Creating Your Assignment Sheets

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In order to help our students best engage with the writing tasks we assign them, we need as a program  to scaffold the assignments with not only effectively designed activities, but equally effectively designed assignment sheets that clearly explain the learning objectives, purpose, and logistics for the assignment.

Checklist for Assignment Sheet Design

As a program, instructors should compose assignment sheets that contain the following elements.

A  clear description of the assignment and its purpose . How does this assignment contribute to their development as writers in this class, and perhaps beyond? What is the genre of the assignment? (e.g., some students will be familiar with rhetorical analysis, some will not).

Learning objectives for the assignment .  The learning objectives for each assignment are available on the TeachingWriting website. While you might include others objectives, or tweak the language of these a bit to fit with how you teach rhetoric, these objectives should appear in some form on the assignment sheet and should be echoed in your rubric.

Due dates or timeline, including dates for drafts .  This should include specific times and procedures for turning in drafts. You should also indicate dates for process assignments and peer review if they are different from the main assignment due dates.

Details about format (including word count, documentation form) .  This might also be a good place to remind them of any technical specifications (even if you noted them on the syllabus).

Discussion of steps of the process.  These might be “suggested” to avoid the implication that there is one best way to achieve a rhetorical analysis.

Evaluation criteria / grading rubric that is in alignment with learning objectives .  While the general  PWR evaluation criteria  is a good starting place, it is best to customize your rubric to the specific purposes of your assignment, ideally incorporating some of the language from the learning goals. In keeping with PWR’s elevation of rhetoric over rules, it’s generally best to avoid rubrics that assign specific numbers of points to specific features of the text since that suggests a fairly narrow range of good choices for students’ rhetorical goals. (This is not to say that points shouldn’t be used: it’s just more in the spirit of PWR’s rhetorical commitments to use them holistically.)

Canvas Versions of Assignment Sheets

Canvas offers an "assignment" function you can use to share assignment sheet information with students.  It provides you with the opportunity to upload a rubric in conjunction with assignment details; to create an upload space for student work (so they can upload assignments directly to Canvas); to link the assignment submissions to Speedgrader, Canvas's internal grading platform; and to sync your assigned grades with the gradebook.  While these are very helpful features, don't hesitate to reach out to the Canvas Help team or our ATS for support when you set them up for the first time. In addition, you should always provide students with access to a separate PDF assignment sheet. Don't just embed the information in the Canvas assignment field; if students have trouble accessing Canvas for any reason (Canvas outage; tech issues), they won't be able to access that information.

In addition, you might creating video mini-overviews or "talk-throughs" of your assignments.  These should serve as supplements to the assignment sheets, not as a replacement for them.

Sample Assignment Sheets

Check out some examples of Stanford instructors' assignment sheets via the links below. Note that these links will route you to our Canvas PWR Program Materials site, so you must have access to the Canvas page in order to view these files: 

See examples of rhetorical analysis assignment sheets

See examples of texts in conversation assignment sheets

See examples of research-based argument assignment sheets

Further reading on assignment sheets

The Writing Center • University of North Carolina at Chapel Hill

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 :

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 writing style is acceptable?

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.

Relation words Ask you to demonstrate how things are connected.

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.

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

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.

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:

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.

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How to read an assignment sheet and rubric

This post builds off of the Before You Begin blog post, which provided you with some ideas of where to find out what your teacher expects of your writing submissions. In this post, we will review how to read an assignment sheet and a grading rubric, using examples from my own teaching.

screen shot 2019-01-27 at 2.34.37 pm

To the right is an assignment I’ve given in my Introduction to Sociology classes. My primary purpose in giving this assignment is to get students to think about how to connect what they’ve been learning in class to the world around them; to use sociology. Often, encouraging students to make connections to other courses and to the real world is one of the stated goals or learning objectives for a course.

This particular course was also what is called a General Education course. It’s pretty common for Intro courses to be “GenEds.” When a course is a GenEd, it also has to answer to another set of learning objectives or goals, which are set by the University. Often, this list of goals includes improving students written and/or oral communication skills, which means – you guessed it – writing academic papers and giving presentations. So when your teacher assigns a paper, they aren’t just requiring you to write a “stupid paper” because that’s just what college teachers do. They are instead responding to a set of requirements set by the university and their department about specific skill and knowledge sets that students should be learning or improving in the class.

