do we have to hand in the assignment by friday

4 Tips for Completing Your Homework On Time

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• B.A., English, University of Michigan

Homework, a necessary evil according to many teachers, has a lot of students tied up in knots. Some students can never seem to get things turned in on time. In fact, many students do not even realize that they  have  homework until a friend from class texts them or they overhear someone in the halls talking about Ms. So-and-so's terrible, no-good, awful, horrifying worksheet for Chemistry that is due the next day. These five tips for completing your homework on time, however, should help you get that homework finished on time. 

Tip 1: Rely On a Planning System

Most of you by now are well acquainted with a homework planner. It has the dates, the school subjects you are taking, and a whole lot of blank space to write down your homework assignments. Use these planners if you have them. Writing with an actual pencil or pen may seem almost archaic what with technology virtually doing everything for us, but the kinesthetic movement of writing down an assignment into one of those little squares (Language Arts test tomorrow - STUDY TONIGHT), will actually help solidify that homework in your brain.

Plus, when you are packing up to go home at the end of the school day, all you have to do is open up that planner to see which books, folders, and binders need to go home with you so you will not miss out anything that you need to do that evening.

Some people  hate  using planners. They'd rather walk on a pile of crushed glass than actually write something down in a planner. That's quite all right. One student kept a wadded up piece of paper in his pocket where he'd scrawl his assignments. It worked for him, so it was fine. For those of you not keen on planners or crumpled up notes, your phone can come in really handy. Just download a productivity app and type your assignments in there. Or, keep track of all the work due in the notes section of your phone. Or, snap a picture of the homework board in each teacher's class before you head out into the hallway. Or, if you are really dead-set against anything planner-related, then just send yourself a text after each class with your homework assignments for the night.

No matter which planning system you prefer, use it. Check off each item once you get it in your backpack. Your brain can only process so much information at a time, so you absolutely must write your homework down if you plan to complete it on time. 

Tip 2: Prioritize Your Homework Assignments

All assignments are not created equal. It's strongly recommended you use a prioritizing system when you sit down at home with your homework. Try a system a little something like this:

• Examples: Studying for a major test coming up tomorrow. Finishing a major project due tomorrow. Writing an essay worth a LOT of points that is due tomorrow. 
• Examples:  Studying for a quiz coming up tomorrow. Completing a homework sheet that is due tomorrow. Reading a chapter that is due tomorrow. 
• Examples: Studying for a spelling test that will occur on Friday. Writing a blog and posting it on the class board by Friday. Finish a book upon which you will take a quiz on Friday.
• Examples: Reviewing chapters for the midterm exam. Working on an on-going project, research paper, or long assignment due at the end of the quarter. Completing a packet that isn't due for two weeks. 

Once you've prioritized the work you have to do, complete all the 1's first, then the 2's, moving down as you go. That way, if you find yourself pressed for time because Great-Grandma decided to stop over for family dinner and your mom insisted you spend the evening playing bridge with her despite the fact that you have hours of homework ahead of you, then you will not have missed anything vitally important to your grade. 

Tip 3: Get the Worst Assignment Over With First

So, maybe you absolutely hate writing essays (But, why, though when all you have to do is follow these essay tips? ) and you have a major essay staring you in the face that  must  be completed before tomorrow. You also have to study for a major math test, complete a social studies blog by Friday, study for the ACT  next month, and finish up your science worksheet from class. Your "1" assignments would be the essay and the math test. Your "2" assignment is the science worksheet, the "3" assignment is that blog, and the "4" assignment is studying for the ACT. 

Ordinarily, you would start with the science worksheet because you  love  science, but that would be a big mistake. Start with those "1" assignments and knock out that essay first. Why? Because you hate it. And completing the worst assignment first gets it off your mind, out of your homework cache, and makes everything that comes after it appears to be really, really easy. It will be an absolute  joy  to complete that science worksheet once you have written the essay. Why rob yourself of joy? 

Then, once you've completed the stuff due first, you can focus on putting in a little bit of time on the ACT. Easy peasy.

Tip 4: Take Planned Breaks

Some people believe that sitting down to complete homework means that you literally park your behind in a chair and you don't move it for the next four thousand hours or so. That is one of the worst study ideas in history. Your brain only has the capacity to stay focused for about 45 minutes (maybe even less for some of you) before it goes on the fritz and starts wanting to make you get up and dance the Roger Rabbit. So, schedule your study time with breaks actually built in . Work for 45 minutes, then take a 10-minute break to do whatever it is people your age like to do. Then, rinse and repeat. It looks a little something like this:

Homework Time:

• 45 minutes: Work on "1" assignments, starting with the absolute worst.
• 10 minutes: Get a snack, play Pokemon Go!, surf Instagram
• 45 minutes: Work on "1" assignments again. You know you didn't finish.
• 10 minutes: Do some jumping jacks, dance the Macarena, polish your nails.
• 45 minutes: Work on "2" assignments and maybe even finish with any 3s and 4s. Put everything in your backpack.

Completing your homework on time is a learned skill. It requires some discipline and not everyone is naturally disciplined. So, you have to practice checking that you have everything you need for homework when you are still at school, prioritizing your work, plunging into the assignments you loathe, and taking planned breaks. Isn't your grade worth it?

You bet it is. 

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Due On, Due By, Or Due For? Difference Explained (+18 Examples)

Prepositions come after many words in English, and it’s important to understand how the meaning of words changes based on which preposition follows it. Let’s look at whether we use due on, due by, or due for, and what each one means.

What Is The Difference Between Due On, Due By, And Due For?

Due on should be used when something must be submitted on a given date and no other time. Due by should be used when something can be submitted on a given date or before. Due for should be used when something is submitted to a person, rather than a time.

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When Is The Deadline Day Included?

When you want to announce the deadline day, it always comes after the preposition. That means you can say “due on Friday” or “due by Tuesday next week.”

You can only put the deadline day after the preposition to indicate the urgency of the submission to the people you’re talking to. “Due on Friday” shows the urgency of getting it completed by Friday, while “due by Friday” shows that you can do it by Friday or before.

Does Due By Friday Mean On Friday Or Before Friday?

“Due by Friday” means both on and before Friday. It’s up to you how you want to interpret the message. Usually, you will start to work on the submission early and see how long it takes you to complete.

When something is “due by Friday,” it means you have until Friday to complete it. If you work on it earlier than that and complete it before Friday, you can hand it in whenever it’s ready.

Usually, tasks that are “due by” aren’t as urgent as ones that are “due on,” and there’s no given time frame for how long that task might take somebody to complete. Some people like to leave “due by” tasks until the last minute and hand it in on the last day, but this isn’t always a wise decision.

Is Completing A Task On The Due Date Considered Overdue?

Depending on what was asked of you, completing a task on the due date may be considered overdue. Typically, you want to finish the task before the due date to make sure that you can hand it in on time, ready for the due date.

Due dates usually include a day and a time. If you decide to complete your task on the expected day, you may often be overdue, as many people choose to finish their tasks earlier in the week to make sure they have something to hand in.

Of course, the time you hand something in and the time you complete it depends on the task in question. Some school assignments might take less time than a data-entry assignment would at your workplace. It’s dependent on what someone asked you to do, just as much as it’s dependent on your own work ethic.

Generally, make sure you get your task completed before the due date. That way, you’ll never hand in work that’s overdue.

