wanted to do something on changes but didn’t quite know what. I remembered a super fun lab I’d done in the past with physical and chemical changes, and showed them some ideas online. They were thrilled!

Day 3: Getting Organized

The goal of the day was to write lesson objectives, design a graphic organizer, and come up with the basic flow for each group’s lesson. I gave them about half an hour to work then told them I would be checking in on their progress. Some of the teams were having NO problems getting going, while others struggled a bit. I spent time with each group, asking guiding questions and helping them focus on what they would be doing. Reading decided to do text structure with an article on goal setting, then move into creating goals. Writing decided to do a persuasive letter, with an emphasis on finding solid reasons for their parents to let them get pets from the pet store. Science decided to run labs to explore the difference between physical and chemical changes.

Day 4: Research

I told students they couldn’t teach something they didn’t understand. Each group was responsible for finding a minimum of four facts or ideas related to their topic. ADVERTISEMENT

Day 5: Lesson Planning

I gave students their planning template. They had to turn in a lesson plan including a graphic organizer and some work required.

Day 6: Teacher-Tested

I took the worksheets students turned in and printed them out. Then I taught each lesson (exactly as it was prepared) to the whole class. Some of it was awkward, some of it took FOREVER, and some was super fun. (Have you ever told a room full of kids to chuck an egg on the floor? It’s a trip!) After each lesson, we had a class debriefing where we talked about what went well and what could be better.

Day 7: Adjustment

Students regrouped and adjusted their plans. They also came up with rubrics to use to grade their students.

Day 8: Trail Run

One of my lovely team members brought her students in so we could try our lessons. Writing and math went well and needed no adjustments. Science discovered they needed anchor charts to teach from before expecting students to analyze the results of the labs. Reading was a complete flop. They had planned way too much and it was pretty boring! Luckily, my teammate had a couple of books about goal setting, so the reading team did a last second change-up. They worked together to come up with a new plan—analyzing the theme of the story and then setting goals. It turned out to be great!

Day 9: Last Minute Prep

I-Can statements went on chart paper, anchor charts were finalized, work pages and rubrics were polished, and group roles were ironed out. They did a couple trial runs to see how it would go.

Day 10: Teaching Day

One awesome third grade teacher volunteered as tribute and brought her kids, divided into four groups, to our room. My fourth graders were set up in separate parts of the room, ready to go.

Before we began, I laid out the expectations for the third and fourth graders. Then I set the timer for 16 minutes, and off they went. It was so fun to see how incredibly engaged the third graders were! The fourth graders really excelled as leaders. I enjoyed seeing how some of the students I would not have expected to be outgoing really put themselves out there and took ownership over their project.

The third grade teacher and I walked around the room and observed (with only occasional help given). The younger kids rotated through all four stations in the room, working hard in each one. After they left, the fourth graders used the rubrics they’d created to grade their students. They were so pleased with themselves!

Students as teachers was a super fun, low-prep activity. It took up quite a bit of that extra end-of-year time in a meaningful way. It allowed me to see some of the third graders that may be in my class next year, and let them have a small preview of what life will be like in fourth grade.

There were a couple of things I would do differently next time we do students as teachers. I only allotted 16 minutes per station, worrying about lessons dragging on and kids becoming disengaged. However, it was too short of a time, especially for everything my fourth graders had planned. Next time, I would also have my “teachers” plan some extension activities for early finishers.

My one big takeaway? Sometimes it’s good to sit back and let the kids shine. They’ll surprise you.

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57 Fun End-of-Year Activities and Assignments

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Teaching, Learning, & Professional Development Center

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How Do I Create Meaningful and Effective Assignments?

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

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

First Things First…

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

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

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

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

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

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

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

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

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

What your students need to know

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

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

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

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

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

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

A Few Do's and Don'ts…

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

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

Next are a few elements to avoid in your assignments:

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

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

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

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

Online Resources

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

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

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

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

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

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

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

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

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

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

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

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

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

Contact TTU

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

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Late Assignments: Tips From Educators on Managing Them

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Today’s post finishes up a two-part series on how different teachers handle late student work.

‘Taking Late Work Can Be Challenging’

Ann Stiltner is a high school special education and reading teacher in Connecticut with more than 20 years of experience in education. She shares her passion and love for working in the classroom at her blog from Room A212 (www.annstiltner.com/blog). Follow her on Twitter @fromrooma212:

Being a special education teacher means most of my students have the IEP modification of extra time, which generally translates to time and a half. For a test a teacher gives a class one hour to do, my student would have 1½ hours. For a project the class had one week to complete, my student would have 11 days. However, even with this extra time, some of my spec. ed. students are not able to complete the work. With diagnoses such as ADHD, LD (Learning Disabilities), or anxiety, they find maintaining focus and accessing one-on-one support difficult to fit into these time constraints. Their motivation is unpredictable based on their mood, family challenges, or social drama.

Due to these factors, I have adopted a policy where I accept work from both regular and special education students at any time for full credit or I take points off for each day late depending on the circumstances and if that will motivate a student to finish.

I realize that taking late work can be challenging for teachers of 100-plus students. It means constantly updating your grade book and keeping track of papers. Some teachers don’t accept late work because they think a firm cutoff teaches students the importance of meeting deadlines. Even though I agree this is an important skill, I fear that some students won’t learn that lesson from a policy of not accepting work late. These students prefer to give up and forget about the assignment in order to feel a sense of control and protect themselves from failure. Getting a zero on an assignment does not make them rethink their decision to not do the work, since a zero to them doesn’t mean the same as it does to us teachers. To them, a zero is the grade they think they deserve based on their past experiences.

I have found a time limit gives students a reason to give up and not try. This is learned helplessness in action. My working definition of learned helplessness is a person’s lack of effort due to previous experiences which have taught them that making even the smallest effort won’t make a difference.

For many students, trying involves a large investment of cognitive effort and a huge risk to put themselves out there. They are not ready to set themselves up for what, they are sure, will make them feel like a failure and especially not in a setting where they might be bullied, yelled at, or insulted. If they do not feel safe and supported, they will not risk being teased by their classmates. This is the thinking behind my policy to accept late work at any time. I do not want my conditions and requirements to be used as an excuse for why they do not engage in my lesson and do the work.

This same philosophy explains why I provide supplies like writing utensils or computer chargers. I consciously decide not to create barriers for a student to complete work. I do not want to rob them of a chance to engage with the material, learn something new, experience deep thinking and feed their curiosity by dictating conditions that they can blame for not engaging in the work. Accepting an assignment late gives them time to get motivated or set up one-to-one support so they can focus on the work when they are ready. I do not want to distract students with rules concerning time limits, pen vs. pencil, or on paper vs. on computer.

Don’t get me wrong: I do have classroom rules and expectations. I want the focus in my class to be on what is most essential—learning. This approach means the student—and their parents—will have a hard time holding me responsible for their grade. The responsibility falls on the student and their choices. This open policy allows me to create rapport when I explain my belief in their ability to do the work and my dedication to provide them the support and necessary modifications to be successful. If and when a student is ready to engage in the work, make an effort and take a risk, I am ready.

‘A Balanced Approach’

Ruth Okoye, Ed.D., is a 30-year veteran educator. She has taught in private and public school settings and is passionate about literacy, educational technology, and ed-tech coaching. She currently serves as the K-12 director at a nonprofit organization:

As an ed-tech coach working with fellow educators in their journey of professional growth, handling assignment submissions beyond the designated due date is a nuanced process that reflects both practicality and a deep understanding of individual circumstances. The approach I adopt recognizes the unique challenges that my learners who are teachers face in their daily lives, and it aims to create an inclusive learning environment that supports their development while acknowledging the diverse contexts in which they operate.

My policy on due dates is rooted in the realization that a one-size-fits-all approach fails to account for the myriad of responsibilities and situations that learners encounter. Rather than rigidly adhering to stringent deadlines, I advocate a balanced approach that considers the academic integrity of assignments and the need for flexibility.

To strike this balance, I establish a preferred due date for assignments, considering the majority of learners and allowing them ample time to complete their work. This desired deadline also has a more concrete counterpart—a hard deadline—that offers a reasonable time frame for those genuinely committed to finishing their tasks. This dual-deadline structure allows proactive learners to demonstrate their dedication while acknowledging the potential challenges others may face.

For example, in a book study, there would be weekly assignments. The posted due dates would give the learners three weeks to get each assignment done. I would establish a hard deadline for all assignments two weeks after the study is completed. I’ve found that for a six- to eight-week book study, that allows ample time for a learner to deal with an external complication and then get back on track.

Of course, the purpose of the assignment plays a significant role in determining the flexibility of the due date. For instance, tasks geared toward in-class reflection, like exit tickets, maintain their original deadline as they serve an immediate and time-sensitive purpose. On the other hand, assignments designed to assess learners’ application of covered material need a more lenient approach, allowing participants the time to digest the content and apply it effectively.

I also believe in allowing learners ample time to attempt tasks and even granting multiple opportunities for submission. This practice is grounded in the understanding that the learning process is not linear, and different individuals require varying duration to internalize and implement new concepts. By granting extensions and multiple tries, I encourage a growth mindset and empower learners to engage more deeply with the subject.

One of the cornerstones of my policy is the recognition that external factors beyond the learning experience can impact a learner’s ability to meet deadlines. Illness, family emergencies, or resource constraints can hinder progress, and rigid due dates should not serve as barriers to measuring their ability to apply course concepts. Instead of penalizing them for circumstances beyond their control, I aim to evaluate their understanding of the material and capacity to use it effectively, irrespective of external hindrances.