What information does an assignment sheet usually contain?

Usually, an assignment sheet can be broken down into a few parts:

We will go through my sample assignment sheet below, but every teacher writes their assignment sheets differently. You’ll see later that my format changes between classes and over time. My assignment sheets now are very specific and detailed (especially when paired with the rubric), but not every teacher will include the same level of detail. If you are having problems finding what you need to know, check out the Before You Begin post for tips on where to find assignment information.

Here’s a closer look at the top section of my assignment. You’ll see that it contains both Mechanical and Style details as well as Source and Citation details.

screen shot 2019-01-27 at 2.46.14 pm

I think this is pretty straightforward, but let’s run through some of the common questions I’m asked, as well as some of the common problems that I’ve seen in my career as a teacher.

When a student asks me how long a paper should be, the honest answer is “as long as it needs to be to fully answer the prompt.” Students hate that answer, and I understand why . . . but it’s also true. However, here are some hints. Note that the Mechanical and Style details are very specific: you must have at least 5 pages, use no larger than 12 point font, double-space, and have no wider than one inch margins. Sometimes, students try to manipulate font size, spacing, and margin width to make a paper appear longer than it is. Keep in mind that your teachers read and write a lot, and it’s very easy to spot when a student has done this. I once had a student turn in a paper with 2 1/2 inch margins, 18 point font, and triple-spaced. I was not amused, and the student did not get a good grade.

Generally speaking, I would rather have a paper that’s a little bit short but well written and insightful than a paper that meets or exceeds the page length but rambles to add more space/words. However, there may be consequences for a short paper. Keep in mind that 5 pages does NOT mean 4 1/2 pages, or even 4 3/4 pages.

Also, unless your teacher says otherwise, page length never includes the cover page or references. When a paper is supposed to be five pages, that’s five pages of actual writing.

See  How long does my paper have to be?  for step-by-step help on how to determine page length.

Citation Style

We will cover citation styles across several other blog posts (see  Citing Sources: Why Do We Do It?  to get started), but for those of you who are wondering what those two words mean, I’ll cover a bit of it here. In most academic papers, you will be asked to “cite” your sources. Sources include anything that you use to inform your paper, including your textbook, and other course you’ve taken, your teacher’s powerpoint notes, magazines, newspapers, or websites, and of course, anything you retrieve from the library or database searches (read Peer Reviewed, Academic, and Reputable Sources: What the Heck are They and How Do I Find Them?  for more information). The point is that you credit the sources of your information–otherwise, it’s like you are claiming that knowledge/information as your own. When you cite your sources, you also make it possible for other scholars to access the same information you used, in case they are interested in learning more about your topic.

Think of it kind of like a gossip chain. When someone passes along a piece of gossip, they might say “Jo told me that . . . .” If you just tell the gossip, it sounds like it’s something that you found out for yourself. Get it? (I’m not advocating gossiping, here, but it seems like a good metaphor.)

A lot of fields and sometimes publishing houses have their own version of a citation style. Some of common ones are MLA (Modern Language Association, often used in English and the humanities), APA (American Psychological Association, often used in Psychology and some other sciences), and potentially the Chicago Manual of Style . Each style presents very similar information, but in a different format, and it’s your job to figure out how to use the format properly. If you are given a choice, MLA style tends to be a bit easier, and you are likely to find a lot of people who can help you. If you don’t know how to do citations, see if your University has a Writing Center, and make an appointment to go see them.

Please note that when a teacher tells you that you must cite your sources, that means they expect you to do so in-text (in your body paragraphs) and at the end of the paper. If you don’t do both, you will probably lose points–or worse.

Most likely, your teacher has organized the class so that paper due dates fall at important points in the semester–right before the midterm or final exams, in many cases. They may have also strategized when different classes are turning in papers, so that they can grade most effectively. When you don’t meet the due date, you’re actually creating a problem for your teacher, and you may have to wait longer to get your paper back. Don’t expect to turn something in late and then get immediate feedback.

Before you submit a late paper, make sure you know what the teacher’s policies on late work are. These may range from no penalty to a zero. It’s pretty common to drop a letter grade per day late.