6 Examples Of How To Use “Due On” In A Sentence

Let’s look through some examples now of when “due on” is used. We use this when we’re setting a specific time to hand in work. There’s no leeway or wiggle room with this time either. We typically tell them that the day is final, meaning no submissions before or after.

• This essay is due on Friday the 14th; otherwise, you will fail.
• This assignment is due on Monday next week.
• It’s due on Thursday, and I haven’t even started working on it yet!
• We’re due on Wednesday to hand this in.
• What day is the work assignment due on, sir?
• This is due on Saturday, no earlier, no later.

6 Examples Of How To Use “Due By” In A Sentence

Let’s see how “due by” is used next. There’s a lot more wiggle room and leniency when someone uses “due by.” They don’t want you to hand in the assignment later than mentioned, but they’re more than happy to accept it earlier than that if you complete it. Often, they’ll reward you for completing it quicker.

• The homework is due by Friday, okay?
• I’ve set you an assignment that’s due by Sunday.
• This piece is due by next weekend, right?
• I’ve got to finish my essay that’s due by tomorrow morning.
• The article is due by tomorrow evening.
• You have to complete the document for me. It’s due by noon!

6 Examples Of How To Use “Due For” In A Sentence

Finally, “due for” is used when the intended thing is a person or place rather than a time frame. Also, if you use the word “when” to start a question, you will finish it with “due for.”

• When is this due for again?
• Is that due for Mr. Robinson’s class?
• That’s due for Tom, isn’t it?
• That’s due for the class at six, right?
• When is our homework due for?
• When is this due for?

Is It Ever Correct To Use “Due At”?

When we want to be even more specific with our due date, we can include “due at.”

If we’re already on the day that the work was due and want to specify a time, that’s when we use “due at.” It keeps things even more specific than previously mentioned.

• This is due at six o’clock.
• This is due at two.

Quiz: Have You Mastered The Due On Vs Due By Vs Due For Grammar?

Now we’ll run you through a quick quiz to see what you’ve learned from this article! We’ll include the answers at the end for you to compare with as well.

• The homework is (A. due on / B. due by / C. due for) Friday and no earlier.
• The sooner you get it done, the better. It’s (A. due on / B. due by / C. due for) Tuesday.
• When is our essay (A. due on / B. due by / C. due for)?
• Is that (A. due on / B. due by / C. due for) Tuesday or Wednesday?
• This assignment is (A. due on / B. due by / C. due for) next week.

Quiz Answers

You might also like: “By Tomorrow” – Learn What It Actually Means! (Examples & Facts)

Martin holds a Master’s degree in Finance and International Business. He has six years of experience in professional communication with clients, executives, and colleagues. Furthermore, he has teaching experience from Aarhus University. Martin has been featured as an expert in communication and teaching on Forbes and Shopify. Read more about Martin here .

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Fact Check: Are Flexible Student Deadlines at Odds With Real Life?

Will flexibility around due dates deliver a reprieve for stressed-out students—or ruin them for real-world work? A high school teacher examines the practice.

One Sunday evening last spring, I opened my work email to see a request from a student: He was very sorry, but he had underestimated how much work he needed to do for an important oral presentation. Could he receive an extension?

Teachers are familiar with these emails that arrive the day—or night—before a project is due. I considered writing back that the deadline had been set a month ago and that since we’d met to discuss his plan already, he should just do his best. But the student, Alex (a pseudonym), had been sick the prior week with Covid-19 and had missed work in all classes. Alex also noted that he had worked through multiple revisions of the presentation, but he felt stuck. His request could be seen as an example of honest self-assessment and critical reflection.

Deadlines set by teachers are a source of student stress but can have clear value. Check-in dates help students break complex processes into manageable chunks as they plan and progress through course goals, and final deadlines can help them organize and prioritize work, complete tasks that are required to move to the next sequential skills, and avoid the anxiety of missed work piling up at the end of the term. (Having a due date for this article, for instance, helped me decide which of my many tasks to tackle when.) Teachers benefit too: Managing moving due dates for 150 students can quickly turn into chaos.

For many educators, strict adherence to deadlines is just one of many important skills they expect students to master before entering college and the world of work. “There is a camp that believes that setting deadlines and meeting deadlines is a life skill, and if we don’t hold kids accountable in K–12, then they won’t know how to perform in jobs,” says Denise Clark Pope, senior lecturer at Stanford Graduate School of Education and cofounder of Challenge Success. “But a lot of us who teach have realized flexibility is key.”

It’s almost certainly not a zero-sum game in life, or in classrooms, and the challenge for teachers such as me, and for leaders in business for that matter, is to judge when flexibility can improve work outcomes and lessen stress—and when it’s important to firmly enforce deadlines.

What Is Flexible and What Isn’t?

Middle and high school-aged students are stressed —and that’s been going on since before the pandemic . Research points to excessive homework loads , pressure to compete for coveted spots at competitive colleges, and lives increasingly shaped by smartphones and social media use . Even the word deadline is stress-inducing, with roots in a Civil War–era line drawn around a prison that an inmate crossed “at the risk of being shot,” according to Merriam-Webster . Some teachers are almost that deadly serious about grades, opting to mark zeros for late work or docking 10 percent each day, making completion after four days nearly pointless.

In the much-cited “real world,” however, when a challenge to an anticipated timeline arises, colleagues often meet to discuss how to work with it, whether more people will need to join the task, or which due dates need to be revised. (Plus, few adult workers have as many as eight people they must report to, with separate policies, as students do with their teachers.)

When Ashley Whillans, an assistant professor at the Harvard Business School, and her colleagues surveyed working adults in 2021 about their willingness to ask for deadline extensions, they discovered that 53 percent of respondents’ task deadlines were in fact adjustable. In the same study, Whillans and her team found that, based on survey responses from 10,000 working professionals, asking for deadline extensions is generally viewed favorably by managers—and it decreases employee stress while improving performance.

Yet employees, especially women, rarely asked for extensions, even when it was clear that due dates were flexible. They worried that managers “would think they were incompetent and unmotivated,” the researchers wrote , even though “in contrast to employees’ predictions, managers judged both male and female employees who asked for an extension as more motivated than those who did not,” the researchers concluded.

If emulating real work conditions is an end goal, then perhaps holding your ground on all student extension requests doesn’t make sense, given the Harvard workplace findings. To figure out which due dates are fixed and which are mutable, teachers might consider whether students are asking for extensions too frequently, whether adjusting the due date impacts any other student work, whether the completion date of the particular assignment is inherently difficult to gauge, or whether providing a little breathing space might allow the student to do better work.

Especially for students dealing with organizational issues, unilaterally inflexible deadlines without opportunity to revise contribute to high levels of anxiety around work completion. New Jersey parent Maureen Gallagher has found that homework zeros can accumulate very quickly for her child who has ADHD. Even though he tests well, his grades reflect attentiveness to tasks outside the classroom rather than mastery of material. To add to the frustration, teachers often are strict with students but then late themselves to enter grades, so students don’t realize how many zeros they have until it’s too late.

When Flexibility Is Baked In

A Universal Design for Learning framework acknowledges these contradictions and frustrations by emphasizing student choice and participation in task designs and goal-setting and helps support all learners , according to advocates. Students encounter goals, timetables, planning resources, and check-ins, as well as tasks with strong inherent interest, through collaborative planning and strong scaffolding.

