this assignment is not accepting submissions meaning

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Php the_field('headline'); >, why won’t the assignment take my submission.

When you click an assignment in Moodle, you should see an Add submission button.

If that button doesn’t appear, it could be that the assignment is either not yet accepting submissions or has stopped accepting them based on dates that the instructor has set.

If the assignment accepts submissions only after a specified date, and you try to submit too early, the submission page won’t show an option to submit but instead will note the start date for the assignment.

If a cut-off date for the assignment is enabled, late submissions won’t be accepted. Instead, you’ll see this message on the Submission status page:

If you submit after the due date to an assignment that does accept late submissions, the Submission status page will note that the submission is overdue.

If none of these are the case, contact your instructor or Client Services for more help.

Back to Student Moodle Help

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Turnitin: Errors when submitting assignments

Updated 03/11/2021

Below are the four most common warnings encountered when submitting to Turnitin.

• You can’t submit to this assignment because the assignment start date hasn’t begun. Not to worry. Simply wait until your assignment start date has arrived, then submit your file.
• less than 100MB
• has a minimum of 20 words, and
• is less than 800 pages.
• You can’t submit to this assignment because you already submitted. You’ve received this message because Turnitin has already received your submission. A second submission cannot be accepted, as the assignment is not set up to accept resubmissions. Contact your tutor for the assignment to discuss options.
• You can’t submit to this assignment because the due date has passed. A submission cannot be accepted due to the assignment not being set up to accept late submissions after the due date. Contact your tutor for the assignment to discuss options.
• ← Turnitin: A Student Guide to Downloading Feedback
• Marking and Feedback with Feedback Studio →

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6 Tips for Managing Assignments and Submissions in Google Classroom

Patricia umhafer pd specialist, blog on november 30 2021.

Google Classroom is a fantastic platform for disseminating information as well as for pushing out assignments and receiving submissions. However, if not organized, it can be very overwhelming for both teachers and students. Here are some tips for managing and organizing those assignments and submissions.

• Understand and use Drive folders First, let’s take a second to clarify how Classroom Drive folders work. When a class is created in Classroom, a Drive folder for that class is simultaneously created. Only the teacher has access to this folder, so anything added to the folder will not be seen by the students. Similarly, when students are added to the class, a personal drive folder is created for each of them. The teacher does not have access to the student folder, only to the documents turned in. When a student submits an assignment digitally, Classroom automatically creates a subfolder in the teacher’s class drive folder, pre-labeled with the name of the assignment. All student submissions will be stored in this folder, labeled with the student name. This is great for organization!  From there, you can choose to leave it and have the folder organized by assignment, or move the submission to a folder shared with your student.
• Create naming conventions Creating a naming convention helps you and your students to easily identify what the document is, and makes it easily searchable. I recommend using the following: Unit or Period number – Name of Unit – Type of Document .  A document using this naming convention might look something like this:  “2nd Period ELA – Poetry – e.e.cummings Reading”. Of course, it is always best for you to create something you can remember and your students will understand, so feel free to use any naming convention that works best for you, just remember to keep it consistent. 
• Number assignments By numbering assignments, you are now giving students a quick reference. Instead of typing out or saying the whole title, you can just say, “please see and turn in assignment #5.”  This will also help you keep track of what has been turned in.  You can choose to number just the assignments that will be turned in, or all assignments.  
• Create topics   Creating topics in Google Classroom is like creating folders in Google Drive. By creating a “Week” topic, students can easily see what is expected of them for the week. Another suggestion is to create a “Day” topic. In the “Day” topic, you can put things like attendance forms, Do Nows, exit tickets, and anything else the student will need that day. Other suggestions are creating unit topics, assignment type topics, or subject topics. 
• Disable stream assignment alerts Another great tip is to disable the assignment alerts in the stream. You can do this by going to the settings gear and selecting “Classwork On The Stream” and “Hide Notifications”.  This will keep the stream clear and you can use it just for class announcements. Of course, make sure to remind your students to check the “Classwork” tab, or pin that as an announcement on the top of the stream.
• Use due dates The last tip is to create due dates. If you set a due date, after that date has passed, students will no longer be able to edit or submit the assignment. This prevents you from receiving late assignments or constant edits. This is also a great way to set clear expectations and accountability.