So you can see, my approach to handling late submissions from learners revolves around flexibility, empathy, and practicality. By acknowledging the diverse challenges teachers face and tailoring due dates to the purpose of assignments, I create an environment that fosters deep learning, personal growth, and a commitment to the subject matter. This policy recognizes the unique circumstances of each learner. It underscores the overarching goal of professional learning—to nurture and support the development of capable and resilient professionals in education.

What Is the Goal?

Jessica Fernandez is a full-time high school teacher and instructional coach near Chicago who specializes in teaching multilingual English learners and in supporting colleagues to make small language shifts that will benefit all learners:

Fortunately, my high school freshman English PLC has decided to have two categories: formative (anything at all that is practice), which is weighted 10 percent, and summative, which is weighted 90 percent. Since the purpose of formative tasks is to practice a skill they will later demonstrate, late work is accepted until we complete the summative demonstration for that skill. Afterward, there’s not so much of a point, plus it would drive us crazy and make work-life balance tough.

The goal, after all, is to give frequent and prompt feedback so kids can improve before their final summative demonstration. Late points are more of what we used to call “habits of work”; important soft skills, yes, but for our purposes, if the kid practiced for their summative skill demonstration, I’m happy, and I’m not scoring them on timeliness. Who knows what they had going on? I’ve gotten grace, and 10 percent won’t make or break their grade anyway.

Thanks to Ann, Ruth, and Jessica for contributing their thoughts!

Today’s post responded to this question:

How do you handle students turning in work after the due date, and why do you apply that policy?

In Part One , Chandra Shaw, Stephen Katzel, and Kelly Owens contributed their ideas.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Just a reminder; you can subscribe and receive updates from this blog via email . And if you missed any of the highlights from the first 12 years of this blog, you can see a categorized list here .

The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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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 find  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

• Find 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

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How to deal with missing & late-work: one teacher’s approach

Hey readers! It’s been a while since you’ve seen anything from us at Three Teachers Talk. We, like all of you, feel like we’ve been trudging through this year. Between the zooms, the Nearpods, the screencasts, the quarantines, the cleaning protocols, the bandwith issues…well, you get the picture. It’s been a lot.

Now we’re at the half-point of this year and so many are struggling with engagement. How do we “hold kids accountable” in the midst of all this? And what can we learn that might go beyond the crisis teaching we’re doing now? I’ve been loving following Tyler Rabin’s (@tylerrabin) journey around these issues and invited him to share his thinking with all of you.

We hope you’re safe. We hope you’re well. We hope this helps.

I’ve gone through this cycle more often than I’d like:

• Realize that grade penalties on late work are bad.
• Eliminate all grade penalties.
• Immediately get overwhelmed by late work and a lack of organization.
• Rush to reimpose late penalties.

I would argue that in most classrooms, grade penalties don’t exist because the teacher likes them; grade penalties exist because we don’t feel like we have an alternative.

On top of that, they work. For some things. The things they work for are the easily visible pieces. Do students hand more things in with grade penalties than without? Typically, yes. 

But, let’s also point out some of the things we know about how extrinsic motivators, especially punishments, impact student learning. This blog captures some of the key points from Daniel Pink’s work on motivation well, and the first point that we have to be aware of is that, while extrinsic motivation does increase short-term motivation, it actually hurts it long-term. This means that we can use it once or twice to convince someone to do something, but eventually that ends up no longer being motivating. Sound like any students you’ve had? 

The second piece is the more concerning piece. Extrinsic motivation increases someone’s drive to complete basic tasks, but it hinders their ability to engage in complex process. Correct me if I’m wrong here, but I believe learning falls under the latter category. While I wish I could put this softly, I don’t know a way around the harshness of this fact: an emphasis on late penalties values compliantly completing a task more than it does the student’s ability to learn. 

Now, here’s where we are stuck between a rock and a hard place. Late penalties are, in essence, a barrier to learning, but in most cases, there doesn’t appear to be a sustainable alternative for teachers. We don’t want to have to use grade penalties, but we are human. We need to have lives, and the constantly ebb and flow of late work is exhausting and time-consuming. 

This concept was weighing heavily on me a few months back. I too often criticize the act of using grade penalties without acknowledging the reality of our context or providing possible solutions. As I wrestled through this in an attempt to provide a solution, I recorded the most helpful info I could into the longest thread I’ve ever posted on Twitter. However, as it always goes on Twitter, it lacked the depth the conversation needs. 

As such, I’ve broken the thread into segments so that I can provide additional details about how to address the late work issue in meaningful ways without using grade penalties and without losing your sanity. 

Part 1: Organizing Assignments into Essential vs. Non-essential

This Tweet probably needs the most explanation. If you remove grade penalties and allow students to turn in ALL their work whenever they want, you will lose every ounce of free time you have. The key is to really identify the assignments that carry the most value. This isn’t to say that the non-essential assignments aren’t valuable, but the non-essential assignments should mean that their function is to allow students to practice specific skills and demonstrate their current level of understanding. They should have more than just that one opportunity to do that for each skill. But…I’m getting ahead of myself. 

Part 2: Non-essential Assignments – Multiple Attempts for Learning

The key with these assignments is that the student will have further opportunities to demonstrate their learning, but these missed assignments demonstrate a need for a different type of support, a support that grade penalties just frankly don’t offer. For your sake, don’t take late work that falls into this category. Tell the student that they missed this opportunity, but they will get another shot at it later. However, if you end there, kids will receive the message that every educator fears: deadlines and completing assignments aren’t important. 

This is why there must be a system or process set up to hold students accountable in a way that actually focuses on building those skills. Like I mentioned, my favorite is to have them stay after class and schedule their week with me. I can also put them on my list of students who receive my Remind messages about upcoming assignments. Somehow there has to be a clear next step for students who miss these assignments so that they know (a) you’re paying attention, (b) it’s important, and (c) you want them to get better at self-management and executive functioning. 

Part 3: Final Evaluation

All of this comes down to the fact that we should be averaging scores over time to determine a final score. Not only does that result in an inaccurate report of student learning, but it means that missing assignments will almost inevitably factor into the final grade (unless you drop scores, which I’m always a proponent of). 

At the end of a term, the goal is that you are doing a summative evaluation (preferably with the student) where you are looking through their data to determine their final scores. If this step isn’t happening, missing and late work usually ends up being a significant factor in a student’s grade. 

Now, I know a lot of people are thinking, “What about the student who doesn’t turn in ANY work?!” At some point, a lack of evidence is a lack of evidence, and that student hasn’t given you enough to demonstrate proficiency in the skill. I have found that this happens WAY less often than we think it does, though. 

Part 4: Authentic Consequences for Authentic Assessments

Tweets: 

While I probably don’t need to elaborate here, I want to make sure one word shines through: authentic. How are we creating experiences where students get to apply their learning in authentic ways so that the cost of not doing something is actually meaningful for the student? Is this a one-size-fits-all thing? Absolutely not. For a consequence to be meaningful, there must be an element of choice in it. The student has to have had some control and ability to bring in their full self – their passions, interests, goals, etc – to the project. That is when the consequences become powerful. 

Part 5: Final Thought

This is why I get so worked up about grade penalties. I know we do them because it feels like we don’t have an alternative, but so often these grade penalties are just kicking a horse who’s already down. These are students who often have already been told they’re bad at school, maybe not explicitly, but the message has been sent over and over. They don’t need another reminder that they can’t do it. We teach them nothing when we add penalties on top of self-doubt. What they need is someone who notices they are struggling, but instead of blaming the student and calling it good, that person goes, “Here’s how we’re going to do better next time. Let’s let this one go and move forward together.”

This is why we have to stop depending on grade penalties. They are a way of washing our hands of the responsibility of educating our kids, of helping them see their best selves. We can do better. It’s not easy, but we can do it, one small change at a time.

Tyler Rablin is a current instructional coach and National Board certified high school language arts teacher in Sunnyside School District in Sunnyside, WA. On the side, he is a consultant with Shifting Schools, contributing writer for Edutopia, and a Google for Education certified trainer. His educational passion is focused on the ways that meaningful technology integration, modernized assessment strategies, and strong cultures of learning can allow us to provide meaningful, powerful, and personal learning experiences for each of our students. In his personal life, he enjoys reading, running, and spending time hiking and camping with his wife and two dogs.

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How to Ask a Professor for an Extension + Example Emails

May 10, 2023

So, you want to learn how to ask a professor for an extension, but you’re afraid of sounding like a slacker, or of getting on your professor’s bad side. Luckily, we have some dos and don’ts that should cover your questions. The first one is simple: please do not, under any circumstances, use the example below as a template.

This Is Not How to Ask for an Extension on an Assignment

Dear Professor S.,

I’m so so sorry but I won’t be able to turn in the final assignment on time. There’s an issue going on in my dorm room and it’s really, truly and utterly gross (I won’t go into the details). I’ll make sure to get the assignment to you soon. Please know that I’m really bummed to be doing this, because your course really was my favorite course this semester.

While Charles wrote his email in earnest, he made multiple gaffes that only added more awkwardness to an already confusing request. (In fact, Charles forgot to phrase his request as a question!) Yet asking for extra time should not become an additional crisis on top of other stress. In this post, we’ll cover everything you need to know about how to ask for an extension on an assignment.

What’s Your Excuse?

Turning in an assignment late can cause anxiety for students. Many fear getting points docked or a lower final grade. Some view it as doing something “wrong” and end up feeling preemptively guilty or undeserving of the extra time. These anxious feelings can manifest in the request itself. (Just look at Charles’s overly effusive apology.) However, a lot of valid reasons for an extension exist. The first successful step in how to ask a professor for an extension requires clarifying your situation.