Some schools have this process of continuous revision to one’s thinking built in through standards-based or mastery-based grading. “The question of ‘Did you turn it in on time’ becomes even more arbitrary if you are operating under the notion that students have multiple opportunities to do the work and try again throughout the term or year,” says Nataliya Braginsky, a social studies teacher and 2021 National History Teacher of the Year. At Metropolitan Business Academy, the magnet high school in New Haven, Connecticut, where Braginsky teaches, students receive benchmarks and guidelines but are not penalized for late work unless the work never comes.

Research backs up the effectiveness of offering regrading or multiple opportunities to submit drafts, in both humanities and STEM fields. Two different studies show that allowing students to be late without question by one to two days increased both turned-in work and student engagement and learning . That’s the flexibility sweet spot: According to a 2019 research paper , stretching due dates by a week or more resulted in a steep drop in the rate of students turning in work. Students also tend to appreciate and feel they learned more when given the opportunity to get a revised grade on a draft effort, according to a 2022 study .

Deadlines, of course, can help students prioritize, and some students do well with fixed due dates. But even fixed due dates can be generated collaboratively and revised as longer projects and papers wind on—a common practice in the professional world, where deadlines are initially agreed upon, and then often extended as the complexities of a project become clearer. Braginsky, for instance, checks in with her classes throughout a project, especially during new units or work outside the classroom, and revises due dates if students need more time to do good work.

Finding the Right Degree of Flexibility

If extensions are common in the work world, then finding your own sweet spot—the point at which both you and the student are able to function at a reasonably high level—is the sanest way to manage the question of flexibility around deadlines. There are many places to start.

Allow extensions selectively: Teacher approaches to due dates can range from limited to near-total flexibility. Limited flexibility might include giving passes for late work—with two to three passes a semester, no explanation required. Stanford’s Pope says that “just having that lowers the tension; even if they don’t end up using it, it is a way to lower the stress.” A second approach is to allow extensions as long as the student asks 24 to 48 hours before the due date, although this approach does not account for sudden emergencies. A third option is to allow any assignment to be handed in two days late without penalty.

Grade completion and quality separately: I often input two separate grades, one for completion and one for the academic quality of the work submitted. The completion grade is not worth a lot—in fact, I make it a binary of 0–1 in most cases—but it cannot be changed. This separates critical thinking and academic work from compliance or work habits, as Jennifer Gonzalez suggests , without entirely conceding the issue of deadlines. It can also be part of a standards-based grading approach , where students and teachers are clearly and continuously communicating goals and how to reach them, and therefore feel safer taking risks.

Take a mastery approach: Greater flexibility by necessity invokes mastery-based approaches, in which students have an array of tasks throughout the semester where they may set the due dates or check-ins collaboratively. Kathy Gentle, a chemistry teacher in Stamford, Connecticut, says her deadline is really the end of the marking period. Work in chemistry does build on prior work, and she reviews the sequence at the beginning of the year. But turning in something on time doesn’t mean the work is good, she notes, and having a strict deadline doesn’t mean students observe it. “I know that kids have other things going on in their lives,” she says. “I let them be a little more responsible for deciding what they need to get done when.”

With all of this in mind, I considered my response to Alex. Yes, I wrote, you can present at a later date. But, I added, come in at your originally scheduled time to discuss your ideas. In the end, Alex was learning how to manage due dates, stress, and his sense of what was possible both in his analysis and in his relationship to authority. This was as important an insight as one he might have about Hamlet or any other text we studied.

As teachers, we have to evaluate how much the deadline is part of the progression of student learning and how much it is for our own convenience (important too!) or sense of power and order. In the end-of-year class survey, Alex wrote that he felt “immense relief” when he received my email granting the extension. With extra time to discuss and revise, he decided to fully change a text he was discussing. He had a breakthrough, he wrote, and actually enjoyed the work.

Get it done: The Importance of Completing Assignments on Time

Completing assignments on time is more than just meeting a requirement or fulfilling an academic obligation; it carries significant weight in the realm of education. Timely assignment completion plays a crucial role in ensuring academic success and fostering a positive learning environment. 

It requires planning, organization, and prioritization of tasks. By adhering to deadlines, students learn to allocate their time wisely, juggle multiple assignments, and balance their academic workload. These skills are not only valuable during their educational journey but also in future endeavors where time management plays a vital role.

Getting work done on time helps reduce stress and anxiety levels too. Procrastination and last-minute rushes can lead to heightened stress, negatively impacting the quality of work and overall well-being. When assignments are completed on time, students can approach their tasks with a clear mind, devote adequate attention to detail, and produce their best work.

Benefits of Timely Assignment Completion

Finishing assignments contributes to improved time management skills. By adhering to deadlines, students learn to plan and allocate their time effectively. They develop the ability to break down tasks into manageable parts, set priorities, and create realistic schedules.

Reduced stress

Procrastination and the pressure of looming deadlines can lead to heightened stress and feelings of overwhelm. However, when students complete assignments within the given timeframe, they experience a sense of accomplishment, alleviating stress and promoting a more positive mindset. Reduced stress levels allow students to focus better, maintain clarity of thought, and produce higher quality work.

Enhanced Learning

When assignments are submitted on time, students have the opportunity to receive timely feedback from instructors. This feedback allows for a deeper understanding of the subject matter, clarification of concepts, and the chance to address any misconceptions or gaps in knowledge. By engaging in this feedback loop, students can consolidate their learning, reinforce key concepts, and apply their newfound knowledge to future assignments and examinations.

Positive impression on instructors

Consistently meeting deadlines demonstrates professionalism, reliability, and respect for academic requirements. Instructors are more likely to view students who complete assignments on time as motivated and dedicated learners. This positive impression can lead to increased support, guidance, and opportunities for academic growth, such as participation in research projects, recommendation letters, or mentorship opportunities.

Time Management Strategies for Assignment Completion

Breaking down assignments into manageable tasks.

One effective strategy for managing assignments is to break them down into smaller, more manageable tasks. Rather than tackling the entire assignment at once, divide it into smaller components or steps. This approach helps prevent overwhelm and allows you to focus on one task at a time, making the overall assignment feel more achievable.

Creating a Schedule and Setting Milestones

Establishing a schedule and setting milestones is crucial for effective time management. Allocate specific time slots for working on your assignments and create a realistic timeline for completing each task. Setting milestones helps you track your progress and provides a sense of accomplishment as you reach each milestone. Additionally, incorporating regular breaks and allowing for flexibility within your schedule ensures that you maintain focus and avoid burnout.

Prioritizing Tasks Based on Importance and Deadline

Prioritization is a key aspect of time management when it comes to assignment completion. Evaluate the importance and urgency of each task, considering factors such as due dates, weightage, and their contribution to your overall grade. Prioritize tasks accordingly, focusing on those with closer deadlines or higher importance. 

Utilizing Tools and Techniques for Time Management

Various tools and techniques are available to aid in time management for assignment completion. Utilize digital or physical planners, calendars, or task management apps to organize your assignments, deadlines, and milestones. Consider using productivity techniques such as the Pomodoro Technique, which involves working in focused bursts followed by short breaks, to maximize productivity and maintain concentration.

Remember, finding a time management approach that suits your personal style and preferences is key. Experiment with different strategies and refine your approach as you learn what works best for you.

Tips for Meeting Assignment Deadlines

Setting realistic timeframes.

One of the most important tips for meeting assignment deadlines is to set realistic timeframes. Evaluate the scope and requirements of each assignment and allocate sufficient time for research, planning, writing, and revising.