ALWAYS send your teacher an email, unless they say otherwise in the syllabus, requesting that extension. Not only is this polite, but your teacher will also be more likely to cut you some slack if you have been in communication with them. Be prepared to gracefully accept consequences if it’s late. Being nasty to your teacher won’t get you anywhere.

Prompt details

Below are the portions of the assignment that focus on Prompt details:

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Writing Prompts: Understanding what the teacher wants (1/3)  is the first in a series of posts that gives concrete examples of how to read and respond to writing prompts. For now, however, note that the above prompt has multiple parts (choose an issue, make a claim, support your claim, and use course materials) and that you must do all of these parts if you want to get a good grade on your paper.

This prompt also gives some examples for what you could do, but don’t take this as a comprehensive list of what you should do. Now, some teachers will give you a list of potential topics to choose from, and others will want you to find something on your own. If you’ve been given a list and something sparks your interest, talk to the teacher early – they may limit how many people can write on the same thing.

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The “contents” paragraph, in the bloc above, gives you some pretty specific directions about what a good paper should contain if it’s going to get a passing/good grade. Whether or not you have hints about how to figure out your topic, do research, or write your paper depends on the teacher. Some assignment sheets will be very short; others very long.

If you can learn how to break the assignment sheet down into component parts, so that you know exactly what you’re looking at, then you’ll have a much better chance of writing what the teacher hopes to see from you. I strongly recommend making a checklist of required items from the assignment sheet. When you are done with your paper, read through it with your checklist next to you. That will show you very quickly if you have done everything required.

The Grading Rubric

You may or may not be given a grading rubric for your writing assignment. They are becoming much more common, and if your University uses a Learning Management System (LMS, like Canvas, Blackboard, or Desire2Learn), then the rubric may be embedded in the online assignment. If you can’t find one, ask your teacher if they are using one and how to access it.

The purpose of a rubric is to help your teacher grade more effectively and efficiently. Using a rubric reminds the teacher of the amount of weight they are giving different aspects of your writing, and helps them to be able to explain to you, later, why you earned the grade you were assigned. In some ways, then, the rubric is really for your teacher.

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But the rubric also gives you insight into what the teacher is looking for when they grade your paper, as well as how much emphasis they are putting on different elements. For example, for this assignment, the primary expectation was that students would take a sociological viewpoint in their analysis. Therefore, that sociological viewpoint is worth 40% of the grade, and the analysis is worth 20%. Write a beautiful, well-sourced paper that does neither of those things? Then you only have the opportunity to earn 40% of the points. Write a not-so-great paper that DOES do those things? Then you have the opportunity to earn 60% just from that, and improve from there in other categories.

Not every grading rubric will be as detailed as the one above (I’ll show you a less detailed one of mine, below). Let’s look at the “A” column a bit more closely:

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I’ve found that students sometimes think that just meeting the basic expectations is enough to get an “A” on a paper. This is not the case. Meeting the minimum expectations usually corresponds to a “C,” or just an average grade.

Getting an “A” on this paper, for me, means exceeding the minimum expectations; doing more.

Look closely at the category that is worth the most points: the Sociological category. What do you need to do to hit the A level for this category? Well, all of the things that are listed (not just one or two). If you aren’t sure how to do this, then I recommend your University’s Writing Center, if you have one.

When you have a rubric, I recommend making a checklist from the items your teacher includes, and merge that with the checklist you make from the assignment sheet. When you read through your paper before you turn it in, do so with the checklist next to you, so that you can see if you have met all of the important requirements for the grade you are attempting to earn.

Here’s a portion of a rubric I designed for a different paper, in a more advanced class (Sociological Theory). You’ll see that I used a different format, but you can still go through the rubric and create a checklist for the necessary criteria at different grade levels.

screen shot 2019-01-27 at 7.33.40 pm

The assignment is worth 100 points, which means that how the student uses terms and discusses theory is worth nearly 1/3 of the total grade, so this is a very important category. Note that what I expect a student to be able to do is pretty sophisticated: this is a class usually taken by Juniors and Seniors and is required for the major, so it’s reasonable to expect that a student’s writing ability has developed over time.

Unfortunately, fewer teachers are assigning papers in their classes, so students are getting less practice. Notice that with both of these rubrics, even if you writing doesn’t come easily to you–perhaps you are not likely to avoid awkwardness–that’s ok. It’s still possible to pass the paper. Other categories, like using reliable sources, rely more on the amount of time you are willing to invest in your paper and less on your writing skills. We will touch on how to research in a later blog post, but in the meantime, you can’t go wrong in contacting your University librarian. That’s what they are there for!