Let’s say you have a funeral to attend, you fall sick, or, as was Charles’s case, you discover a bedbug infestation. All of these reasons qualify as unexpected crises you couldn’t plan for. In urgent circumstances like these, professors tend to take an accommodating stance for last-minute requests. They have lives outside of academics too, and know how the real world can intervene.

Less urgent circumstances that require you to know how to ask for an extension might involve a conflict of deadlines in different classes, or a wedding to attend. To increase your chances, make your request as far ahead as possible, as soon as you learn of the conflict.

Professors may not accommodate every request, especially if the student simply procrastinated. But whatever your circumstances, do give your professor the real reason. Honesty always comes across as most genuine and requires fewer justifications. Plus, treating the situation in a mature manner will result in the professor responding in kind, and taking your request more seriously.

How to Ask for an Extension on an Assignment to Improve Your Work

A less typical, last-minute, yet non-urgent request can arise when students find they don’t understand how to accomplish the assignment. Similarly, they may find they aren’t satisfied with the quality or direction of their work. Asking for more time to improve your work can sound reasonable to a professor. The trick here involves specifying exactly why you need more time and what you wish to improve. Consider asking for suggestions as well before going forward. Most professors prefer grading a student’s best effort rather than a sloppy, punctual paper, and will be willing to help those who show enthusiasm for their subject.

Act Accordingly

With the various types of impediments and conflicts identified, let’s consider the best approaches for how to ask for an extension. If in doubt, and especially in an emergency, send an email. When emailing, include these three vital pieces of information:

1) Explain the situation you’re facing.

2) Suggest a specific alternative deadline. This date should be reasonable, both in terms of reorganizing your own schedule, and with respect to the teacher’s semester. Avoid an overly-optimistic deadline; you won’t impress your teacher if you’re forced to ask for an extended extension.

3) Ask about the teacher’s late policy, if you don’t know it already. If this information is included in the course syllabus, acknowledge the late policy in writing. Perhaps your teacher docks points regardless, in which case, you’ll want to know how many for each day the assignment is late. You may need to weigh your priorities, and decide which to sacrifice, promptness or quality.

How to Ask a Professor for an Extension During Office Hours

If you’re trying to juggle multiple courses’ assignments, or want an extension with more guidance, send a preliminary email asking to meet with your professor. Do email first, because waylaying your professor after class can stress everyone out. Once a meeting is scheduled, the face-to-face chat may prove more successful, simply because it’s harder to say no in person. This meeting also gives your professor a chance to put a face to a name, and will give you a chance to say something about what you’re working on. Extra guidance like new leads and library references may also speed up your progress.

Putting the How in How to Ask a Professor for an Extension

Let’s return to Charles’ email, and imagine how his professor might react. Reading about a “really, truly and utterly gross,” mystery situation doesn’t give the professor any idea of the student’s trouble, nor of how severe it is, or how long it will last. The professor has no incentive to act leniently, and no opportunity to sympathize. If anything, the vague description evokes confusion, pity, and doubt.

Imagine instead that Charles wrote, “I just discovered a bedbug infestation in my dorm room. According to pest control, I’ll need to spend the weekend bagging up my possessions before an exterminator arrives. Then I’ll have to find a different place to sleep and study for the coming week.” Here Charles goes into enough detail to delineate the situation. It becomes clear that a bedbug infestation is time consuming, as well as psychologically and physically taxing. Though unusual, Charles’ reason for wanting an extension now sounds perfectly legitimate.

You can avoid Charles’s main mistake by articulating your situation clearly and concisely. With a big emphasis on concisely. If you’re going to a funeral, you don’t need to convince your teacher that you loved your grandmother. If you’re sick, you don’t need to list your symptoms. A brief email saves your harried professor some time, and gives students practice in establishing their own personal boundaries. Overall, a brief email will sound professional and sincere.

Another must when learning how to ask a professor for an extension involves tone. The right register will come across as respectful and somewhat formal. Change phrases like “I’m really bummed” to “I regret.” Apologize, but don’t overdo it. One apology appropriately recognizes the inconvenience the professor may experience.

How to Ask a Professor for an Extension, Example 1

Now let’s take a look at Charles’ improved urgent request.

Dear Professor Sassin,

I’m Charles Yu, from your Modern Architecture seminar. I’m writing to let you know about a situation that’s come up. I just discovered a bedbug infestation in my dorm room. According to pest control, I’ll need to spend the weekend bagging up my possessions before an exterminator arrives. Then I’ll have to find a different place to sleep and study for the coming week.

Because of this, I’m afraid I won’t have time to work on the final assignment until next week. Would you consider a one-week extension, with a new deadline on May 25? If so, please let me know how this extension might affect my grade.

I apologize in advance for the inconvenience, and am open to other suggestions you may have.

Best regards,  

In his amended version, Charles makes it clear why his particular situation requires more time. He asks for (rather than dictates) an extension, and shows that he’s both concerned about his grade and happy to consider an alternative plan. The writing sounds polite, clear, and formal—a complete reversal from the previous chaotic and informal tone. Charles’s chances look good.

How to Ask a Professor for an Extension, Example 2

In the following example represents a less typical situation. Time is of the essence, but the situation itself cannot be called urgent.

Dear Professor Napier,

I’ve been hard at work on my research essay for your class, the English Romantic Novel. Initially, my plan involved comparing early Gothic novels, analyzing recurring motifs, and rooting them in British culture of the time. However, the more I’ve read, the more I’ve realized that my interest lies in the parodies of Gothic novels, particularly in the works of Wilde and Austen, and in the significance we might pull from the distortions they make.

I believe I could write a more compelling paper on this subject, but the deadline is fast approaching. I won’t have enough time to refocus the research and finish writing by Friday. Would you mind if I turned the paper in next Tuesday, October 3, instead? I understand that your late policy is strict. However, I think this new theme may inform my senior thesis, so I wonder if an exception can be made.

I’m happy to meet and discuss during your office hours tomorrow. Please let me know at your earliest convenience.

Tatiana Gorns

Here, Tatiana takes a risk. She knows her situation won’t seem urgent, but she appeals to her professor’s academic side. To do so, Tatiana must expand. The email is not concise, nor is it fluffy. Her investment in the assignment appears genuine. Furthermore, she explains the stakes, that this extension could positively affect her future course of study. This appeal will be hard for most professors to turn down.

How to ask for an extension – Additional Resources

If you’re looking for more advice on how to navigate the college work-life balance, how to better communicate, and other college know-how, you may find the following links to be of interest:

• Communicating with Professors: Ten Practical Suggestions
• What Does it Mean to Audit a Class in College?
• Best Gap Year Programs – 2023
• The College Transitions Dataverse
• College Success

Kaylen Baker

With a BA in Literary Studies from Middlebury College, an MFA in Fiction from Columbia University, and a Master’s in Translation from Université Paris 8 Vincennes-Saint-Denis, Kaylen has been working with students on their writing for over five years. Previously, Kaylen taught a fiction course for high school students as part of Columbia Artists/Teachers, and served as an English Language Assistant for the French National Department of Education. Kaylen is an experienced writer/translator whose work has been featured in Los Angeles Review, Hybrid, San Francisco Bay Guardian, France Today, and Honolulu Weekly, among others.

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The rhetorical situation: assignments.

Developing A Conceptual Toolbox and Working Vocabulary: Essay Exam

Now that we have introduced and discussed some key concepts of rhetoric, let’s put them to use through an imaginative exercise. The goal of this assignment is to begin developing a “conceptual toolbox,” that is, strategic resources for serious writing. The first step is gaining a common working vocabulary for the challenges of this course.

This assignment works like an  essay exam , which means you will offer a substantial written response to the prompt (approx. 500-750 words). 

1. First, read following scenario:

With only two weeks remaining in the semester, your English instructor walks into the classroom and announces a new assignment, one not listed on the syllabus. He explains that because he feels the course hasn’t progressed the way he had hoped, he is assigning a 20-page research paper on topics relevant to the class. He explains that the paper requires at least 15 sources and should support a thesis related to the assigned topic. Acknowledging that this is short notice, the instructor cancels several of the remaining class meetings to allow more time for the research and writing required for the paper. Although the majority of the assigned course work has already been completed, the instructor explains that this new assignment will make up 30% of your final grade.

After class, a number of students gather outside the classroom. Most are angry about what they take to be an unfair assignment. All are concerned about how this new turn of events might impact their grade in the course. Several of the students encourage the group to work together to come up with a response that will convince the instructor to reverse his decision. The students plan to meet later that night to decide how best to make the case. Later, sitting around the table at the coffee shop, the students share ideas about what to do.

Imagine that you are one of those students gathered to discuss the situation.

2. Next, review  “Concepts in Rhetoric”  in the  New College Guide.

3. Now, write your response . You could write this as a  letter to the teacher , or, you can simply explain the response your imaginary student group has planned to make.  Exactly how you respond is up to you . You might try to convince the teacher to cancel the assignment, or to change it, or you might explain why you refuse to do the assignment. You might agree to do it, but lodge a formal complaint. The choice is yours.

Successful responses to this assignment will:

• Use most if not all of the key terms in the “Rhetorical Concepts” section of the  New College Guide
• Demonstrate strong knowledge of those terms / concepts
• Be effectively edited

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Should Teachers Accept Late Work? (A Full Guide With Reasons For and Against)

Late submission of assignments is a routine issue faced by teachers. It’s not uncommon for students to struggle with time management, personal obligations, or unforeseen circumstances that lead to missed deadlines. Educators are divided on the best approach to dealing with late work, and while some say it’s unacceptable, others believe that a more lenient stance is better in the long run. Which of these arguments holds more merit?