By keeping assignments and submissions organized, you will be saving you and your students’ time and it will help keep expectations clear.  Be sure to check out our accompanying OTIS course, Managing submissions and Assignments in Google Classroom for resources and tips to get you started.

For more tips, tricks, and tools for teaching in and out of the classroom, check out more articles on the Teq Talk blog.

We also offer virtual professional development, training, and remote learning support for educators with OTIS for educators . Explore the technology, tools, and strategies that can spark student success — no matter where teaching or learning are happening.

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• Schoology Learning

How Do I Use Exceptions in My Gradebook?

You can add an exception to any Assignment, Discussion, Assessment, or Test/Quiz in your Schoology gradebook to denote that a student's submission is  Absent,   Collected ,  Exempt, Incomplete,  Missing  or  Late .

Adding Exceptions

To add an exception, point your mouse over the gradebook cell and click the flag that displays.

Select an exception from the menu to place the icon in the cell corresponding to a student's submission.

• To remove an exception from your gradebook, click the exception icon, and deselect your exception from the menu.
• Entering a score on a Collected item will automatically clear the flag. For all other exceptions, you must remove the flag before entering a score.
• Collected exception code can be requested to be enabled for customers if it is not available to their district by contacting Support. Collected exception codes pass the status of Submitted with a score of zero for the material for some SIS integrations.
• If an exception code is added after a score has been entered, the score will be cleared.

Absent, Exempt ,   Incomplete and  Late exceptions do not factor into the student's overall grade in Schoology. From a calculation perspective, marking a gradebook cell as  Absent,   Exempt,   Incomplete  or Late is the same as leaving it blank. Applying either does not penalize students or affect their overall grade.

The Exempt   and Incomplete icons simply serve as a reminder to the course admin that the student has either been excused or their submission is incomplete, to help avoid later confusion as to why that cell for that student is blank or unscored.

The Absent and Late exemptions also serve as a reminder that the student was either absent at the time of submission, or submitted the assignment late.

The Collected exception enables instructors to mark an item as Collected and enter a score at a later time since entering a score automatically clears the Collected flag.

The Collected icon serves as a reminder that the student has submitted an assignment but has yet to be graded.

In the screenshots above, the green circle with the white checkmark indicates that the student's assignment has been  Collected . The green icon indicates that the student is Exempt   from completing the assignment. The orange icon indicates the student made an Incomplete submission. The Excused and Incomplete cells contain null values, meaning that neither the possible points for this assignment nor the exception code are factored into the student's overall grade.

Marking a cell as Missing , however, does penalize the student's grade. Giving a student a Missing flag is the calculation equivalent to giving the student a zero. Selecting the Missing exception also adds a zero score in the cell:

This assignment has been marked Missing in the gradebook. This student has received a 0/100 on this assignment.

• Course Administrators can disable the scoring of missing assignments as zeros by changing the Disable automatic scoring of missing exceptions as 0  setting in Grade Setup. 
• If you change this setting after any grades are entered for a course, it will affect all graded assignments for that course that have been marked as Missing. 

Using Exceptions with Overdue Items

Marking an overdue item Absent,   Exempt , Late,   Missing or Collected removes the item from a student's Overdue notifications. Marking an overdue item Incomplete does not remove the item from a student's Overdue notifications.

The following scenarios explain how teachers can use exceptions to grade missing submissions and how it affects Overdue notifications:

• Teacher A is accepting late submissions but does not want the grade calculation to reflect the missing assignment, so they should use the Incomplete exception flag. This way the student will receive Overdue notifications and their grade is not impacted.
• Teacher B is not accepting late submissions and wants the grade calculation to reflect the missing assignment, so they should use the Missing exception flag. This way the student will see the impact of the missing assignment on their grade and they will not receive Overdue notifications.
• Teacher C is no longer accepting submissions for the assignment but does not want the grade calculation to reflect the missing assignment, so they should use the Exempt   exception flag. This way the student will not receive Overdue notifications and their grade is not impacted.