Whether you start early and leave yourself weeks or even months to write your paper, or you waited until the last minute and it’s due tomorrow (!), your starting point is always with a careful reading of the assignment sheet and rubric. (By the way, I don’t recommend waiting until the last minute, but I get it, and I’ve been there!)

Taking the time to read them carefully and create a checklist is never a waste of time. Imagine beginning a paper knowing exactly what you need to do. If you are anxious about writing your paper, you can lower your anxiety considerably just by being well-informed. So take a deep breath and start that list!

Check out  Cringeworthy: Bad Writing Habits that Hurt your College Writing (Part 1)  for advice on how to avoid common style mistakes. 

Interested in more? Click the follow button to the left!

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Create an assignment in Microsoft Teams

Create assignments for your students in Microsoft Teams. Manage assignment timelines, add instructions, create resources to turn in, and more.

Note:  Assignments is only available in class teams . You can assign assignments to classes of up to 1000 students. Classes larger than 300 can't use a Class Notebook or Makecode.

In this article

Create a new assignment, title and category, instructions and attachments, points, rubrics, and grading, assigning to students or groups, due dates and scheduling, assign, save, or discard.

Navigate to the desired class team, then select Assignments .

Select Create > Assignment .

Note:  Select Expand tab (diagonal, double sided arrow) to enter full-screen mode.

Enter a title for this assignment.

Optionally, add instructions, a rubric, or a due date.

Optionally, assign the work to a specific group of students.

Add the assignment to calendars, if you want.

Select the channel for assignment notifications.

Select  Assign at the top to assign the work.

Select  Save at the top to safe a draft of the assignment.

​If you don't want to save this assignment, you can select  Discard  to delete the draft.

Select Create, then Assignment.

Give the assignment a title. This is required. You can optionally add a category . 

You can type out instructions in the text box or attach a file. You can also add existing files, links, or assignment integrations to your assignment and create and name a new file right from here for students to turn in.

Note:  You can add up to five files for students to edit. The total number of resources you can add to an assignment is 10, whether editable or non-editable. Read-only reference files can be up to 500 MB in size. Files for students to edit can be up to 50 MB in size.

Select Attach  to attach resources to the assignment. Choose a file from your OneDrive, upload a file from your device, or choose one of the other options set by your admin, such as MakeCode.

Note:  If you're assigning a Class Notebook page, check what version of OneNote your students are using to ensure that their assignment pages will lock after the assignment due date passes.

Select +New  to create a blank Word (.docx), Excel (.xlsx), PowerPoint (.pptx), or Whiteboard document, or a new video recording to hand out to your students.

Note:  Select  Apps  to attach content from an app to the assignment. Admins can  manage Teams apps in the Microsoft Teams admin center .

By default, Students can't edit  attached documents, which means the document is read-only. This is a great option for reference materials.

More options button

Note:  If you have older documents with the file extension .doc, .xls, or .ppt, students won't be able to edit them. You can either attach them as read-only reference material or create a new file in Teams, copy in the old content, and save it. All new files you create in Teams or other Office 365 apps will have the correct extension.

Assignment instructions box with editing toolbar.

Select the amount of points this assignment is worth, if any. You can use points on any number-based scale including whole numbers of 100 and set your own denominator. Examples: 88/100 or decimals 3.7/4.0.

Select Add rubric to create a rubric .

Add points or a rubric.

Choose multiple classes, individual students, or groups of students  in one class to assign to.

By default, only students who are in your class now will receive this assignment. To change this, next to Don't assign students added to this class in the future select Edit  ​​​​​​. Make your selection, and then select Done .

Note:  If you choose a close date, any student who joins will receive this assignment until the close date.

Edit whether this assignment will go to students in the future.

Select a time and date for the assignment to be due. To schedule an assignment, next to  Assignment will post immediately with late turn-ins allowed  select Edit . Here, you can customize when your assignment will be posted to students and when it will close for turn-ins. By default, no close date will be selected, which allows students to turn in assignments late.

Select Edit to edit assignment timeline.