Avoiding Distractions and Proactive Time Management

Distractions can significantly impact your ability to meet assignment deadlines. Create a conducive work environment by minimizing distractions such as social media notifications, email alerts, or noisy surroundings. Practice proactive time management techniques like time blocking, where you allocate specific periods for focused work and eliminate potential distractions during those times.

Seeking Clarification and Asking for Help

When faced with assignment tasks that seem unclear or confusing, seeking clarification is essential. Reach out to your instructors, teaching assistants, or classmates to clarify any doubts or uncertainties regarding the assignment requirements. By seeking clarification early on, you can avoid misunderstandings and ensure that you are on the right track.

Proofreading and Editing for Quality

To ensure that your assignments meet the required standards and are of high quality, allocate time for proofreading and editing. After completing the initial draft, take a break and then review your work with a fresh perspective. Look for errors in grammar, spelling, punctuation, and overall coherence. Make necessary revisions and edits to improve the clarity, organization, and flow of your assignment. Taking the time to proofread and edit ensures that you submit polished work that reflects your best efforts.

By implementing these tips for meeting assignment deadlines, you can enhance your productivity, minimize stress, and increase your chances of submitting high-quality work. Remember, effective time management and proactive planning are key to successfully meeting assignment deadlines and achieving academic success.

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How strict should you be? A guide to assignment due dates.

Colleges typically require instructors to include a calendar of assignment due dates in every course syllabus. But most syllabi also include a disclaimer that assignment deadlines are subject to change.  

So, how flexible should deadlines really be in a college course? 

Be Flexible, or be Rigid, but Always be Consistent 

Be consistent in your approach to deadline flexibility, whether you never accept late work or are always willing to make an exception. Nothing irritates strong students more than their instructor announcing, “Since so many of you asked for more time on the assignment that was due today, I’m extending its deadline to next week.”  

Syllabi should always include a clearly stated policy about the circumstances under which late work might be accepted, if at all.  

But should this policy be applied equally to low-stakes and high-stakes assignments? 

Low-Stakes Assessments  

If a course has many low-stakes assessments, like quizzes or homework problems, those assignments are usually due on the same day each week.  

For example, if class meets on Tuesdays and Thursdays, there might a reading quiz due every Monday, to ensure that students are prepared for the week’s in-class discussions, and a homework problem due every Friday, to verify understanding of the week’s concepts. 

Here are three solid approaches to deadline flexibility for low-stakes assessments: 

1. Not flexible: Late work is never accepted  

If a student misses a deadline, they receive zero points on that assignment. 

This approach works best in courses that have many low-stakes assignments, such as reading quizzes on every textbook chapter, where missing one or two deadlines will not jeopardize a student’s understanding of the core concepts nor greatly impact their final letter grade. 

2. Somewhat flexible: Late work is accepted, at a penalty  

If a student misses a deadline, they can submit the assignment late, but their score will be penalized a specified amount (e.g. -5 points). 

This approach works best in courses where content acquisition is scaffolded such that missing one assignment will negatively impact a student’s understanding of core concepts and successful completion of future assignments. In this case, students who miss deadlines should be permitted to complete the missed assignments, but with a small scoring penalty to encourage on-time submissions in future weeks. 

3. Very flexible: Late work is made up, with instructor permission 

If a student misses a deadline, they must contact the instructor and arrange an alternate way to complete the assignment (e.g. by taking a make-up quiz during the instructor’s office hours). 

This approach works best in courses where low-stakes assessments are considered part of a student’s participation grade. In this case, missing a deadline is like missing a class meeting. Students should be encouraged to initiate contact with the instructor to arrange a way to verify their understanding of the missed assignment’s concepts.  

High-Stakes Assessments  

Every course has one or more high-stakes assessments, such as exams or research papers. These assessments are weighted more heavily (worth more of the overall course grade) than lower-stakes assessments because these are higher-level demonstrations of students’ proficiency in the course outcomes. Failure to successfully complete high-stakes assessments generally leads to failure of the entire course. 

What kind of flexibility is appropriate then for key, high-stakes course assessments? 

1. Not flexible: Deadlines do not change, under any circumstances  

If a student misses a deadline, they receive zero points on that assessment. 

This is the most common approach to deadlines for high-stakes assessments. It is rare for a college instructor to permit students to make up a missed midterm or final exam because students making up an exam would receive the unfair advantage of more time to prepare for the exam. Also, many final exams are scheduled for the very end of term, when there is no time remaining for make-up testing before instructors must report course grades to the college. 

2. Somewhat flexible: Deadlines are extended, at a penalty 

If a student misses a deadline, they can submit the assessment late, but their score will be penalized a specified amount (e.g. one letter grade per day). 

This approach is more common for midterm assessments, or for courses with single high-stakes assessments, such as a research paper that students work on throughout the term. If students who miss the deadline for a high-stakes assessment can still submit their work, but their score is heavily penalized, the course grades will accurately reflect the students’ term-long proficiency in the course outcomes. For example, a student who earned “A” scores all term but submitted their final paper one day late could still finish the course with a “B” grade. 

Remember, flexibility around assignments should be geared towards what makes sense in your course and for your students. While there are a lot of possible variations in regards to policy, the most critical element is to be clear and upfront with your students early in the term. This will help avoid confusion and complaints – and help you keep your sanity at the end of the term when students come looking for extra chances to make up missed work! 

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How to manage the 11:59 PM Deadline Comfortably

If you have ever had trouble submitting an assignment or received a penalty for minutes late submission, you understand how strict some professors can be. From losing an entire grade to losing a specific percentage of the grade or re-sitting a paper submitting an assignment (essay, discussion post, online quiz, homework, or research paper) can affect you as a student.

Late assignment submissions, albeit controversial, aim to make students learn the aspect of time management. Unfortunately, the immutable deadlines are sometimes biting lazy students, pushing them to begin working early and avoid even 1-minute late submissions.

Even though some educators might offer a grace period for a minimal time, some will apply a sliding scale late policy where they deduct a percentage of the score for each hour or day you are late with your assignments.

From the perspective of the professors, such policies ensure fairness for students who submitted their assignments earlier. We have tips and tricks to help you understand and manage minute late submissions to avoid being on the wrong side of the zero-tolerance late policy of your university.

What causes students to submit assignments late?

Different reasons can cause you to submit assignments late. We are addressing them here so that you are in the know and so that you can devise various strategies to avoid the associated late submission penalties.

Here are the top nine reasons students submit assignments late (you can use some when requesting a late submission from your professor or instructor):

1. Procrastination

Students sometimes find themselves missing submission due dates due to procrastination. Sometimes, procrastination can occur with the rigorous nature of studies and the fact that some students work and study. Furthermore, life outside of class, such as parties, festivals, movies, and meeting with friends, leaves one with little time to complete assignments on time. Having commitments and deciding to complete an assignment later can cause you actually to miss the deadline. Common ground is if you later learn that the assignment is demanding or complex or do not know what to write or hate writing essays.

2. Waiting for a response from a professor

Another reason students find themselves unable to meet submission deadlines is due to the late response from a professor. In most cases, especially when assignments are complicated, you can seek clarifications from your lecturer or professor. However, if your professor responds to your email late, the chances are that you will also submit the assignment late. We will see shortly how to manage such situations and avoid submitting your assignments late.

3. Lack of proper planning and time management

This happens mostly for working students. They often find themselves having too much on their schedule that they probably forget to complete and submit a school assignment early. For instance, if you are an undergraduate or MBA student working and studying, having assignments that require time at work can hamper your completion date for the assignments from school.