Locking Assignments

Students are still able to make submissions to the item even if you have entered an exception code into the gradebook. You receive the same new assignment notifications as you normally do. If you would like to prevent students from making further submissions to an assignment, you can lock it by clicking on the gear icon to the right of the item and selecting Edit. In the Advanced row, click the Lock icon to lock down the assignment and prevent future submissions.

Using Exceptions with Auto-graded Tests/Quizzes

If a student completes an auto-graded test or quiz after you have added an exception–for example, if you mark it Missing but enable a student to make it up later–you can accept the auto-generated grade and override the exception directly from the cell in the gradebook.

A test that has an override available displays with a black dot on the Test icon in the upper-right corner of the cell.

To clear the exception and accept the score of the test, click the test icon, and select Update Grade in the window that displays. Select Keep Override to clear the new grade and remove the black dot from the test.

Select View Submission to open a new browser tab and review the student's test.

Using the Exempt Exception with Student Completion (Enterprise Only)

You can use the Exempt   exception to bypass materials on which you have set up student completion requirements. For example, if a student is absent and makes up a required assignment with a different make-up project, or a student is new to class and doesn't need to start at the beginning of a folder with completion rules.

Will Exceptions sync over to my SIS Gradebook? (Enterprise Only)

Use the table below to see how exceptions are passed back to your SIS.

• Collected Only assignments will passback the Collected exception as long as it is consumed by other SIS integrations. Otherwise, it will passback an empty column with no grades. 
• If you are expecting your students' overall grades in Schoology to be calculated as similarly as possible to the calculation in your SIS gradebook, make sure you've configured your SIS gradebook to calculate blank cells as null values, rather than as zero.
• For organizations using SIS apps that leverage the IMS Global OneRoster standard for grade passback—each SIS interprets and handles the OneRoster statuses differently. Reach out to your SIS contact directly to confirm the expected behavior in your system.

Removing Exceptions from the Gradebook

In situations where an exception has been applied to a graded item and you would like to remove that exception, you can do so by following these steps:

• Enter the Gradebook.
• Locate the item that currently has an exception mark.

Click the exception mark, and deselect it to remove it from the gradebook cell.

If you enter a score for an item marked as Exempt , Incomplete ,  Collected, Absent,  or  Late , the flag will automatically be removed.

Please note, these errors can depend on your browser setup.

If this problem persists, please contact our support.

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A Complete Guide to Failed Assignments, Resubmissions and Appeals

As once noted by UK Prime Minister Winston Churchill, “Success is the ability to go from failure to failure without losing your enthusiasm”. While this statement is true in many situations, there exist many spheres where poor results can substantially disrupt your movement towards your goals or even stop you in your tracks completely. In academia, students are usually focused on the things they need to do to secure future success. However, all of these measures do not necessarily protect you from failures since the educational process is a path of trial and error and you will surely face both ups and downs.

In this article, we will analyse the steps you need to take in the case of failed examinations, coursework assignments , dissertations, resit exams, and resubmissions. While most students prefer to not talk about such topics, shutting your eyes and fears to ignore some threats is the worst type of risk management. The following sections will help you develop a Plan B for any academic failure in order to minimise possible damage and get you back on the right track as soon as possible.

Dissertation and Coursework Failures

What happens if you fail your dissertation.

Many students are extremely concerned with a threatening question they frequently ask their tutors, “What happens if I fail my dissertation?”. If your thesis has failed to be unique and strong enough to earn a pass mark, you will be given a second chance to resubmit it. While dissertation failures are rarer than essay or coursework failures, they are more devastating for the affected students. If you feel lost and overwhelmed at the moment, the following ‘to-do’ list can help you regain control over your academic progress and prepare for the new submission more effectively.

