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How to pick and use an assignment notebook

Katie Azevedo September 8, 2017 executive function , homework , organization , productivity , routines , time management

You’re here because you want to know how to pick and use an assignment notebook. But I’m going to start by giving you the best assignment notebook tip ever: write it down.

Write down assignments. Write down due dates. Write down appointments. Write it all down.  You could have the BEST assignment notebook in the universe, and it will still be horrible if you don’t use it .

Why you need an assignment notebook

Our brains were made for way cooler things than storing boring information like what pages we’re supposed to read for homework and what day we are going to the dentist.

Our brains were made for thinking. And creating. And day dreaming, or whatever.

So when we try to use our brains to store “shallow” information like homework assignments, guess what we end up doing? Yup, having less brain energy to think and create.

How does that affect us in school? We will have difficulty paying attention, learning, remembering, studying, reading, etc. — all because we are using up our background brain energy (our mental bandwidth!) trying to subconsciously remember when the heck our project is due.

What’s the solution?

Write it all down. Everything. Every time.

Here’s where having an assignment notebook or student agenda comes into play. You need one. And you need one that works for you .

Just as we all think and learn differently, we are all going to have unique preferences for what this system looks like and how we use it. But no matter your unique tastes and preferences, the whole point of using an assignment notebook or agenda is to have a place to deposit the information that sucks up our brain power. We all need a place to write down what we can’t forget but don’t need to store.

Why you think you don’t need an assignment notebook

The biggest resistance I hear from students about keeping an assignment notebook is this: “I can remember everything myself.”

Ugh. Please. Just because we CAN do something doesn’t mean we SHOULD. And just because we CAN do something, doesn’t mean it’s GOOD for us.

Even if you CAN remember all your assignments and due dates and tasks and appointments, you must also remember this: trying to store this information in our heads uses up brain energy that we should be using for other things!

I recommend that every student use an assignment notebook that has at least two basic components. After that, the rest is up to you. All assignment notebooks should have at least:

• a monthly calendar view
• a daily calendar view with space

The monthly calendar view

This is an essential component to any proper task management / assignment notebook system. A calendar view allows us to see, at a glance, what we have going on for the month. This is where we write down and keep track of anything that is time-sensitive, like appointments, due dates, work hours, practices, games, etc. Basically anything that requires us to BE at a certain place at a certain time goes in this section. We can also use this monthly calendar to mark important dates such as birthdays.

A quick glance at your monthly calendar should essentially alert you to what you’ve got going on in the next week, as well as any due dates that are lurking around the corner.

The daily calendar view

This is the second essential component to any good assignment notebook or student agenda. In the daily view, we write down what we have to do on that particular day . This information isn’t usually time sensitive, other than it needs to get done that day. (Unlike a doctor’s appointment, at 3:00, which you would put on your monthly view.) Here, we write down homework assignments (all of them! Every time! Even if it’s small!), tasks and to-dos. This stuff can be school related, life-related, job related, or personal. It’s important that this section have enough space for you to feel comfortable writing in. If it’s too small, you will probably end up leaving some items off, and that’s very much not the point!

Optional assignment notebook components

Although this part isn’t totally necessary for everyone, I think that most people would benefit from a simple list-like section in the front of their notebook to write down things that pop up and need to be addressed, but that aren’t necessarily tasks or appointments.

This is where you could jot down ideas you have, random things you want to remember for a later time, and projects you want to get to at some point. This could also be where you do your brain dumps .

If you came to this post looking for assignment notebook recommendations, I’m hesitant to offer any because anything I link here will eventually become outdated (you should always have a dated assignment notebook). But if you need a reference point, this is a good one.

Assignment notebook extras

Apart from having an assignment notebook or calendar with a monthly and daily view, you can play with any other components you want. I have a ton of different lives (mom, teacher at one school, teacher at another school, business owner, graduate student, etc. times infinity!!) so I have a lot of other sections in my own personal task management system. But that’s all the fun stuff that you get to play around with and figure out over time.

My last assignment notebook tip is based on the same principle for everything I teach: keep it simple. Start with the basics and only add sections if you need to.

Once you know how to pick and use an assignment notebook, here are my best tips for how to keep track of homework . Seriously helpful.

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Module 1: Grammar

Conjunctions.