You can choose whether to add this assignment to your calendar on Outlook, students' calendars, and other educators or staff in your class team. Set this preference for all assignments in Assignments Settings .

Next to Add assignment to calendars , select the dropdown and pick one of the following options:

Students only  adds the assignment to just student calendars.

Students and me adds the assignment to both student calendars and your calendar.

Students and team owners to adds the assignment to both student and other educators or staff in the class team calendars.

Add assignment to calendars dropdown with Students and me selected.

Choose the channel where you'd like notifications for this assignment to post. This allows you to keep student work and discussion organized by unit, topic, or subject. By default, assignments will be posted in the General channel or your selection in Assignments Settings.

To choose a channel to post in, next to Post assignment notifications to this channel ,   select Edit . 

Pick the channel you’d like this assignment notification to post in, then select  Done .

To post assignment notifications to a channel, make sure bot posting is enabled. You can check that here  or ask your IT Admin for help.

Assignments will post to channels that are visible to all students. Private channels will not appear during this step.

Assignments to multiple classes can only post to the General channel. Assignments to individual students do not post to channels.

When you're ready, you can finish the process of creating your new assignment by assigning it to students.

Note:  If your school uses Turnitin, you can sync assignment turn-ins to Turnitin .

Assign  will immediately publish the assignment and your students will be notified of the new assignment on the day you specified and the notification linking to this assignment will post in the channel you selected. They'll also have an entry on their Teams and Outlooks calendars if you've selected that option.

Save  will save a draft of the assignment. Students will not receive any notification, and nothing will be added to any calendar. 

Discard  will delete the draft of the assignment. Students will not receive any notification, and nothing will be added to any calendar. 

Choose Edit to choose where assignment notifications will post.

Create a group assignment

Edit an assignment

Save an assignment as a draft

Grade, return, and reassign assignments

Additional resources for educators

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A Blog from GradHacker and MATRIX: The Center for Humane Arts, Letters and Social Sciences Online

Anatomy of an assignment sheet.

By addressing the style and content of your assignment sheets, you can help students write better papers.

Alexandra (AJ) Gold is a PhD Candidate in English at Boston University. Follow her on Twitter or check out her website.

230. That’s the number of undergraduate tutoring sessions I’ve had at my university’s writing center over the past year and a half. That’s 230 papers read, discussed, and collaboratively revised. You know what else that’s a lot of? Assignment sheets.

Each tutoring session begins with a review of the student’s assignment sheet, which provides a way for me to quickly familiarize myself with a student’s task and topic. In these sessions, I’ve seen all matter of assignment sheets – ones for low-stakes writing exercises, academic essays, and alternative genre assignments . They’ve spanned several course levels, including classes that serve second language learners. At every level, I’ve seen excellent, thought-provoking prompts and nearly incomprehensible ones.

This is not a condemnation of my university’s writing instructors, who are among the most dedicated and effective teachers I’ve encountered. Bad assignment sheets do not equal bad teachers. Bad assignment sheets, however, do often lead to poor student outcomes, and the problem is one with ready solutions.

Lost in Translation

As a tutor, I act as a mediator between students and teachers. Though most students come in with works-in-progress or full-fledged drafts, a good number of them seek help because they don’t know where to begin. Some of their “writer’s block” is a matter of confidence – and I, in turn, adopt the role of cheerleader. Still, many students’ hesitation is borne of confusion and uncertainty about a teacher’s expectations , stemming directly from the assignment sheet itself. In these scenarios, I become a translator — a task that’s not always easily accomplished.

Part of the problem, as Rebecca Weaver points out, is that students “aren’t in [teachers’] heads.” As Weaver elaborates: students, especially in their first and second-year, do not always have access to the “academic conventions and disciplinary discourses” instructors “take for granted.” The goals and lessons teachers want students to take away from the assignment sheet might consequently be unclear.  

Part of the problem  is even more basic: many assignment sheets are, quite simply, poorly written .

The assignment sheet is its own genre with its own rhetorical situation and conventions. At the end of the day, though, it is still a piece of writing like any other – something that’s easy to forget. As Leigh Ryan, Founder and Former Director of the University of Maryland Writing Center, advises: “the assignment sheet itself [should] serv[e] as a model of good writing, and the kind of writing that you expect students to produce in the assignment.” In my experience, Ryan is spot on. The strongest assignment sheets I see are those that model the elements of “good writing” we drill into students heads: clarity, concision, strong thesis (main point), audience awareness. The most confusing tend to neglect them.