This article explores whether teachers should accept late work, weighing the advantages and disadvantages of such a practice. By examining different perspectives and considering the impact on students’ learning outcomes, you will gain insight into this contentious issue and craft an approach that doesn’t do a disservice to you or your students.

Table of Contents

When Should a Teacher Accept Overdue Assignments?

For example, if they ask to submit their work later due to health-related issues and can present a medical note from a doctor, it will be unreasonable to refuse their request.

Or, if you are contacted by the student’s parents about a family matter, like the death of a loved one or the need to travel urgently, you should accept this as a genuine reason and grant the student some extra time to submit their work.

However, what happens if a student’s justification is unprovable, or they don’t want to explain why they’ve missed the deadline?

Reasons For Accepting Late Work

Tolerating late work is not a sign of weakness or bad teaching practice as it does have some potential benefits, especially in the long run. Here are reasons to support why teachers should accept late submissions from students.

Better Quality Work

Though teaching the importance of time management and responsibility is undoubtedly a big part of setting an assignment, students producing good-quality work is even more significant in the grand scheme of things.

Work that is rushed to meet a deadline will likely be below expectations and not accurately portray a student’s skills and abilities .

That’s why most teachers agree that giving students an extra day or two can be the difference between receiving a sub-par submission to one that is of a good standard.

Moreover, if a student knows that they can’t meet the deadline and that the teacher will not show any leniency in this regard, they probably won’t even bother at all.

Helps Build a Supporting Learning Environment

Perhaps the most meaningful benefit of accepting late work is the positive learning environment it promotes. 

When teachers show leniency toward missed deadlines, they create an atmosphere of support and encouragement, which are fundamental characteristics that help students to develop and improve.

Students also feel more comfortable seeking assistance and clarification, knowing their teacher is approachable and helpful. By promoting open dialogue, we can better understand the reasons behind late submissions and offer appropriate support and guidance.

On the other hand, a no-tolerance policy for late submissions will instill fear and pessimism, having a detrimental effect on progress.

Demonstrates Compassion and Understanding

In connection with building a supportive learning environment, teachers should accept late work to show and encourage the ideals of compassion and understanding. 

Students, though young, are people with real problems and challenges, just like the rest of us. Therefore, showing some sympathy and consideration can go a long way as they grow into well-adjusted adults and become considerate members of society.

Remember that you never fully know what students are going through in and outside of school, so giving them the benefit of the doubt with late submissions can avoid adding further stress to their lives.

Enhances Student-Teacher Relationship

We all remember our favorite teacher(s) . They made learning fun and accessible, took the time to get to know each student, and supported and encouraged us. Conclusively, the teaching and learning experience is a whole lot better with strong student-teacher relationships.

Secondly, it can lead to enhanced communication and more meaningful interactions. If students can rely on their teachers to be understanding about missed deadlines, the parties will be more honest with each other.

Consequently, the teacher’s leniency can strengthen mutual trust and respect, which will undoubtedly help create a better classroom community and lead to better academic outcomes.

Promotes Flexibility and Adaptability

The choice to accept late work can become a learning opportunity for students because it teaches them to adjust their plans and adapt to unexpected situations.

For example, a student with genuine intentions to complete an assignment on time may encounter computer issues, like their laptop not working or not having a reliable internet connection.

Accepting late work cultivates flexibility, which in turn encourages students to be versatile and resilient. This adaptability extends beyond academics and prepares students for the obstacles they may encounter in their personal and professional lives.

Greater Opportunity for Creativity and New Ideas

Deadlines are inescapable and serve important functions. Knowing when something has to be submitted puts the onus on the individual, who can then take measured steps to meet the requirements.

That is why when students are given the opportunity to submit late work, they are more likely to explore alternative approaches and think imaginatively to complete their assignments.

For example, if a student gets a spark of innovation the night before the assignment is due, they may be reluctant to use or build on it due to limited time. However, if they know the deadline is somewhat flexible, the student will be more motivated and inspired to pursue the new idea.

Develops Problem-Solving

Similar to the importance of being adaptable, accepting late work encourages students to develop their problem-solving skills when finding solutions to overcome challenges.

They learn to identify the underlying issues that caused the late submission and can work on strategies to prevent similar situations in the future.

Essentially, teachers can help students develop their self-management capabilities in a meaningful way, empowering them to be more responsible and independent.

This problem-solving mindset is a valuable skill that prepares students for the demands and expectations they will face beyond the classroom.

Does Not Limit Participation

It is not rare for students to feel dejected and lose interest in their studies after having their work dismissed. Consequently, their participation in class and the quality of their work take a turn for the worse.

In addition, it is worth noting that content covered in lessons are often closely connected, with topics overlapping and prior knowledge being built on constantly with new information.

Not only does a strict policy on late submissions directly affect the grade and motivation of students, but the resulting constraints on their participation will place them at a greater disadvantage.

To prevent this downward spiral, teachers should strive to maximize student participation, even if it means accepting late submissions.

Avoid Potential Tension With Parents and Administrators

Unfortunately, this is not the reality, and frictions between teachers and administrators/parents occasionally occur.

One area where differences of opinion come to light is grading. Teachers may set clear expectations and guidelines regarding assessment and grades, but this does not make them immune to scrutiny.

To save yourself the trouble of dealing with irate parents or administrators, it might be better to take a more lenient approach to missed deadlines.

The reasons above recommend why teachers should accept late work. This standpoint is supported by Dana Cole, a fellow teacher who explains her point of view about embracing compassion and flexibility in the video below:

However, this school of thinking has its limits too. One would rightfully argue that grading a student who didn’t meet the deadline the same as one who did is unfair and transmits the wrong message to young minds.

Besides this, there are other reasons why not accepting late work may sometimes be the better option.

Reasons Against Accepting Late Work

Is it always a good idea to accept late work? Some educators say no, and here’s why:

Deadlines Promote Self-Management Skills

Setting and adhering to deadlines are an integral part of the learning process. By sticking to deadlines, students grasp how to manage themselves better.

First, they develop essential time management skills as they learn to prioritize work, break the task into manageable chunks, plan ahead, and complete assignments promptly. Students will not have the incentive to organize their time most effectively if there is no deadline or it is loosely implemented.

Next, the ability to adhere to deadlines is a good indicator of someone’s level of discipline. If students demonstrate the effort and commitment to submit assignments on time, then they can replicate this resolve in other aspects of their lives. For instance, disciplined students are more likely to accomplish their goals due to the increased focus and control they have developed with practice.

Deadlines can also instill a sense of responsibility. By setting and sticking to an assignment submission date, teachers are empowering students to fulfill their obligations. This sense of responsibility helps to create a more productive learning environment where students understand their role and can focus on meeting expectations.

Hence, deadlines serve a vital role in the promotion of essential self-management skills, so they should be adhered to.

Avoid Developing a Bad Habit

Otherwise, students cannot be blamed for displaying counterproductive habits like procrastination and an inability to manage their time effectively.

For example, when teachers are relaxed about submissions, students will likely delay completing assignments until the last minute and put less effort into their studies. Consequently, the work produced (if any) is of a lower standard and will not reflect their true potential.

Furthermore, giving one student a pass for missing a deadline may encourage others to follow suit. Not only one class but other classes taught by the teacher would start submitting their assignments late.

And without any form of consequence for missing deadlines, a cycle of late submissions will quickly perpetuate. It’s best to nip it in the bud before it becomes a bigger issue.

Once is a mistake. Twice is a pattern. Three times is a habit.

Fairness and Consistency

Students place a great deal of importance on fairness and justice. So if deadlines are extended for some but not others, it can lead to resentment and demotivation. Hence, accepting late work can create a perception of favoritism or unfairness among students.

By not accepting late work under any circumstance (except in rare cases), teachers ensure a level playing field for all, reinforcing the principles of impartiality and equity in the classroom.

Consistency is also a key element of effective classroom management . Teachers should establish clear rules and expectations for all students and uphold these standards as best as possible.

Showing empathy and understanding is one thing, but a teacher who sticks to their word and is consistent will receive more respect and cooperation from students.

For instance, if a teacher sets a deadline but doesn’t stand by it, their students are less likely to be convinced or assured about anything else that teacher says. This could include setting future deadlines or even the instructions given in the classroom.

Upholding the expectations consistently, on the other hand, helps to build trust and credibility while minimizing any confusion, anxiety, or stress students may experience.

Prepares Students for the Real World

Punctuality is a virtue that extends beyond academic settings, and students must understand that deadlines are a common occurrence even outside of school. So, by making sure that work gets handed in on time, teachers better prepare students for life beyond the classroom. This includes a number of elements.

First, deadlines set by a teacher mimic the time constraints and standards that students will encounter in their future careers. Every workplace expects professionalism, reliability, and commitment from its workforce, and students can start developing these traits by meeting deadlines in school.

Teachers also help students build the discipline needed to excel in higher education and their careers. And by allowing students to experience the consequences of their actions, they learn accountability and the importance of fulfilling commitments (as discussed above).

Furthermore, the value of punctuality is taught as students recognize that meeting deadlines is a sign of respect for others’ time, which is a characteristic that will serve them well when building relationships.

On the contrary, accepting late work can undermine the importance of these traits, and students who are accustomed to submitting work late may struggle to adapt to a professional setting.

While in school, turning in an assignment late might result in a lower grade at worse. Later in life, it can lead to tensions with others, impacts on health, missed job opportunities, or even getting fired .