Conjunctions are the words that join sentences and phrases, and connect or coordinate other words together. They are difficult to define abstractly, so we will turn quickly to worked examples of four important categories of conjunctions: coordinating conjunctions, adverbial conjunctions, correlative conjunctions, and subordinating conjunctions. As students of INTD 106 and of college writing more generally, you’ll want to feel competent using conjunctions because they often give shape to the transitional logic that links your ideas into a coherent thesis. The idea of connection – of join ing – is at the heart of the term con junct ion, so these are the building blocks of controlled complexity in your writing.

Coordinating Conjunctions

• For  presents a reason (“They do not gamble or smoke, for they are ascetics.”)
• And  presents non-contrasting items or ideas (“They gamble, and they smoke.”)
• Nor  presents a non-contrasting negative idea (“They do not gamble, nor do they smoke.”)
• But  presents a contrast or exception (“They gamble, but they don’t smoke.”)
• Or  presents an alternative item or idea (“Every day they gamble, or they smoke.”)
• Yet  presents a contrast or exception (“They gamble, yet they don’t smoke.”)
• So  presents a consequence (“He gambled well last night, so he smoked a cigar to celebrate.”)

Here are some examples of these coordinating conjunctions used in sentences:

• Nuclear-powered artificial hearts proved to be complicated, bulky, and expensive.
• In the 1960s, artificial heart devices did not fit well and tended to obstruct the flow of venous blood into the right atrium.
• The blood vessels leading to the device tended to kink, obstructing the filling of the chambers and resulting in inadequate output.
• Any external injury  or internal injury put patients at risk of uncontrolled bleeding because the small clots that formed throughout the circulatory system used up so much of the clotting factor.

The current from the storage batteries can power lights, but the current for appliances must be modified within an inverter.

Coordinating conjunctions might seem simple, but, in fact, many undergraduate writers use them imprecisely. They write, “Any external injury and  internal injury put patients at risk of uncontrolled bleeding…” or, “The current from the storage batteries can power lights, and  the current for appliances must be modified within an inverter.” Presumably, this default to “and” as the coordinating conjunction of choice stems from students’ recognition that they want to join related ideas together, but “and” often blurs the precise relationship. If you pile ideas together with “and” and don’t differentiate logical relationships between items and hierarchies, and still expect readers to follow your train of thought, you’re expecting too much: your sentence sounds as if it is gasping for breath and it reads like a list (like this sentence just did). Indeed, a grocery list works fine with “and:” “we need canned tomatoes and pasta and apples and granola bars.” You probably don’t care whether you pick up the apples first, or the pasta, and the items aren’t even ingredients for the same recipe (presumably!). But you really should have a less arbitrary plan for linking ideas together if you want someone to read 5-10 pages of your thoughts about biodiversity or the arts of Oceania. Here’s that sentence again with some more precise conjunctions: “If you pile ideas together with “and” but  don’t differentiate logical relationships between items or  hierarchies, yet  still expect readers to follow your train of thought, you’re expecting too much: your sentence sounds as if it is gasping for breath and it reads like a list.”

At the bottom of this page, after the discussions of the other categories of conjunctions, is a table of conjunctions divided into the logical categories they serve. It’s very useful!

Are the correct coordinating conjunctions being used in each of the following sentences? Explain your reasoning why or why not:

• I love algebra or German. They’re both a lot of fun.
• Martin is pretty good at writing, for Jaden is better.
• Juana had to choose. Would she cut the red wire and the black wire?
• The conjunction  or presents an alternative. However, the second sentence indicates that the speaker enjoys both activities. The correct sentence would use  and : “I love algebra  and  German. They’re both a lot of fun.”
• The conjunction for  presents a reason. It’s unlikely that Jaden being better is the reason Martin is pretty good at writing, so a different conjunction should be used.  But would be a good fit here, since the ideas contrast: “Martin is pretty good at writing, but  Jaden is better.”
• The conjunction  and presents non-contrasting items or ideas. Since the first sentence sets up a choice, we know that Juana can’t cut both wires at once. The conjunction  or presents an alternative and is the correct conjunction to use in this sentence: “Would she cut the red wire  or  the black wire?”

As you can see from the examples above, a comma only appears before these conjunctions sometimes. So how can you tell if you need a comma or not? There are three general rules to help you decide.