Pitfalls & Fixes

Here some of the common pitfalls I’ve encountered along with some pointers for crafting more effective assignment sheets — especially for graduate students tasked with creating them for the first time, sometimes without any pedagogical training or guidance.

Pitfall #1 : The assignment sheet is too long. I’ve seen assignment sheets that run over several pages and are full of context about the topic that could be or likely was covered in class. Having to sort through this excess, students may not able to identify what information is most important. Excessively lengthy assignment sheets also tend to be discursive rather than directive, leaving students to glean what is relevant to the task and what is not. Sometimes they’re not equipped to do so, especially if they’re still learning critical reading strategies.

The Fix: Keep it short and to the point .  Though length does not determine clarity, the best assignment sheets are limited to about a page and get quickly to the main point (think of it as an assignment sheet “thesis”). These don’t read like academic essays that have been dropped into assignment sheets. They might give a few sentences of context, but they move directly to the task at hand. In addition, they avoid too much information from texts students have never encountered. One quote might be fine, but ample text from a source students aren’t going to be or have not been responsible for can be extremely confusing.

Pitfall #2 : The assignment sheet offers too many possible directions. One very common pitfall I see is assignment sheets that pose a series of questions. These are well-meaning, as the questions are meant to guide students’ thinking, but students can’t always decipher which or how many questions they’re “supposed to” respond to. They may attempt to do too much, leading to incoherent essays. In addition, offering too many possible directions might deter students from developing original claims, either because they feel beholden to address the concerns laid out or because they are looking to work quickly.

The Fix: Offer a set number of distinct essay choices or one broad theme/idea . Giving students a choice of essay topics can be very empowering for them, but instead of including an endless series of questions (What is the author’s tone? What role does the narrator play? How does it compare to the tone of book x?) present these questions either as a choice between definitive essay topics (compare the tone of book x to book y; discuss the role of narration in book x) or delineate one main, but broad point you’d like students to focus on (nalyze how the author creates irony in book x)

Pitfall #3 : The assignment sheet lacks active verbs. This follows from #2. Notice how, in the series of questions, the assignment sheet doesn’t use active verbs. It asks questions, but doesn’t provide a method or approach for students to employ. In effect, it doesn’t clearly define the task.

The Fix: Strong directives . Tell students exactly what you’d like them to do. Utilize strong verbs like: “compare,” “contrast,” “analyze,” “summarize,” “use x to critique y,” “read y through the theoretical lens of z.” One verb to avoid: consider. It’s somewhat weak directive and leaves room for student doubt; does “consider” mean you have to or just might do whatever is asked?

Pitfall #4 : The assignment sheet lacks guidelines. Sometimes I see assignment sheets that don’t give specific directions. If you want students to use a certain citation format, make sure that is spelled out. It may not be obvious to students or they may forget even if you tell them repeatedly. Remember, you are responsible for one of their many courses, each with different project guidelines.

The Fix: Specifics, specifics, specifics.   This is the easiest fix of all. I’ve learned (the hard way) that students like to have all of the information up front: give them the deadlines neatly plotted out, specific numbers for pages, etc. Write it down. The same goes for page count, due dates for all stages of the writing and revision process, the list of permissible texts, number and kind of sources, etc. This applies to low-stakes assignments, too: if you want solid 10 minute oral presentations, state exactly what you expect them to include.

Additional Suggestions

Beyond the major pitfalls and fixes I’ve addressed, here are three more things effective assignment sheets can include:

A stated “purpose” – if, for instance, the assignment’s goal is to make students think about audience, state that somewhere on your sheet. As GradHacker Travis reminds us , you should also think about how one assignment fits in with the others in the course; while each assignment sheet will have distinct purpose, they should ultimately work together.

Some grading criteria – you might briefly mention what you are looking for (e.g. an “A” paper will have an arguable thesis, strong transitions, clear organization, and few grammatical errors). You don’t have to provide an entire rubric, but you can establish some expectations in advance .

Examples – if you want your students use MLA citation, you could direct them to a relevant reference source like Purdue Owl , but you could also provide one works cited entry on your assignment sheet. Likewise, if you’re using a less familiar genre of text – e.g. if your students have never analyzed poetry before – you might provide a sample line citation. Same goes for songs/visual media, etc. If there’s anything that might not be intuitive about formatting, it’s worth providing a quick example.