Observe the Formalities

Most universities require you to get a 12-month extension for the resubmission of a failed dissertation and to pay applicable re-submission fees. Complete these procedures as soon as possible to ensure that your Time Limit Extension form has been approved. Do not proceed with re-writing your dissertation before you have obtained explicit permission to proceed with these activities.

Find the Key Failure Antecedents

In many cases, the examiners’ report reveals many problems in your work that you were not aware of (hence, the failure). While the scope of the required changes may seem overwhelming, you need to pinpoint the most critical issues. For example, your dissertation may have had a high Turnitin percentage showing its similarity to some prior works, your research questions were not addressed properly or your whole work was too descriptive.

Collect Feedback

If possible, contact your supervisor or the examiners to receive additional feedback in person. Preferably, this step should be taken after the previous one to make your meeting more informative. This way, you can discuss specific problems of your work, offer multiple improvement strategies, and get a confirmation of your overall re-submission course from the assessors.

Plan Your Progress

Any complex project requires thorough planning and students avoiding this step frequently make two popular mistakes. Some of them think that 12 months is a very long time and procrastinate as a result. Others start early but focus too much on some problematic elements of their dissertations ignoring the remaining ones until it is too late. In both cases, the resulting theses do not demonstrate a radical improvement in all areas of criticism and have high risks of failure.

Do Not Ignore Your Problems

If you have made some of the mistakes described in the previous step, you may realise that you are falling behind the earlier designed schedule. The key principle of success is to not ignore such problems. They will not simply go away and you will not be able to catch up later since the pre-submission phase usually brings even more force majeure factors.

If Lost, Prioritise

When you have to complete more work than it is humanly possible without a set timeline, you need to change your overall strategy or your priorities. The first option is to ask for extensions (most universities can grant you up to 3 additional months to complete your re-submission draft). The second one is to identify the most crucial problems and focus on them while ignoring minor corrections. Ask yourself a question, “How bad does a dissertation have to be to fail?”. This will allow you to define a ‘minimum viable product’ for future submission and prioritise the most crucial spheres.

Failed Coursework: Everything You Need to Know

Getting a fail mark on your university coursework can be devastating. If you have put a lot of effort into your submission, this information can leave you overwhelmed and senseless. However, most universities allow you to resubmit a failed coursework, which is exactly what you should concentrate your attention on right now. By reacting to this situation immediately, you will immensely increase your chances of fixing the problem and avoiding harsh penalties.

Here is everything you need to know about resubmitting coursework at university

Is retaking a coursework really your best option.

Resitting coursework may seem like a minor inconvenience to some students. However, this activity is associated with a lot of extra work that needs to be performed with some ultimate purpose in mind. If you have problems with multiple failures within your current course and your course grades do not seem bright, retaking your coursework may not magically solve all of these problems. In these circumstances, retaking the whole year may be a better option for some students.

Therefore, consider what is best for your study and the possible grades you can achieve. You should also account for the extra workloads associated with coursework rewriting . If they will interfere with your new academic workloads or personal obligations, retaking the whole year may be a better option.

When Should You Resubmit Your Coursework?

Each university has different policies surrounding resubmissions. Generally, they can take place during the summer period or during your next academic year. The first option may be preferable due to the aforementioned issue of overlapping academic workloads. However, you may not always have a choice in this matter since these provisions are determined by your university.

If you retake during your next year, make sure that you are managing your time and attending all extra classes to improve your grade as much as possible.

Will You Encounter Capped Grade Issues?

The majority of resits (usually excluding those with mitigating circumstances) will have a capped grade of 40%. Yes, this means you will only achieve a pass for that coursework (but you should still not take it as a sign to only put minimal work into it).

Learn more about this cap (of the lack thereof) to ensure that the resulting number of credits substantiates the extra effort and actually allows you to continue your academic journey afterwards.