Inconvenience for the Teacher

It is well-known that a teacher’s day is busy with a long list of duties that need to be fulfilled. High up on that list is the responsibility to assess and provide timely feedback to students. This is only made harder for the teacher when students submit their work late.

Most teachers allocate specific times for grading. So, if an assignment is handed in after the teacher is done grading other students, it creates a backlog for the teacher and may mean that the late assignment goes unmarked.

Fundamentally, delayed assessment, or not assessing at all, will impede the timely progression of the curriculum and disrupt the flow of teaching and learning.

By enforcing deadlines, such inconvenience can be solved and enable teachers to accurately assess students’ progress and provide prompt feedback.

Your willingness to give your students the benefit of the doubt should always have its limits, most of the time for their own good. As a teacher, you have a responsibility to help students grow into not only knowledgeable but also well-adjusted adults.

Enabling students who perpetually turn in their work late or grade them similarly to their classmates who made an effort to meet the deadlines can send a detrimental message that will hold them back later on in life.

That’s why still enforcing some assignment guidelines is essential in teaching students the importance of time management and taking responsibility. However, there is a way to do that without derailing their academic journey.

How To Best Deal with Late Work

Extreme approaches are rarely effective, so you’ll want to strike a balance between providing second chances and holding students accountable for their actions, i.e., finding a middle ground that can encourage your students to make an effort while still stressing the importance of good time management can go a long way.

In general, the most practical option would be to accept late work within a reasonable window of time. So, if students fail to meet the initial deadline for whatever reason, they still have an opportunity to turn in their work. But when that window passes, it’s time to move on.

Another factor to consider is the implementation of any late penalties. When it comes to illness or other extreme circumstances, taking an understanding approach should be the obvious action. But for students who repeatedly demonstrate poor self-management and a lack of motivation, some form of consequence can serve as a reminder of the expectations.

My suggestion would be to create a system in which an X-day delay translates into an X-point deduction.

For example, if the work gets turned in 1-2 days late, there’ll be an automatic five or 10-point deduction on the assignment. That way, the students can still get a good grade if they produce good-quality work while also learning a lesson on the importance of self-management skills.

Moreover, this type of system can push students to input more effort. Let’s say a student recognizes they won’t be able to turn in their work on time. That means they’ll be extra motivated to submit an excellent assignment since they know they’ll be starting at a 5-point deficit.

Though there are currently no concrete studies to support such arguments, many teachers (including myself) have first-hand experience of how work submitted late can often exceed expectations. Whether that’s because of fewer time constraints or the incentive to do better due to having fewer points available is up for discussion.

Another advantage of this approach is that it helps you grade your students based on their actual assimilation of the subject, not arbitrary timelines.

Principally, to avoid confusion and frustration, teachers should establish clear expectations regarding assignment deadlines from the beginning. By clearly communicating due dates, late submission policies, and any potential penalties, students can plan their time accordingly and understand the consequences of submitting work late.

Whichever approach you choose, enforcing it consistently is fundamental.

There’s no one-size-fits-all answer to the question, “ Should teachers accept late work ,” and your response to the situation will depend on your teaching style and circumstances. However, it usually pays to be reasonably flexible with timelines and allow students to turn in their work rather than have them not bother at all.

You can still develop a system where turning assignments in X days late leads to an X-point reduction. That way, you’ll keep your students motivated to complete assignments while influencing them to make more responsible choices in the future.

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When a student submits a work that is a copy from a colleague, should you also punish the student that made the work?

The question kind of says it all. Imagine that for an assignment you receive two or more similar submissions (e.g. programs). What will you do? Annul all the works? What if you know for certain who was the original author?

Probably this is already in your schools’ code of conduct. In my school it is not and I sometimes don’t really now what to do.

• 28 $\begingroup$ Do you know that the author voluntarily shared the work and it wasn't taken from them unwittingly? $\endgroup$ –  Ellen Spertus Commented Jul 10, 2017 at 20:05
• 2 $\begingroup$ I suppose that most of the times they share the work voluntarily, although they don't admit. $\endgroup$ –  Nuno Gil Fonseca Commented Jul 10, 2017 at 20:17
• 19 $\begingroup$ Why did you ask on CS Educators instead of Academia ? There doesn't seem to be anything specific to computer science here. $\endgroup$ –  jpmc26 Commented Jul 11, 2017 at 6:30
• 1 $\begingroup$ @jpmc26 I understand what you say, and probably my question should be more clear in that aspect, but in fact I am especially interested in programming assignments (copy of source code). $\endgroup$ –  Nuno Gil Fonseca Commented Jul 11, 2017 at 10:32
• 6 $\begingroup$ @jpmc26 Whether a question is on-topic at another site shouldn't matter—as long as the question is on-topic here , it should stay here (and from the reception, the answer appears to be that it is firmly on-topic here). Overlap between sites is absolutely fine if you want an answer from a specific group (like CS Educators, for example, rather than general Academians). $\endgroup$ –  Aurora0001 Commented Jul 11, 2017 at 19:19

14 Answers 14

This would depend on context, in my opinion. Given you know the identity of both the original author and the plagiarist, consider:

Did the original author facilitate the plagiarism, or was the code plagiarised without the original author's knowledge? Can you tell?

Clearly, if the original author was the victim of someone peeking over their shoulder, or just blatantly copying code files, then they should not be punished. But if they gave help to others despite being told that this is inappropriate , then they are equally guilty of misconduct.

It's easy for me to write this, but in practice determining whether the plagiarism was with or without consent is more difficult. I would be inclined to give the benefit of the doubt if there is any chance that one party did not intentionaly cheat.

Is there any record of the students cheating previously? If so, that might be a guide.

I would be keen to avoid punishing someone who might not have done anything wrong, but some others might not give the benefit of the doubt. It's certainly not easy to tell what exactly has gone on when two very similar works are handed in, but if you can rule out any copying without the author's awareness with certainty , then you must assume that the author facilitated cheating.

If you haven't made clear what the difference is between helping and cheating, then you can't really punish anyone fairly —if you don't clearly lay out your expectations, then you can't enforce strict rules.

• 21 $\begingroup$ I think it worth mentioning that the pricing scheme for some git hosting sites makes it likely that some students will use public repositories for their projects, even if working solo. I and several of my peers did this - and I am quite confident that this was done because of money, not in order to facilitate academic dishonesty. $\endgroup$ –  Jeutnarg Commented Jul 10, 2017 at 21:13
• 8 $\begingroup$ What do you mean by facilitating cheating? When I was a student, I published a lot of assignment solutions. I was the author after all, I can do whatever I want with what I've created. $\endgroup$ –  Džuris Commented Jul 11, 2017 at 0:36
• 1 $\begingroup$ Also -- sure, let's encourage people to keep their stuff behind 100 locks. Hell, maybe even ban the use of VCSes altogether. Why not approach this like an actual CS professional? Encourage everyone to use Git or Mercurial for their homework -- if there are any suspicions, a simple look at the commit history will reveal who's to blame (for plagiarism et al ). $\endgroup$ –  Priidu Neemre Commented Jul 11, 2017 at 8:45
• 1 $\begingroup$ @Džuris That would depend on your school's policy. If you are free to do what you want after your project is complete, and you publish it, of course it's not cheating. It's all about the intent—did you willingly help someone else in full knowledge that this is inappropriate, or did they, in effect, copy from your work without your knowledge and without crediting you? $\endgroup$ –  Aurora0001 Commented Jul 11, 2017 at 14:42
• 1 $\begingroup$ Comments are not for extended discussion; this conversation has been moved to chat . $\endgroup$ –  thesecretmaster ♦ Commented Jul 11, 2017 at 14:44

I have a somewhat different suggestion. Make every infraction an opportunity for learning, not a punishment scenario. Young people (& others) mess up. They get into "situations" and make dumb decisions. It is in the nature of growing up. You can't (severely) punish young people for making young people mistakes. And any punishment that doesn't stress learning is counterproductive.

I've written elsewhere on this site that if the young weren't risk takers then the human race would still be in the trees and just prey animals. The young put themselves at risk so that the baboons didn't feast on the infants and old ones. Live with it. It is part of our nature, mediated by intelligence for the most part, but still there.

That doesn't mean you can't put a scare into an offender (as a lion would do). But your primary job as a teacher is to teach the students the lessons that they need, not just facts or technical skills.

Repeated infractions and overall disdain for the rules or their fellow students is a different matter requiring more formal measures. So do infractions that hurt other people in some way.

Let me give a personal anecdote. When in college a fellow student and I committed a somewhat different sort of infraction. The faculty were of several minds with some simply dismissing it as "kids!" and one wanting us expelled. There were meetings and a committee that called us to account. After we suitably (and honestly) abased ourselves we were let go with an informal probation. It was very enlightening as well as embarrassing. My co-perpetrator graduated at the top of our class and I wasn't terribly far behind. So it worked out. (No creatures, human or otherwise, were harmed by our little escapade, so it was a simpler case). And I must have grown up wanting to emulate the way I was treated.

But the punishment for academic dishonesty should involve something that assures that the lesson of the assignment is learned as well as learning why the rules are important. Sometimes doing a similar assignment and writing an essay on honesty or whatever is appropriate.

It took me a while, but I learned over the course of my career that the main job is to teach students, not to judge them.