The goal is to eliminate as much speculation and ambiguity as possible. Your assignment sheet shouldn’t be a guessing game or a source of undue frustration . By providing clear, to the point directions and ample specifics, you can help your students down the right path. It’s on them, of course, to hold up their end of the bargain, but we should ensure that they have the tools to do so.

And while I can’t promise you that students won’t still email you to ask basic questions the assignment sheet addresses, I can promise that if you follow these guidelines, you’ll have the satisfaction of knowing you’ve provided answers in advance. Sometimes in grad school you have to take what small victories you can get.

Do you have any tips for creating effective assignment sheets? Let us know in the comments!

[Image by Flickr user fschnell and used under a Creative Commons License.]

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Assignment Sheet Template

Make this assignment sheet template your own by adding your own words and illustrations. Print it out and share it easily.

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Week of Class Assignment Due Finished A S S I G N M E N T S Name Teacher School

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Grade and return an assignment

This article is for teachers.

In Classroom, you can give a numeric grade, leave comment-only feedback, or do both. You can also return assignments without grades.

You can grade and return work from:

For Grades page instructions, go to View or update your gradebook .

You can download grades for one assignment or for all assignments in a class.

View assignments or import quiz grades

Before viewing a student's assignment, you can see the status of student work, and the number of students in each category. 

Go to  and click Sign In.

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

and then

To turn on grade importing, ensure that a Forms quiz is the only attachment on an assignment. 

If you didn’t turn on grade importing when you created the assignment, you can edit the assignment after the assignment is posted and completed by students. For details, go to  Tips for using Forms quizzes .

(Optional) To return grades, next to each student whose grade you want to return, check the box and click Return .   Students can see their grade in Classroom and Forms.

Enter, review, or change grades 

When you enter a grade, it syncs between the grading tool, the Grades page, and the Student work page. 

As you grade assignments, you might notice that the work or grade status is color coded:

Other colors are based on your class theme and don’t indicate work or grade status.

To open and review any file the student attached, click the thumbnail.

Next to the student's name, enter the grade. The grade saves automatically.

Students get their grades when you return their assignments. You can return assignments during another grading session.

You can enter grades and give your students personalized feedback with the Classroom grading tool. For instructions on using the grading tool, go to  Give feedback on assignments .

The default grade denominator is 100, but it can be changed to any whole number greater than zero. You can change the grade denominator at any time. Changes to grade denominators only affect assignments that haven’t been returned. Returned assignments maintain their original denominator.


You can see how the grade for an assignment has changed and how many times a student has submitted an assignment.

Important : This feature is only available on turned in and graded assignments.

You can change a grade after you return an assignment to students. Also, students can do more work and resubmit the assignment. You can then change the grade and return the assignment again.

Note : The student can view their new grade when you return their assignment.

Return work or download grades

Students can’t edit any files attached to an assignment until you return it. When you return work, students get notifications if they’re turned on. You can return work, with or without a grade, to one or more students at a time.

Students can view their grades when you return their assignments. 

Note : If an assignment is incomplete, you can return it without a grade. In that case, the grade status shows Assigned—or Missing if it’s late—and the grade field is empty.

Students can view their grades when you return their assignments. The grading tool syncs your feedback and grades to Classroom. For instructions to give feedback, go to Give feedback on assignments .


You can return all assignments together during another grading session.


Before you return the assignment, you can add a private comment. 

Note : Select customers can export grades directly from Classroom to their SIS. Learn more .

You can download grades from Classroom to Google Sheets or to a comma-separated values (CSV) file. If you need a hardcopy of the grades, you can print the file you download.

Currently, you can only download grades in the computer version of Classroom.

Download grades to Sheets


The spreadsheet is created in your Classroom Drive folder.

Download grades to a CSV file

The file saves to your computer.

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  16. Create an assignment in Microsoft Teams

    Navigate to the desired class team, then select Assignments. Select Create>Assignment. Note: Select Expand tab (diagonal, double sided arrow) to enter full-screen mode. Enter a title for this assignment. Optionally, add instructions, a rubric, or a due date. Optionally, assign the work to a specific group of students.

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