Rule 1: Joining Two Complete Ideas

Let’s look back at one of our example sentences:

There are two complete ideas in this sentence. A complete idea has both a subject (a noun or pronoun) and a verb. The subjects have been italicized, and the verbs bolded:

• the current from the storage batteries can power lights
• the current for appliances must be modified within an inverter.

Because each of these ideas could stand alone as a sentence, the coordinating conjunction that joins them must be preceded by a comma. Otherwise you’ll have a run-on sentence.

Rule 2: Joining Two Similar Items

What if there’s only one complete idea, but two subjects or two verbs?

• The first part of this sentence has two subjects:  external injury and  internal injury . They are joined with the conjunction or ; we don’t need any additional punctuation here.
• This sentence has two verbs:  did not fit well and  tended to obstruct . They are joined with the conjunction and ; we don’t need any additional punctuation here.

Rule 3: Joining Three or More Similar Items

What do you do if there are three or more items?

• Anna loves to color-code due dates, Luz loves to get ahead of schedule, and David loves the buzz of an adrenaline-fueled all-nighter.
• Fishing, hunting, and gathering were once the only ways for people to get food.
• Emanuel has a very careful schedule planned for tomorrow. He needs to work, study for his Arabic exam, exercise, eat something substantial, and clean his car.

As you can see in the examples above, there is a comma after each item, including the item just prior to the conjunction. There is a little bit of contention about this, but overall, most styles prefer to keep the additional comma (also called the serial comma). We discuss the serial comma in more depth in Commas .

Starting a Sentence

Many students are taught—and some style guides maintain—that English sentences should not start with coordinating conjunctions.

This video shows that this idea is not actually a rule. And it provides some background for why so many people may have adopted this writing convention:

Are the following sentences conventionally punctuated?

• Ricardo composed one song today and he wants to get three more done by the end of the week.
• My house mates leave their keys all over the house, and forget where they put them.
• I wanted to call my friend, but she lost her phone a few days ago.
• Vesna had already chosen the first presentation slot so I took the second one.
• Do you want to go to the review session or to the bowling alley?
• Ricardo composed one song today, and he wants to get three more done by the end of the week.
• My house mates leave their keys all over the house and forget where they put them.
• Vesna had already chosen the first presentation slot, so I took the second one.

Adverbial Conjunctions

The first artificial hearts were made of smooth silicone rubber, which apparently caused excessive clotting and, therefore , uncontrolled bleeding.

When used to separate sentences, as in the examples below, a semicolon is required before the conjunction and a comma after.

• The Kedeco produces 1200 watts in 17 mph winds using a 16-foot rotor; on the other hand , the Dunlite produces 2000 watts in 25 mph winds.
• For short periods, the fibers were beneficial; however , the eventual buildup of fibrin on the inner surface of the device would impair its function.
• The atria of the heart contribute a negligible amount of energy; in fact , the total power output of the heart is only about 2.5 watts.

Adverbial conjunctions include the following words that you probably use in most argument-based college writing; however, it is important to note that this is by no means a complete list.

Fill in the missing punctuation marks for the sentences below. Type the corrected sentences in the text frame below:

• My house mate decided to drive to campus __ therefore __ she thought she would arrive earlier than she usually does.
• She needed to turn left on Park Street. That street __ however __ was under construction.
• In other words __ she couldn’t turn on the street she needed to.
• There is a complete sentence before and after  therefore . Thus, this sentence needs a semicolon (or a period) before the conjunction and a comma afterward.
• However comes in the middle of a complete idea; it just needs commas on either side of it.
• In other words comes before a complete idea. We just need a comma at the end of the conjunction.

Correlative Conjunctions

The table below shows some examples of correlative conjunctions being used in a sentence:

Rewrite the following items. Your new sentences should use correlative conjunctions. Type your revisions in the text frame below:

• She finished packing right when the moving truck showed up.
• There are two shifts you can work: Thursday night or Saturday afternoon.
• Chemistry and physics are both complex.
• The only correlative conjunction that deals with time is no sooner…than . Your sentence should look something like “ No sooner did she finish packing, than the moving truck showed up.”
• You can work either Thursday night or Saturday afternoon.
• You must choose  whether  you will work Thursday night  or  Saturday afternoon.
• Chemistry is as complex as physics.
• Just as chemistry is complex, so physics is complex.