• 1 $\begingroup$ I love the last line, and the overall sentiment of this answer. $\endgroup$ –  Floris Commented Jul 12, 2017 at 12:57
• 1 $\begingroup$ Agreed that, for example, expulsion for a first offense, particularly for a freshman, might be excessively harsh, but I'd also say that the best way for most people to learn the lesson is for the punishment to be at least enough to sting, especially in case of blatant academic dishonesty where any reasonable person should have known better. Getting a zero on the particular assignment, for example, seems appropriate. I also had at least one professor who, upon discovering students shared an assignment, would grade the assignment and then divide by the number of students who shared. Seemed fair. $\endgroup$ –  reirab Commented Jul 12, 2017 at 18:30
• $\begingroup$ @reirab Your professor made my day! $\endgroup$ –  cst1992 Commented Jul 12, 2017 at 19:18

As outlined in my syllabus, both the contributor and the receiver have committed an integrity violation, and both will be punished. For me to feel that this is fair for everyone, I make sure to be very clear of the rules early in the course. I have a section in my syllabus that directly addresses "helping" other students. I have a list of actions that constitute integrity violations. But I also have a list of actions that are permissible in attempting to help other students. This has proven useful for the stronger student that truly does want to help their struggling colleague. It also gives the stronger partner a reference that they can show their struggling partner when they feel they are being pressured to help too much.

When I have instances of a student using another student's code, I will go back to the syllabus and cite the specific actions that were violated. The "supplier" may think that the punishment outlined in the syllabus is too harsh, but I rarely have a student now who denies that they violated a stated rule. And the punishment was known before the offense took place.

This is all assuming that you know one student was the supplier for another. I only pursue this if I have a extremely high level of confidence that this happened. Usually with submitted programming assignments, there are enough artifacts in the digital file (white spacing, identical inconsistencies, etc.) to be confident of copying.

• 10 $\begingroup$ "there are enough artifacts in the digital file...to be confident of copying." but not to be confident that the copying is not the result of a code theft (supplier was not consenting to this copy). Would'nt this approach punish the victim of a theft along with the thief ? $\endgroup$ –  Quentin Commented Jul 11, 2017 at 8:25
• 1 $\begingroup$ Says the guy who's never seen code stolen outright. I started booby-trapping mine after a few times. $\endgroup$ –  Joshua Commented Jul 11, 2017 at 17:17
• $\begingroup$ @Joshua your homework code wouldn't be stolen if you weren't doing something unethical with either it or your pc. Other students aren't going to hack your pc. If they are, they probably don't need to see your answer. $\endgroup$ –  user64742 Commented Jul 12, 2017 at 1:46
• 1 $\begingroup$ @Typhon: It was stolen off the department server not my computer. My home computer had too weak a distro for advanced computer labs and I couldn't suck down a modern one over floppy disks. $\endgroup$ –  Joshua Commented Jul 12, 2017 at 1:48
• 1 $\begingroup$ @Joshua in that situation the department is at fault, period. The security shouldn't be like that and you cannot be punished for illegal access like that. $\endgroup$ –  user64742 Commented Jul 12, 2017 at 1:53

I have 3 usual responses at my small institution:

• If two students cooperated, I ignore it the first time, after that I talk with them.
• If one copied from another, possibly by looking in my "In Box" (on my desk), I talk with that person.
• I report it to the Administrator in charge of Students.

We have only a few dozen students and one Administrator, so it is a small problem and gets dealt with quickly. Usually, if someone is getting excessive help from other students or is copying things, they end up not being able to do this coursework and we can redirect them to another program.

There is another way to approach this sort of problem, but it requires that you have the authority or power to modify the basic structure of the course.

I actually prefer to structure a course in such a way that this sort of problem can't arise. To do this requires that you encourage or even require students to work together, either in pairs or in larger teams. Work is submitted by the team. A naive approach to this won't work, of course.

A weaker proposal is to let students help one another pretty freely, but require that all collaborators be named in any submission. A subtle form of this is to let students collaborate, but not share code. However, you need a strong and well written Code of Conduct for this to work.

The issue, as I implied in my earlier answer to this question, is that learning must take place. Some problems given to students have a crux point and seeing it allows the student to have an A Ha moment that can be very powerful. The Dutch National Flag exercise has such a crux with a key insight that can broaden the education of any student. It is a shame to deny this moment to any student, which is one of the reasons we often require our students to work alone. However, if the student doesn't arrive at the denouement in a timely manner her/his learning may be slowed. And students often panic in the face of deadlines.

When I was much younger and teaching mathematics, I really believed that students should work strictly alone so that they could have such insights. I believed that, even though, at that time it was becoming increasingly common for working mathematicians to work in groups rather than alone. In fact, one of the reasons that I left math for CS is that I was teaching at a place at which there was no opportunity for local collaboration and the synergy it brings. This was before the internet of course (but we had left stone tools behind, thankfully).

There is a dilemma here, of course. We want each student to learn. We need to permit them to advance. Insight is good and aids this. Getting "stuck" inhibits it. In my view the way to cut the Gordian Knot here is:

Teach in such a way that there are more opportunities for a ha moments.

If there are many many opportunities, then the fact that student A helps B get through the crux on one such doesn't deny B the opportunity on the next one. There is evidence in the Pair Programming community (Agile Addicts) that pairing aids synergy, and doesn't leave anyone behind. Different people can contribute different things at different times and all advance.

Some additional points:

First, teamwork is a valuable, even required, skill for most employment. It doesn't come naturally to many any more or less than programming in a functional style (for example) does. It can be taught and needs to be practiced.

Also, knowing who the collaborators are, by design, lets you assign marks fairly. But you should arrange it so that people don't always work with the same partners. Students then learn less about teamwork and you have a harder time knowing who is shining and who needs a bit more polishing.

If you do this sort of thing, it is also useful, perhaps required, that you let the students give some sort of evaluation of their team-mates. Students are reluctant to do this of course, but it can be arranged if you make it positive for them. If you ask "How did your buddy do?" you are likely to not get useful information. However you can do the following:

If students are paired have them fill out an evaluation with two questions * What was your partners chief contribution? * What was your own chief contribution?

Make this a part of every paired assignment. If you have a student who answers "nothing" to the first question you learn something. If you have a student who always answers this way you learn something else. Both likely require a response from you.

In larger groups, have each student fill out a questionnaire at the end with questions like, supposing a group of five, for example, * Who were the three most valuable members of your team, possibly including yourself? * What was the main contribution of each of the people named above? * What was your own main contribution.

Make sure the students know about this, including the questions themselves, before the first group assignment.

If you allow collaboration, as in my "weaker" proposal at the top of this, you can also have collaborators fill out such an evaluation and submit it with the work. It doesn't add much to your work, as such submissions are usually short, but it does give you a better picture of individual progress.

An anecdote is instructive. I once had a group of students in a class and one of them seemed to be slacking. He didn't contribute much to discussions and didn't have great responses. However, on a fairly large project, he was the one named by every other member as the key to getting the work done. Since their work was done outside my view, I'd have missed this entirely. He got a big boost, of course, as he had earned it.

• $\begingroup$ Buffy, first of all thank you for such and interesting answer. I also believe that pair/group work are very important, especially in CS. The problem is that in the past I've done that, but when it came to that part when I asked them: Well, who made what? Was it 50-50? Who contributed the most?... Even when I was sure that it was like 80-20 (100-0 in some cases) they would say it was 50-50. :) $\endgroup$ –  Nuno Gil Fonseca Commented Jul 11, 2017 at 11:34
• 1 $\begingroup$ That is why I ask the sort of questions that let them avoid such answers. Not, "did your partner do his/her share", but "what did he/she contribute". $\endgroup$ –  Buffy Commented Jul 11, 2017 at 11:42
• $\begingroup$ :) Sure, with me that question would also arise immediately after the first one. But they would have their lesson well study and in the end would still seem like (50-50). Even know I receive pieces of code with almost one comment per line :) $\endgroup$ –  Nuno Gil Fonseca Commented Jul 11, 2017 at 11:56
• $\begingroup$ Hmmm. Excessive comments are a "Code Smell" of course. $\endgroup$ –  Buffy Commented Jul 11, 2017 at 12:01

It depends on the situation and your school's policy on academic integrity. At my school, it clearly states that authors may not knowingly permit other students to submit their work. You may want to ask your school to update its policy to include a clause like this.

You will have to determine if authors know if other students submitted their work. The author could be a student in the current class or another class. The author could be a stranger online. In a previous class, I suspected that one student submitted another student's program. This was confirmed when I saw that the filename included the original student's first and last name. After discussing this with both students, I resolved it. I can't say that I follow a hard and fast rule. I think it depends on the situation (severity of the violation, actions of both parties, etc.).

Having been in a similar situation myself as a student (once upon a time) might I suggest a different strategy - one that doesn't immediately punish either party?

Consider Jeutnarg's comment above about source control. Firstly, you absolutely do not want to encourage budding learners to be secretive with their code as that leads to far greater problems down the line. I appreciate some of these commercial tools may cost money to host private repositories but I would say that there's more harm than good can come from punishing a student for using a public repository. ( It's worth pointing out at this stage that many online apps give student and educational accounts out for either very little money, or for free. )

In this situation, I'd use this exact scenario as an opportunity - get them to write docs, or interview them one-on-one about the code. Ask them questions about the functionality, the expected output, and then discuss the plagiarism aspect directly with each student. Give them an opportunity to resubmit the work (or an entirely new piece) on their own but if the same thing happened in future, then take the steps toward punishment. If you take the route of a careless mistake (publishing code online when it should have been private), this is a perfect opportunity to explain how dependencies and open source libraries work. If they took the route of actively "cheating" (I know of not one single programmer that hasn't copied and pasted directly from Stack Overflow at one point in their career) then give them a second chance.