4. Writer's Block

Sometimes it is not about did I get the question right? or inadequate time management. Even with the right skills, time, and resources, you might still feel lazy to complete an assignment. With the fast-paced world around us, we get fatigued faster. Suppose you are one of those that like completing assignments last-minute; writers' block has probably messed you up before. We have tips to address this, as we shall see shortly.

5. Lack of knowledge about the assignment

Finally, lacking the knowledge to complete an assignment can make you submit it late. Sometimes, you will end up submitting a late assignment that is incomplete : two wrongs at a go. In addition, many classmates might not be willing to assist you with understanding the assignment.

6. Using shitty assignment help websites

Today, almost seven out of ten students use an assignment writing service. However, without choosing a reliable and legit service, you might run into problems with your submission deadlines. Mainly, this occurs due to the late submission of assignments by writers. Rogue writers are everywhere online, from Twitter to Reddit and now Facebook; they will approach you with sweet deals, and once you assign them to your homework and pay them to do it, they disappear on the internet. Putting too much trust in another person without a legit website to write your essay or assignment can mess you. We had a case where a client wanted to use our write my late assignment ASAP service because a previous writer from Twitter had held their paper ransom and requested more payment or expose them to their school and professor. Well, you can manage this by working with our custom assignment help website.

7. You just hate writing assignments

The assignment writing process is tedious and rigorous. For instance, when writing an essay, you begin by researching, then drafting an outline, and going all the way to proofreading and editing. As a result, if you hate writing homework, you might be slow and find yourself submitting an assignment late.

8. Unforeseeable Circumstances

Deadline violation often occurs when you face nasty circumstances that you cannot foresee as a human being. These circumstances include disasters, sickness, death, accidents, or injuries. Professors have a soft spot for accepting minutes late submissions if you face these issues, so you need not worry as long as you have proof. Sometimes it is your laptop that got either rained on, attacked by a virus, or stolen. Whatever happens to your computer or laptop, you probably do not have time to complete the assignment or begin doing it over and beat the deadline unless you are very fast.

9. Poor Internet

We have cases when you travel for the weekend, visit with others (friends or family), which can cause you to either forget submitting or, because you are in a hurry, to save the assignment on your laptop or phone and submit it later.

If you run into slow internet issues or poor coverage, you might find yourself turning in an assignment later than the 11:59 PM deadline or the deadline set by your professor.

Tips and Tricks to use to avoid minute-late submissions

To avoid submitting assignments after the deadline, missing full marks due to lateness, or earning a bad reputation, it is necessary to take precautions. Here are some tips and tricks that you can use to avoid turning in assignments later than the due date and time.

Do your assignment early enough

Even with one-minute lateness, submitting an assignment later incurs some loss as a student. Expressly, professors and lecturers set the dates on Canvas and Turnitin and set an automatic deduction once your work is late.

If you know that your deadline for a ten or 5-page paper is 11:59 Sunday or Wednesday, and you have been assigned the paper 3-5 days before the deadline, the best thing is to begin earlier.

Students who draft a research paper or essay plan often find it easier to complete assignments within the deadlines than those who do not. As soon as you are assigned a paper, make it a point to clarify with the professor anything unclear. This leaves you plenty of time to research, decide on a topic, write the first draft, edit, and submit the paper on time.

Write the fast draft early enough, then edit later as the deadline nears. Sometimes submitting an assignment too early might be judged by the professor as you rushed the paper. Therefore, before you hit the submit button, ensure that everything is addressed per the instructions and the rubric.

Set your deadline early before the actual submission deadline

Apart from just beginning the paper early, another excellent strategy is to set your personal deadline for completing the paper early than the actual deadline. If an assignment is due in 5 days, set your deadline to 3 or 4 days. You can use the rest of the deadline to do other stuff or equally edit the paper thoroughly.

There is some deep joy and peace that comes with completing a paper. However, you can only experience the moment when you complete the paper.

Do not procrastinate editing and submitting the final draft.

Sometimes students write the papers early enough and procrastinate editing and proofreading. Nevertheless, doing so might land you in trouble because you might experience unforeseeable circumstances. For instance, your laptop might crash, or you can fall too ill to complete the paper. Although if you have an unrefined paper, you can hire a proofreader or editor to paraphrase, edit, and polish your essay. It is, however, a great practice to completely do away with a paper before committing your time elsewhere. Instead, plan your time, have adequate rest, and allocate the time you have the highest concentration to completing your paper.

Have an accountability partner, group, or study buddy

Another great way to ensure that you complete assignments before deadlines entails having an accountability partner, study group, or a study buddy.

An accountability partner is an effective strategy that helps you set and achieve goals. It also helps you maintain the zeal to complete assignments, read course materials, and hone your writing/reading/research skills.

With a study group, you will have members who share like interests. They will likely remind you about your unsubmitted assignments and keep you in check. They can also be helpful with research and sharing insights on how to approach an assignment.

Finally, a study buddy (a friend, classmate, or roommate) can help you maintain the morale of reading, studying, and completing assignments.

Having either of the three can help you begin working on your assignments early enough to avoid the last-minute rush.

Email your professor for a deadline extension

If you are very sure you have done your best to complete a paper, but due to unavoidable circumstances, you cannot complete the paper on time, you can request your professor to accept a late submission. Note that with such a request, you must have proof. For instance, if your excuse is being sick or a family member died or fell ill, you should produce credible hospital evidence. In most cases, if the email is not answered soon enough, proceed to call your professor.

If you have already submitted an assignment later than the set deadline, email your professor to convince them not to hit you with the 10-25% deadline violation penalty. You should apologize and then explain the reasons for submitting the assignment late. Also, suggest how being rated poorly might affect your GPA and convince your professor that you will never submit a paper late again.

Play around with Turnitin Settings

If you want to make your professor not penalize you for late submission, you can tweak some settings on the Turnitin website. First, you can modify the assignment link from the control panel. First, select the Course Tools, then pick the assignment whose link you wish to edit. Next, select the link to the assignment and then select Edit Assignment. You can then comfortably change the deadline so that your submission deadline is within the deadline.

Another common trick you can use is submitting a corrupted Word or PDF file of the assignment. In this case, since your professor cannot open the file, they will write to you requesting the original uncorrupted file. You can use the time in between to complete your paper and wait for their call or email request.

Finally, you can also find a way to edit the submitted assignment by editing the content folder. In the case of Turnitin, you will find the link to the assignment and click on the Action Link tab to make the change.

Since these are not guaranteed tips to work because of ongoing updates, you should contact your professor because they are a person who has emotions. Alternatively, complete your papers early enough.

Work with a last-minute assignment service.

The ultimate trick to avoid minutes-late submission is hiring a fast essay writing service to write your last-minute paper. Gradecrest has experts who can write your last-minute essay faster. Our writers are experienced enough to write two pages within an hour or ten pages in 6-8 hours. Therefore, if you realize that the deadline is very close and you cannot complete your assignment, you can use our affordable academic writing services.

When someone is working on your paper, keep them on your toes, ask for progress, and involve yourself so that the final paper has much of your input and matches your writing style. Also, work with credible writing websites to avoid having papers that are traceable through Turnitin.

Understanding the 11:59 PM assignment submission deadline

11:59 PM, mainly on Sunday nights, is a dreaded time by many students. It is when all the discussion posts, assignments, essays, and most homework are due.