Subordinating Conjunctions

• The heart undergoes two cardiac cycle periods: diastole, when blood enters the ventricles, and systole, when the ventricles contract and blood is pumped out of the heart.
• Whenever an electron acquires enough energy to leave its orbit, the atom is positively charged.
• If the wire is broken, electrons will cease to flow and current is zero.
• I’ll be here  as long as it takes for you to finish.
• She did the favor  so that he would owe her one.

Let’s take a moment to look back at the previous examples. Can you see the pattern in comma usage? The commas aren’t dependent on the presence of subordinating conjunctions—they’re dependent on the placement of clauses they’re in. Let’s revisit a couple of examples:

• These clauses are both extra information: information that is good to know, but not necessary for the meaning of the sentence. This means they need commas on either side.
• In this sentence, the dependent clause comes before an independent clause. This means it should be followed by a comma.
• In this sentence, the independent clause comes before an dependent clause. This means no comma is required.

The most common subordinating conjunctions in the English language are shown in the table below:

All of the commas have been removed from the following passage. Re-type the passage in the text frame below, adding in the conventional punctuation. Identify all of the subordinating conjunctions as well.

Thales came to the silent auction in order to win the chance to be drawn by his favorite artist. Before anyone else could bid Thales went to the bidding sheet and placed an aggressive bid. He knew he would have to come back and check on it while the auction was still open but he felt confident in his ability to win. He was determined to win the auction even if it took all of his money to do so.

Thales came to the silent auction in order to  win the chance to be drawn by his favorite artist.  Before anyone else could bid  _,_  Thales went to the bidding sheet and placed an aggressive bid. He knew he would have to come back and check on it while  the auction was still open  _,_ but he felt confident in his ability to win. He was determined to win the auction  even if it took all of his money to do so.

Note that the comma following the dependent clause “while the auction was still open” is because of the coordinating conjunction  but , not because of the subordinate conjunction at the beginning of the clause.

• Revision and Adaptation. Provided by : Lumen Learning. License : CC BY-SA: Attribution-ShareAlike
• Revision and Adaptation. Authored by : Gillian Paku. Provided by : SUNY Geneseo. License : CC BY: Attribution
• Conjunction (grammar). Provided by : Wikipedia. Located at : https://en.wikipedia.org/wiki/Conjunction_(grammar) . License : CC BY-SA: Attribution-ShareAlike
• Basic Patterns and Elements of the Sentence. Authored by : David McMurrey. Located at : https://www.prismnet.com/~hcexres/textbook/twsent.html . License : CC BY: Attribution
• Correlative conjunctions. Authored by : David Rheinstrom. Provided by : Khan Academy. Located at : https://www.khanacademy.org/humanities/grammar/partsofspeech/conjunctions/v/correlative-conjunctions . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Beginning sentences with conjunctions. Authored by : David Rheinstrom. Provided by : Khan Academy. Located at : https://www.khanacademy.org/humanities/grammar/partsofspeech/conjunctions/v/beginning-sentences-with-conjunctions-the-conjunction-the-parts-of-speech-grammar . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Image of compass. Authored by : Douglas Santos. Provided by : The Noun Project. Located at : https://thenounproject.com/search/?q=coordinate&i=223910 . License : CC BY: Attribution
• Image of thought bubbles. Authored by : icon 54. Provided by : The Noun Project. Located at : https://thenounproject.com/search/?q=thoughts&i=393828 . License : CC BY: Attribution
• Image of balanced scales. Authored by : Lloyd Humphreys. Provided by : The Noun Project. Located at : https://thenounproject.com/search/?q=equal&i=96785 . License : CC BY: Attribution
• Subordinating conjunctions. Authored by : David Rheinstrom. Provided by : Khan Academy. Located at : https://www.khanacademy.org/humanities/grammar/partsofspeech/conjunctions/v/subordinating-conjunctions . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Image of unbalanced scales. Authored by : Juan Pablo Bravo. Provided by : The Noun Project. Located at : https://thenounproject.com/term/balance/106371/ . License : CC BY: Attribution

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An assignment notebook works in conjunction with a student's teachers. a study group. a study schedule. a student's parents.

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