My advice? Speak to them directly. Perhaps both had issues with the material, or with teaching style, or perhaps even one was completely lazy and went for the easy route... but you'll never know until asking them directly.

Background: Our entire class got flunked because one student had copied various functions from other people's code. That and we used a few functions from the text book verbatim. I found this really demoralising and unfair as, although the functions were copied verbatim, that was the best way, that we knew of at the time , for that "thing" to be done. Long story short, the student that went around copying everyone had difficulty with the teaching method - and all it took was a couple of simple one-on-one sessions with the tutor to resolve... after we all had to resit the entire course though. That guy ended up dropping out due to the pressure of an entire class hating him. Don't let that happen to your student(s).

• 2 $\begingroup$ Hi Scott! Welcome to Computer Science Educators ! Thank you for this very interesting take on this question! I hope to hear more from you around the site. $\endgroup$ –  thesecretmaster ♦ Commented Jul 11, 2017 at 3:25
• 1 $\begingroup$ Hi Scott! To me it is OK, if one student help other. Even if a part of the code is similar, no problem. To me, a huge problem happens when several different files are 90-100% equal... $\endgroup$ –  Nuno Gil Fonseca Commented Jul 11, 2017 at 10:14

To kind of back up comments from others, I'll share something that happened to me.

I wrote an assembler for the 6800 for a software tools class, about 1985 or so. I put lot of work into it, partly because I have a bad habit of trying to do too much, and partly because I had a 6800 protoboard I wanted to be able to write programs for.

One of the TAs for the class was a really cute redhead I had a crush on (which may or may not be relevant). She looked at my completed work and convinced herself it must have been beyond my ability.

I was not party to the discussion with the prof and the other TA that determined the course of action she took, but the upshot was that she contacted me and arranged to meet me in the lab to ask me questions about my code. She had the listing and I did not. She also asked about the design process and the coding process.

I was not under pressure about my code, but I was under a different kind of pressure. She was still able to determine to her satisfaction that I had written the code.

The school did have a policy on doing your own work. That is something your school should develop, and should use your situation to get started with. They also had a policy about the process of investigating infractions, and the prof and she followed it.

I think my point is that a face-to-face interview, teacher has the source, student does not, can allow the teacher to determine whether or not the student really knows what is there in the way that the author of the code should.

• $\begingroup$ Joel, I understand what you said, and I agree with you. I always have interviews and code reviews with the students. So there goes my question: I am 100% sure about who really made the work. Should I punish that student? In other answers people are saying that it might have happened involuntarily (GIT, ...)... although that might be the case, I guess that in most cases, the students simply exchange the code between themselves (via Facebook groups, Whatsapp, ...) $\endgroup$ –  Nuno Gil Fonseca Commented Jul 11, 2017 at 10:21

If your school does not have a code of conduct, then you need to write a set of understandings that you can give out to your classes. Ultimately, there are no fair responses without some kind of memorandum of understanding. In there, you will outline what you consider to be cheating, and where, exactly, the lines are.

If you want to take a slightly different approach, the lack of a school policy also creates an interesting opportunity for you to get a lot of student buy-in for a strong policy on cheating.

At the beginning of the year, show a few CS plagiarism policies to your students, and ask each student to write their own example of a policy that they would consider to be both fair and enforceable.

During the next period, have each student pair and share, and debate each other for 3 minutes, and then rate the other student's policy on a few key metrics. Then have them switch to a new pairing and do the same. Once every kid has rated a few policies, have them rate their own. Collect all of the policies, and say that you will go over the top 3 policies along with some of your own comments the next day.

On day 3, you now have the makings of a very healthy debate, and the setup for a class vote on a policy. You will need some sort of structure to facilitate (and vote on) document modifications, and an overall vote for adoption. What you will wind up with is a document that the students created democratically, that they can take ownership of, and that they will back. You've also started a very healthy relationship between your students and your course.

• $\begingroup$ Ben, my school has a code of conduct, but it does not say anything about this particular issue. Your idea about the debate is a very good one, but I teach in a higher education school where several of my "kids" are older than I am :) and I suppose I won't have time for that! But I will for sure start doing a debate about this issue on the first class of the semester. $\endgroup$ –  Nuno Gil Fonseca Commented Jul 10, 2017 at 20:59

I would recommend the same punishment for each party, for several reasons:

• If you get two near-identical projects, it can be nearly impossible to determine which was the original. If you can only punish the one who copied, then you won't be able to punish anyone without determining which is which, and people can cheat with impunity.
• Suppose that Alice and Bob are friends in the same class, and Alice asks Bob to let her copy an assignment. If it's known in advance that there will be no consequences for Bob even if they get caught, there's some social pressure to go along with it. But if both are punished, Bob can simply say he isn't willing to take the risk. The policy makes Bob less likely to aid in cheating and also lessens any social consequences for doing the right thing if he would have done so anyway.
• Helping someone else cheat is unethical, so I have no problem punishing someone who does so willingly.

But we do want to avoid punishing someone who unknowingly helps someone cheat. There are two likely scenarios here:

• Alice looks at Bob's assignment when Bob isn't paying attention. This is less of a problem in CS than it would be elsewhere, due to the large number of coding assignments; a quick glance generally won't be enough. But for instances where it might be... The students are informed that keeping their work from being copied is their own responsibility, but if a small enough portion of the answer is copied that this is a plausible scenario, I'd probably give them the benefit of the doubt anyway (especially since small similarities can happen by coincidence).
• Alice and Bob collaborate a bit more than they should have, but don't actually intend to cheat . I'm perfectly okay with students discussing assignments so long as they're helping each other learn the material instead of just copying answers, but sometimes the line between the two isn't perfectly clear. My policy here is to insist that if students collaborate (or ask for help on stackoverflow, for that matter), they cite their sources on the assignment. If too much of the answer came from another source, I might take off a few points or have them redo the assignment (or more likely, just let them know that in the future, they need to do more of the work on their own), but as long as they're honest about where it came from, there's no ethical violation.

• $\begingroup$ Bob is the author of his solutions. How can you forbid him to publish his own work? Plagiarism is the fault of the plagiazer not the original author. $\endgroup$ –  Džuris Commented Jul 11, 2017 at 0:31
• $\begingroup$ @Džuris Published? I'm talking about students copying code written for class projects; nothing's published anywhere (or worth publishing, for that matter). But if Bob had previously published code that he reused for the assignment, then the publication's timestamp would establish Bob as the original author, and I'd require Alice to cite that source just like anything else she found online. And if Bob only wrote the code for the assignment, he should hold off on publishing it until all the submissions are in. $\endgroup$ –  Ray Commented Jul 11, 2017 at 0:42
• 1 $\begingroup$ Ray, I agree with all your scenarios, and so far I have never punished the original author, but as you mentioned, that is giving them a sense that they can share what they want. In some way, it is kind of holding an exam solution and walk in the classroom showing the solution to the colleagues. The student is just showing the solutions… the colleagues may or may not copy them. $\endgroup$ –  Nuno Gil Fonseca Commented Jul 11, 2017 at 10:29

I've been on the end that my work was copied. Or rather, I sent my solution to a classmate (as I needed help with a bug), discussed it, and later found out that another classmate had exactly the same code as I sent to the first classmate, with the same comments, bugs and variable names (which, knowing me and my bad naming standards/hygiene at the time, would definitely have called out that it was not his code) and all.

While I am happy that I was not punished, I believe that the teacher should at least have talked with me about it. As it was now, I had to deal with "should I call out on my friend(s)?", "Do I dare tell the teacher that I let both of them copy my code?", "If I call out on the second guy, what will happen with the first that I asked for help?"

My advice: Talk to the student, the very least. It'll save them a lot of stress. I would only annul all the works if you believe that the copying is widespread.

I should mention though that we was encouraged to help each other, so that I asked the first guy for help was not strange. What was as bit on the line was the fact that I sent him the entirety of my code. If that's the case with your students, then I would really advice NOT to annul all the works. It make them much less prone to help each other in the future, and it would just create harsh feelings.

• $\begingroup$ In "My advice" I think you mean "to the professor". I think that is good advice, as are your reasons for it. You might clarify the post a bit with edit. $\endgroup$ –  Buffy Commented Jul 12, 2017 at 13:55

As mentioned, there are likely institutional guidelines for students handing in duplicated work. In my university this typically led to both students drawing the short straw (and as a result it nearly never happened).

Assuming the work is clearly not made independent, and you are not worried that the work may have been copied due to a weakness in the security of the university (and its way of working), then both parties are likely involved.

Therefore I would recommend you to be strict and simply both give them zero points. If one of the students has been unjustly treated he will likely complain. If a he can indeed indicate how he was not at fault you can always become more lenient (and moving in the reverse direction is likely not something you want to do).

• $\begingroup$ Hi Dennis! Welcome to Computer Science Educators ! I'm glad you were able to add a new perspective here. $\endgroup$ –  thesecretmaster ♦ Commented Jul 13, 2017 at 10:41
• $\begingroup$ I think that "guilty until proven innocent" isn't best practice in any field. There can be social pressure among students that push an innocent person to not speak up to defend themselves. Surely the system should be more fair. $\endgroup$ –  Buffy Commented Jul 13, 2017 at 11:13

As someone who had a friend accused of cheating, because someone's assignment was very similar, but who knew nothing of that person, the solution is simple. Take them both and assign them two very similar, but just slightly different problems of a similar type to the one given. If they can both do them, it's coincidence. If one can and one can't, you have identified the cheater. If they both can't, then maybe they helped each other too much, or both got their work from some 3rd party.