For Canvas, SafeAssign, and Turnitin, it is common to see the submission deadline set at 11:59 PM- a minute to midnight. If you do not take the precautions, we have highlighted above, the chances are that your 1-minute lateness might cost you a grade.

Submitting assignments at 11:59 means, you can submit your assignment at 11:59:59 PM. After the deadline, Turnitin, SafeAssign, or Canva automatically marks the submission as late.

Such lateness could be why you miss an A or B and get a poor grade for an otherwise easy paper. Therefore, complete your assignments on time, use writing services, plan your time, and consult with your instructor early enough to avoid late submission penalties.

You might incur risks when you submit an assignment later than 11:59 PM. First, you will face the consequences of being late. One of the consequences includes being undermarked. You can as well be requested to take a re-sit of the paper or lose the marks altogether. Either way, your final grade will be impacted by otherwise avoidable circumstances.

Note that 12-, 24-, or 1-hour late submissions are treated the same as 1-minute late submissions in terms of consequences.

Another risk of submitting an assignment late is facing technical hitches with the system. For example, your internet might act up, and also, because everyone is rushing to submit at the last minute, the chances are that the system gets overloaded and slow.

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We have looked at some of the best strategies to avoid submitting your assignments late. However, if you are a frequent late assignment submitter, these tips and tricks can work well in your favor.

Related Reading: 

• What is the acceptable Turnitin similarity percentage for essays and assignments?

Above all, you can always spare some cash to hire an assignment writer to assist if you have little time on your hands. However, if you have adequate time, avoid procrastination and writer's block by planning early, setting your own deadlines, and consulting with your instructor early enough.

We have experts if you have an online exam and want someone who can write your short answers in real time. They can save you from violating the exam deadlines.

Gradecrest is a professional writing service that provides original model papers. We offer personalized services along with research materials for assistance purposes only. All the materials from our website should be used with proper references. See our Terms of Use Page for proper details.

Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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NCI LIBRARY

Academic writing skills guide: planning your assignments.

• Key Features of Academic Writing
• The Writing Process
• Understanding Assignments
• Brainstorming Techniques
• Planning Your Assignments
• Thesis Statements
• Writing Drafts
• Structuring Your Assignment
• How to Deal With Writer's Block
• Using Paragraphs
• Conclusions
• Introductions
• Revising & Editing
• Proofreading
• Grammar & Punctuation
• Reporting Verbs
• Signposting, Transitions & Linking Words/Phrases
• Using Lecturers' Feedback

There may be a temptation to skip the planning stage, especially when deadlines are approaching and you are keen to get on with researching but planning has multiple benefits.

• Make a rough outline plan - the plan begins with your own interpretation of the question; this initial plan helps you order your ideas and focus your reading
• If you really know nothing at all about the topic, some initial skimming and browsing through recommended readings or your lecturer’s course material can provide a few ideas.
• Once you have an initial plan, further familiarise yourself with all relevant module content and sources posted on your Moodle page. These resources have been specifically chosen by your lecturer to help you with your coursework so using these will help you refine your plan and make writing your assignment easier.

Before you start searching the library for resources or information, you need to have some idea of what you are looking for - note down all the questions you can think of that might relate to your assignment title and criteria and list some keywords around the topic you need to research. By taking time to properly understand the assignment title or question and brainstorming for initial ideas, it can help you make informed decisions about what you need to read for a particular assignment.

In this way, you can decide what information you need and then start gathering it. If left unplanned, the reading stage can swallow up huge amounts of time. Making intelligent decisions, based on your initial planning, about which sources to target, can help you to avoid spending time reading less relevant, inappropriate, or even completely irrelevant material. You will be much more efficient in your reading and your research if you have some idea of where your argument is headed. You can then search for evidence for the points in your tentative plan while you are reading and researching

Communications from the Library:  Please note all communications from the library, concerning renewal of books, overdue books and reservations will be sent to your NCI student email account.

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• Next: Beginning Your Writing >>
• Last Updated: Dec 15, 2023 10:00 AM
• URL: https://libguides.ncirl.ie/academic_writing_skills

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How to Submit Assignments on Time

Struggling to Submit Assignments on Time?

Picture this: after a long week, you’re sitting on the couch with a snack rewatching your favorite show. It’s around ten at night, the blanket’s warm, and you’re comfier than you’ve ever felt before. Right before you fall asleep, you get a nagging feeling you forgot something. You shoot up as that cold pit of dread hits – you have an essay due at midnight. And you haven’t even started writing. Worse, you don’t even know what to write about. If you’ve had this experience or a similar one, don’t worry – you’re not alone. Every semester, thousands of students struggle to submit assignments on time.

And that feeling, that cold pit of dread, still haunts some of us years after graduation. Notably, graduates report having nightmares of missing that important assignment.

Many don’t start working until the last second for a variety of reasons. Indeed, while the stereotype for a procrastinator is the lazy, uncaring college student, many have other responsibilities that take up a lot of time. And with the college mental health crisis being a hot topic in higher education, there’s a lot more to consider than simple laziness.

However, there are methods you can use to turn in work on time. From detailed planning to consistent schedules, students can build basic time management skills as they adjust to college life.

Why it Matters

While these skills are very important later in life, students may not realize how vital it is to turn in homework on time. They don’t see why it matters if they submit their essay at 11:59 pm or 2:30 am. As long as it’s in. But most college professors set some sort of penalty for late work and some can be devastating.

Indeed, the best student can turn in the highest quality essay and still receive a failing grade if it’s submitted late. And the strictest instructors don’t care if you have a valid reason. However,  late policies  vary from professor to professor. Some will give full points as long as you either submitted high-quality work or reached out to them ahead of time. Others won’t accept an essay if you turn it in even a minute after the deadline. In the middle, you’ll find instructors who deduct points based on how many days late you are.

Regardless, unless you find one of those kind professors, your grade will suffer. And you may find yourself repeating the class if your grade takes too many hits. Truly, it’s important to submit assignments on time.

4 Tips to Submit Assignments on Time

Unfortunately, there’s no easy way to just start submitting work on time. No one can wake up one day and have it all together. If it were that simple, we wouldn’t have so many students procrastinating their way through a degree. To succeed, you have to retrain your brain and build  time management skills .

Below we will go over some of the ways you learn how to submit assignments on time.

1. Create a Calendar

Once you start a semester or recognize your struggle to stay on schedule, you should create a calendar of all of the assignments and due dates. Your professor will either provide a schedule or you can find one in the  syllabus . Using these resources, plot all of your courses’ assignments in either a planning notebook or on your phone for the entire semester. You’ll likely need to update them as you go and due dates change. Whether you go traditional or digital should depend on what tool you’ll actually want to use.  

Either way, you’ll have a tool that can help you submit assignments on time.

Indeed, some people love to buy  notebooks and planners , but then never touch them. They tuck them away one day and never pick them back up. Or they don’t update them when due dates change. Indeed, there is no button to quickly change what you’ve written.

But, notably, we tend to remember things better once we’ve written them down. Thus, they can help improve your memory overall. And some students don’t like notifications or will casually snooze them as soon as they go off. For them, a planner works best to help them submit assignments on time.

Going Digital

Today, our phones come with calendars built-in,  apps  that allow you to create events and set reminders weeks in advance. Thus, even the basic ones are perfect for students. You should set up a handful of notifications to go off days and weeks before your due dates. And for those big assignments, you may want to set up reminders two to three weeks beforehand.

If the basic calendar apps aren’t your cup of tea, there are many specialty options designed for students. They’ll allow you to create custom schedules for each of your classes, color code assignments, and more.

In the end, calendars are helpful as they help you remember assignments. Digital ones send you regular customizable reminders. And planners allow you to visualize the work ahead. Whatever your preference, we recommend creating a calendar to help you submit assignments on time. You may even consider using both to ensure that your work gets done.

2. Create (and Stick to) a Schedule

Creating a schedule  is one of the best ways to stay on track in your courses. We’ve all gotten caught up with friends, our favorite show, or just a really good nap before and pushed our homework to the side. Indeed, most of us when left to our own devices will choose fun and relaxing options before doing schoolwork. And that’s okay – you deserve to rest, too. Naps and friends still should be a part of your weekly schedule, but you need to make sure you have time for everything.

Thus, we recommend setting a specific time to read, study, and write essays each week. If possible, it should be at the same time week after week. This scheduling will help you build a routine, which can help you submit assignments on time. Notably, building a routine makes it easier to sit down as you’ll feel that it’s time to work. Instead of thinking “I’ll do it later,” and then finding that you’re too exhausted later, you’ll get your work done

And it may actually help you see your friends more, as procrastination often costs us more free time than it saves. For example, you tell people you can’t come out as you have to do your essay, but, instead, you deep clean the oven. Your essay still needs to be written and you miss another possible night out tomorrow.

3. Ask for Help

A common reason students put assignments off is that they’re confused or frustrated by something. Maybe the rubric wasn’t clear or they don’t understand some of the content. Instead of asking for help, they’ll think “I’ll do it later.”

For some, later ends up being the night before it’s due. Students stay frustrated at the thought of the essay or worksheet and don’t want to touch it. And because the assignment needs extra work to get around the confusion, they end up spending hours on something that could have been finished in one. These students don’t submit assignments on time because they need help and don’t know how to ask for it.

Truly, people of all ages struggle with asking for help. They feel like a burden or want to do it all themselves. However, knowing when you need help is a sign of wisdom, not weakness. We can’t know or do everything ourselves.

If you’re falling behind because you’re confused,  email your professor , use online resources, ask a classmate, or try your college’s tutoring center.

4. Be Kind to Yourself

Finally, one way to help yourself submit assignments on time is to let yourself off the hook. Basically, don’t be hard on yourself when or if you fall behind.

Negative thinking often becomes circular thinking . We fall into a pit of bad thoughts and anger pointed at ourselves. And when we reach that point, it becomes harder and harder to get back on track. We think we should have been able to do this whole college thing with ease and we’re lesser for struggling. But it’s simply not true. Many of us will miss a deadline in our lives, whether at school or work or with another responsibility. It happens. As we said at the beginning of this article, there are a hundred different reasons students fall behind.

Many of us have jobs, some of us have families, and the student mental health crisis is real. Don’t be too hard on yourself for missing a deadline or two. Continue to reward yourself for your hard work and aim to do better.

Final Thoughts

Lakewood University is an accredited online school that offers a variety of degree and certificate programs. We have rolling enrollments and asynchronous courses. In other words, you don’t have to worry about missing a lecture or running late to class. If you plan on enrolling in college while working, Lakewood University offers the flexibility you need to earn your degree.

Don’t hesitate – reach out to our admissions department today to learn more !

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Hand in an assignment

This article is for students.

You hand in your work online in Classroom. Depending on the type of assignment and attachments, you'll see Hand in or Mark as done .

Any assignment handed in or marked as 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 that you have 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 that 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 will change to Handed in .

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

Hand 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 will change to Handed in .
• If there's more work to do for the assignment, click Open assignment .

Hand 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 Hand in . 

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

Mark an assignment as done

Important : Any assignment that is handed in or marked as 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 have already handed in? Just unsubmit the work, make the changes and hand it in again.

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

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

Related articles

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

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What does by friday mean and why it matters.

Home / What Does By Friday Mean and Why It Matters

• Posted by: Sean Craig
• Posted on: July 15, 2023

Definition Of “By Friday”

The phrase “by Friday” is a common expression used to indicate a deadline or timeframe for completing a task. It specifies that the task should be finished no later than the end of Friday.

This means that Friday itself is included in the timeframe and is referred to as the deadline. It is important to understand the implications of “by Friday” as it can greatly impact work expectations and productivity.

Inclusion Of Friday As The Deadline

When someone says “by Friday,” it is essential to recognize that Friday is the specified deadline for completing the task. This means that the task should be accomplished on or before Friday, rather than after it.

By including Friday as the deadline, it reinforces the urgency and importance of completing the task within that timeframe. It also allows for proper planning and allocation of time to ensure timely completion.

Usage In Emails And Conversations

The phrase “by Friday” is commonly used in both formal and informal communication, such as emails and regular conversations. It is often used when discussing work-related tasks or deliverables.

By clearly stating “by Friday” in written or spoken communication, it helps to set clear expectations and avoid any confusion regarding the deadline. This ensures that all parties involved are aware of the timeframe within which the task should be completed.

Implication Of Task Completion By Friday Evening

When someone says “by Friday,” it generally implies that the task should be completed by the end of Friday evening. This means that the individual or team responsible for the task has until the close of business on Friday to finish it.

However, the exact time for task completion may vary depending on the context or specific requirements. It is crucial to determine the specific expectations regarding the completion time to ensure timely delivery.

Synonyms For “By Friday”

There are several synonymous expressions that can be used interchangeably with “by Friday” to convey the same meaning. Some commonly used alternatives include:

• Before the end of Friday
• No later than Friday
• By the close of business on Friday
• On or before Friday

Using these synonyms can help avoid repetition while maintaining clarity about the deadline for task completion.

Task Completion On Or Before Friday

When stating “by Friday,” it implies that the task should be finished on or earlier than Friday but not later than that day. It emphasizes the importance of completing the work within the specified timeframe and prevents any delays.

By setting this deadline, it allows for proper planning, time management , and prioritization of tasks to ensure that all work is accomplished promptly.

Examples Of “By Friday” In Context

• In an email regarding a project deadline: “Please submit your proposal by Friday so we can review it over the weekend.” 2.

In a team meeting: “We need to have all the reports ready by Friday for the monthly presentation.” 3. In a conversation between colleagues: “I need those files from you by Friday, as I have a deadline to meet next week.”

The phrase “by Friday” is commonly used in various contexts to establish clear deadlines and ensure efficient task completion.

Clarifying The Timeframe

To avoid any confusion or misinterpretation, it is important to clarify the exact timeframe when using the phrase “by Friday.” This can be achieved by specifying whether the task should be completed by early morning, by the end of the workday, or by a specific time. Providing explicit details about the deadline ensures that all parties understand the expectations and can effectively plan their work accordingly.

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• English Only

give, hand in, send in, submit

• Thread starter domdomdu
• Start date Nov 17, 2014
• Nov 17, 2014

-When do we have to give you our essays? -You have to hand in your essays on Friday. -When do we have to send in our university applications? -You have to submit your application by December 1st. What's the different?  

Senior Member

Hi I would say there is hardly any significant difference. All of these verbs can be used as synonyms in these sentences. Submit sounds a bit grand for a pieces of routine class work, but that's all the nuance I can advise you on without more detailed context for actually using the sentence(s).  