• 2 $\begingroup$ Hmmm. Doesn't that put more work on an innocent party? $\endgroup$ –  Buffy Commented Jul 11, 2017 at 0:23

Note: This answer specifically applies to programming-based assignments .

I'm a student, and I'd just like to add my opinion here. We're taught programming in school using Turbo C++ . Yeah. That ancient compiler which hasn't been updated in decades .

Needless to say, when we search for help and find samples of code on the internet, most of the code doesn't even compile.

And to add to that, our teachers... Aren't always able to teach very well, due to time constraints or whatever.

I happen to be one of the the best students in class, and often my classmates will ask me to help them out. Whenever possible I'll take a look at their code and point out mistakes, but that's tough to do with a few dozen students in the class.

So sometimes I'll leave my code up and let the students take reference from it, but ask them to write the code themselves. Sure, there are a few kids who just straight up copy it, but I feel that the number of students benefiting learning from it outweighs that.

• $\begingroup$ Additional details: High school, none of us have been taught programming before except basic HTML. I have been programming for years, and the teachers are aware of the fact that students ask me for help, sometimes they're even sent to me by them... $\endgroup$ –  undo Commented Jul 12, 2017 at 6:16
• $\begingroup$ Hi, Rahul2001! First off, thoughtful student responses are certainly welcome in this community, so welcome to Computer Science Educators ! This answer has a few problems, however. First, it violates the Be Nice policy. Second, it isn't really an answer to OP's question. I have edited for the first problem, but the second one only you can fix. (BTW, don't worry, we still like you. I promise that you aren't the first person to have trouble with an initial post, and you won't be the last!) $\endgroup$ –  Ben I. ♦ Commented Jul 12, 2017 at 10:17
• $\begingroup$ @Rahul2001 I understand what you are saying. The teachers can't cover every single student at the same time, so to me it is OK if you have a student looking at someone's code to have a board idea about the solution or to overcome a specific difficulty. On the other side, I feel that it is not so correct when a student simply grabs the colleagues code and submit the code as being written by themselves. My initial question was about this last scenario. ;) $\endgroup$ –  Nuno Gil Fonseca Commented Jul 12, 2017 at 10:18

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Introduce this low-pressure writing strategy to increase engagement and lessen anxiety.

Are you giving students permission to fire write (write like crazy)? If there is too much pressure to get it right on the first draft it can often freeze up writers—not just young writers, all of us. Share with them the golden rule of fire writing: Don’t stop to erase, just keep writing. Sneeze those words onto the page!

Also, think of ways to create a space that is inviting to your writers. That might mean playing music at a low volume while they fire write, or taking them outside to sit under the trees with their notebooks. Contemplate all the ways you can lighten the mood to convey, hey, we’re just writing .

Low-Pressure Writing Assignments

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Creating a space for your students to write often and routinely in a low-pressure way allows more creativity to discover what they might want to say—and to see what they don’t want to write about. Just as we tell students it’s fine to abandon a book they are reading and choose another, we can invite them to do the same with their writing—start again, with a new topic or a different structure.

In terms of grading, simply give credit, but do not correct. Students can choose a fire writing assignment to develop later (for more formal writing assignments), and that’s where and when accuracy comes in. In the meantime, tell your students: Let’s get it down and then worry about making it better later. I’d show my eleventh-grade writers a copy of Tupac’s book of poetry, The Rose That Grew from Concrete .  In the book, to the left side of each typed poem, is his handwritten draft of the poem, words crossed out, some misspellings, and arrows redirecting lines. “See,” I’d say, “writing begins by just getting it down.”

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Ask ADDitude: Am I Asking for Too Much From My Child’s Teachers?

“what’s the line between normal kid behavior and adhd forgetfulness is it appropriate to ask the teachers to remind my son to turn in his completed work or to email me when he doesn’t i know the world won’t be accommodating when he grows up, but he’s still learning.”.

ADDitude Answers

Many parents of children with ADHD wonder about this. There isn’t a one-size-fits-all answer because each child is different. Forgetting to hand in homework is a common behavior in children with ADHD. I’d set up a time to talk to his teachers and explain that, while you want to teach your son to be responsible, you also have to accept this as ADHD behavior. Ask the teachers to work with you on setting goals for handing in homework-remembering to do so, say, three times a week. The teachers can e-mail you to let you know whether your child reached the goal. Once he does, you can raise the goal. Your child’s teachers might be more willing to help when you are working together toward a common goal.

Posted by Eileen Bailey Freelance writer, author specializing in ADHD, anxiety, and autism

It sounds like he is struggling with executive functions (planning, organization, and memory). Many with ADHD do. Since the behaviors (not turning in assignments and signed communications) are a direct result of a disability, punishment is unacceptable.

My son is also in 7th grade. His teachers got tired of my constant reminding that they need to help him with planning and organization (even though it’s in his IEP), so they said they would just give him silent lunch every time he wasn’t prepared from then on. My head almost started spinning around backwards! I quickly reminded them that punishing a child for behavior related to a disability is inexcusable, and a violation of my son’s civil rights under federal law .

Plus, all the discipline in the world isn’t going to change the brains these kids were born with. What they need is help creating routines and habits and tools to work around these types of issues – they aren’t going away.

Definitely meet with the principal and ask for a 504 Plan or even evaluation for services and an IEP. Also, ask that a plan be drafted and implemented with all his teachers right away to help him with these needs.

Posted by Penny ADDitude community moderator, author on ADHD parenting, mom to teen boy with ADHD, LDs, and autism

[ Free Download: Common Executive Function Challenges — and Solutions ]

A Reader Answers

Make an appointment with the principal. Bring your son’s 504 Plan (if he has one) with you. Ask for a meeting to be held with the Case Manager and your child’s teachers. Bring a letter to read that tells about your son and his past – as well as his future. Discuss what can be done to help your son do well in school. The biggest mistake you could make would be not going up to school and try to get the train back on track. Talk to the principal and teachers and give them your email, cell number and other contact info. Work with them and they will work with you. Then you can work with your son. Remember, this is hard on him too. Start to monitor him more. Contact the teachers more often. See if your son’s school offers online grading. Look at his grades daily. Your son can be successful, but only if you are willing to stay behind him.

Posted by Bensonadvocates

My son is 15 and does very well in school. He has always had a problem with turning in his assignments and projects. Executive function is lacking and it absolutely effects his follow-through. We’ve tried therapy, meds, you name it, but it didn’t help. What does help are constant reminders. I’m an ADHD adult and I have reminders for EVERYTHING. I’ve gotten my boy an iPhone so he can use the reminder apps, keep track of what’s due, etc. It’s more work for you, but you may want to try to sit with him every evening and talk about what’s due and if you can, set reminders for the next day. That has worked better than anything else for my son and me.

I hope that was helpful!

Posted by tmc

So my son has the exact same issue, among others. In middle school, he was in a public charter, and I was moderately successful getting teachers to implement a broad “ask” strategy for the entire class; they always pushed back on any strategy targeted specifically towards my son. So try that. In fact, two of his teachers then reported higher rates of homework completion for the entire class! Other teachers just didn’t care and felt like he should be able to do it on his own. If he has an IEP or a 504, ask for a phone reminder accommodation so he can have an alarm, without worrying about having his phone taken. Also try something called the WatchMinder, a programmable wrist watch that can vibrate with a reminder.

Posted by LA302

[ What I Wish My Son’s Teachers Knew About Him and ADHD ]

First of all, if you have an IEP or a 504, you need to change it to read “Teachers will check agenda daily and rewrite/clarify as necessary.” Making the child responsible for bringing it to the teacher defeats the whole purpose of the accommodation. You are trying to accommodate his executive function disability.

Another suggestion is a digital agenda so the teachers can enter assignments from their end without drawing attention to the child. My son turned 12 in September. We use one binder, with a folder for each class in the binder. Each folder has one side labeled “today’s homework.” He puts new assignments there and when finished he puts them back in that pocket. It makes it easy to remember. The other pocket is for other papers for class. Once a week, the binder is updated (old papers removed and filed at home, etc). Submitting papers online can work too. My son does this often and his teachers print them on their end. They also scan papers in and send them to him so he has them at home. An extra set of books for home leaves less to organize as well.

Just a couple suggestions for a problem we struggle with daily. Good luck!

Posted by Peacfldove

My son had the same complaints. It’s a bit of a trial and error situation sometimes!

As far as what’s “developmentally appropriate,” anybody worth their salt knows that what is “developmentally appropriate” for the average child is not necessarily so for one with ADHD! Anyway, isn’t that what the “I” in IEP is for? You’re not worrying about what’s developmentally appropriate – you’re concern is what’s appropriate for YOUR child, and for him to have free and appropriate access to his education, he needs to have accommodations that suit HIS needs!

CHADD asserts that kids with ADHD lag as much as 30 percent behind their peers developmentally. Moreover, by definition, the executive function challenges associated with ADHD very often result in significant impairment areas of planning and organization. When these areas are impaired and not accommodated properly in school, he is unable to perform in a way that is commensurate with his ability!

Sorry. This stuff makes me crazy sometimes! Don’t let it go. You can handle it calmly and reasonably, but I would keep requesting meetings politely until you get your point across and they agree! There were a couple years in middle school that the school didn’t have extra books to send physical copies home with my son (his grade is unusually large and requires extra teachers to be brought on each year as they move up), so the school gave us access to online & CD textbooks at home. No biggie, they just had to be a little creative to accommodate his needs! Your son’s school can do the same.

Hang in there and keep us posted!

Posted by ADD_Coach_Lynne

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