What about "give in"?  

tedfromtoronto

There used to be differences before the computer: "give in" and "hand in" suggested a transfer of the paper document in a face to face transaction, and "send in" by mail, but of course now everything is done by clicking a mouse, so I agree with Suzi. I guess I should add my age to my profile.  

domdomdu said: What about "give in"? Click to expand...

"Give in" has same meaning too??  

Yes, give in was one of the four in your original question.  

suzi br said: Yes, give in was one of the four in your original question. Click to expand...

franglaiise

• Aug 4, 2015

Hi, I know teachers say things like "hand in your homework tomorrow" but when the day has come where the students should hand in the homework and the teacher wants them to come to his/her desk and give him/her the homework what does the teacher say? Would "Hand in the homework" be OK?  

"Hand in your homework, please." or "Can I have your homework now?" is natural.  

Sparky Malarky

I would avoid avoid using give in. "When do we have to give in our essays" would be understood, but is not common and does not sound as natural as your other responses. Also, to give in (without an object) means to surrender. Another common expression is "When do we have to turn in our essays?"  

Sparky Malarky said: I would avoid avoid using give in. "When do we have to give in our essays" would be understood, but is not common and does not sound as natural as your other responses. Also, to give in (without an object) means to surrender. Another common expression is "When do we have to turn in our essays?" Click to expand...

Rozwiąż równania: a) x/x+3 + 1/x+2 = x+6/ x2 + 5x +6 (powinno wyjść x=1) b) 2x/x-1 - x/x+2 = 2x-2/x2+x-2 (powinno wyjść x= -1) ;)

Zadania w załączniku, proszę o pomoc zadania w załączniku :), zadanie w załączniku., complete the second sentence so that it has a similar meaning to the first sentence. do not change the word given. you must use two to five words, including the word given. here is an example (0) 0 do you think i could borrow your car (wondering) i was wondering if i could borrow your car 1 i was really surprised when i saw jenny at the school dance (expect) i...................jenny at the school dance 2 i had not expected mary to be such a good singer (turned) mary........a really good singer. 3 kate was rude to me and i got angry (made) kate was so rude to me she...... my temper. 4 you shouldn't take any notice of gossip (listen) if i were you,........gossip 5 i'm not going to move to london (intention) i.....to london 6 if i were you, i wouldn't wear jeans to work (ought) in my opinion,.......jeans to work 7 fiona told me to arrive on time for the competition (late) fiona advised......for the competition 8 john does not want to go out (feel) john.......going out, complete the gaps with the correct form of the words in capitals. 1. alice is...........from america, but has been living in england for years. (origin) 2. don't believe everything sonia tells you; she's got a reputation for being ........... (honest) 3. ellen is very....... and is always trying to draw attention to herself (drama) 4. mark is a............businessman (success) 5. look at penny's clothes. they are so....... (fashion), choose the correct item 1. sam has always loved paragliding and other outdoor a actions b activities c prqactices d strategies 2. what was tanya's.... when you announced her promotion a reaction b reflection c action d reception 3. when no one came to the door, she.... through the window to see if anyone was home a gazed b glanced c stared d peered 4. the art museum... an entrance fee a prices b values c calculates d charges 5. the students... their goal of improving their gardes by the end of the term a handled b controlled c accomplished d succeeded 6. the art gallery is running an art competition in..... with the local council a influence b association c direction d guidance 7. do we have to... tickets for the concert in advance a engage b conserve c reserve d retain 8. we are all working overtime as our depertment has a very..... deadline a tense b tight c stiff d close 9. how did the thieves gain... into the museum a entry b access c entrance d admission 10. please take a seat in the waiting room and i will be with you.. a generally b recently c shortly d quickly 11. it's totally.... to chew gum in class a unimpressive b useless c harmful d unacceptable 12. ben tried desperately to... jill, but she was driving too fast for him a catch up with b take up with c live up to d join in with, wszystkie przedmioty są w liczbie mnogiej - przekształć te formy w podanych zdaniach. 1. sur la table, il y a un verre et un vase --> 2. il y a une affiche sur le mur --> 3. c'est une affiche --> 4. il y a une photo a' côte de l'étagère --> 5. il y a un chat sur le fauteuil --> z góry dziękuję :), complete the sentences with words derived from the words in bold. 1. i couldn't believe terry lied to me. he can be so...........at times (honest) 2. jake has a(n)............ to talk too much, which can be annoying (tend) 3. i think that job.......... is more important than high wages (satisfy) 4. lucy's lost a lot of.......... since she went on a diet six months ago (weigh) 5. helen came to the..... that she was under-qualified for the job (conclude) 6.fred is looking for part-time............at a summer camp (employ) 7. the company has a two-week training programme for new............(employ) 8. john's mum struggled to control her....... at her son's rudeness (angry) 9. doesn't pat get.............. living on her own (lone) 10. mike is very...........and he enjoys rock-climbing and diving (adventure), oszacuj ile razy: a) średnica słońca jest większa od średnicy piłki pingpongowej b) średnica piłki pingpongowej jest większa od średnicy atomu rząd wielkości [m] słońce - 10*9 (dziesięć do dziewiątej) piłeczka - 10*-2 (do minus drugiej) proszę o obliczenia :), recommend questions, report "choose the correct item. 1. ,,do we have to hand in the assignment by friday'' ,,i'm afraid we have.... question from @misiaaxdxd".

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United States: When Is An "Assignment" Clause Worth Fighting For?

Q. My small business is negotiating with a vendor who has asked to remove our contract’s “assignment” clause entirely. Is it worth the time to argue over whether to include an assignment clause?

A.  First, it’s important to understand the purpose of the assignment clause. “Assignment” occurs when a party transfers its rights and obligations under a contract to another party. Generally, unless the parties have agreed otherwise, each can assign its rights and obligations freely.

Article 2 of the Uniform Commercial Code, a set of laws governing the sale of goods that has been adopted by 49 states, including New Hampshire, provides that a party can freely assign its rights and obligations to another unless such assignment would materially change the duties of the other party, burden the other party, or decrease the other party’s chances of receiving performance under the contract.

If your vendor eliminates the assignment clause and no agreement on the topic is provided in the contract, your vendor will be free to transfer its obligations to another person or company without giving you notice or obtaining your approval.

Parties do have the ability, however, to mutually decide against the free assignability of a contract and this is often accomplished through an assignment clause. An assignment clause spells out which, if any, of a party’s obligations and rights under a contract are able to be assigned, or transferred, to another party. Free assignability and no assignability are not the only options, and you and your vendor can negotiate terms for assignment that are amenable to both of you.

For example, some clauses allow for assignment with the other party’s consent, meaning, the vendor would have to obtain your approval of the assignee prior to assigning any of its rights or obligations under the contract. Other times, assignment clauses allow for free assignment only to certain persons or entities, such as the vendor’s subsidiaries and affiliates, provided that the vendor gives you notice of such permitted assignment. Another option is to allow for assignment by the vendor provided that it guaranties the assignee’s performance.

Consider potential situations in which the vendor may want to assign the contract and determine whether it’s important to you to have control over assignment in each instance.

Consider discussing situations in which it may be important for the vendor to have freedom of assignment and, instead of removing the provision all together, specify those situations in which assignment is permitted, list those rights or obligations that are assignable, and consider whether, when assignment is permitted, notice, consent or a guaranty will be required.

Published in the Union Leader (2/25/2019)

The content of this article is intended to provide a general guide to the subject matter. Specialist advice should be sought about your specific circumstances.

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