Appraise the Costs of Resubmitting Your Coursework

Do not forget that resubmitting your coursework is never free. Usually, there is a fee that you must pay for the remarking and additional academic work associated with the resubmission of your coursework. Make sure that you pay it right after learning about your failure to win more time.

What if I Plagiarised?

Unfortunately, plagiarism can have serious consequences such as your suspension or a ban from your course. If you are permitted to resubmit your coursework in these circumstances, take this as a rare chance. This still involves creating a new and 100% original piece, which may be extremely challenging for many students.

Ultimately, the best thing to do is to put your all into your work from the beginning. A failed coursework is usually a result of many prior strategic issues such as not seeking external help when needed. In addition to resubmission, there also exists an appeal option that we will discuss in the following section.

University Appeals for failed work

How to appeal a grade if you didn’t achieve the grade you hoped for.

The day of exam results is a mix of happy smiles and disappointed faces. While some students fail in their attempts to get a pass, others are devastated by not acing their grades and getting maximum scores. In both situations, you usually have two possible solutions. While resubmission discussed earlier allows you to retake your coursework while getting penalised in terms of capped grades, you also have a second option that may not have these limitations. If you believe that there has been a mistake in marking your work, you can appeal to the examination board. This allows you to review the decision or awarded mark on the basis of personal circumstances influencing your performance or your claims of biased or inaccurate appraisal of your submission.

The process of applying for an appeal can be separated into four steps

Identify the appeal deadline.

Firstly, you should ascertain the time frame to submit an appeal. This will vary depending on the universities’ procedures, which you will find on their website. In most cases, the countdown for appeal deadlines starts from the date of the publication of the results.

Should You File a Complaint or an Appeal?

Next, you should differentiate between whether you want to appeal against a result or make a complaint against it. The procedures for the second option range from an informal conciliation to a formal investigation with a hearing. Complaints usually target some aspects of academic procedures such as teaching methods or examination organisation. It may be reasonable to consult with your university student services to identify whether your claims match the criteria for an appeal or a complaint.

Submit the Appeal

As soon as you have clarified your line of argument, you need to write and submit the appeal. Attach any evidence backing your claims and try to describe the events in chronological order to increase your chances of success.

Obtain an Appeal Completion Letter

The final step is to obtain a receipt or a procedure completion document, signed by the University authority, regarding the appeal. Be sure to check that you’ve filled in all the details accurately.

Depending on the outcomes of your appeal consideration, you may get a grade adjustment reflected in your final report card or get a formal rejection. In the second case, you may need to discuss potential further actions with the Head of the Office of Student Services of your university.

Most Common Reasons Why Your Academic Appeal Might Be Rejected  

While academic appeal letters are accepted by most universities, a large share of them gets rejected by appeal committees. Knowing the most common causes for this outcome is a good way to minimise the possibility of its occurrence. Below you will find five primary factors leading to the non-acceptance of academic appeals.

Lack of Validation

If you claim that your academic performance was affected by some circumstances of personal nature or force majeure circumstances, your best option is to provide substantial evidence confirming your statements. Documents from hospitals, official authorities or other reliable third parties may convince the committee to give you a second chance. However, you need to prove that you could not provide this evidence earlier within the scope of the Exceptional Circumstances procedure.

Wrong Focus

In most cases, you cannot appeal against the judgement of the examiners. Submitted coursework assignments, examination papers, and essays are usually revised by multiple markers to minimise the possibility of biased or unfair appraisals. Your letter of appeal must only focus on the circumstances that can be appealed in accordance with university regulations. Other non-appealable factors include employment-related factors, financial problems, housing issues, visa-related issues, and family problems.

Failure to Meet the Deadlines

Most universities have established deadlines specifying the earliest and latest dates for submitting academic appeals. The general rule of thumb is to not submit one before the results of an examination have been announced even if you expect failure. Consult academic staff members or a lawyer specialising in this sphere to make your letter of appeal conformant to all best practices and regulatory provisions.

Poor Past Performance

If your performance throughout the semesters preceding the academic failure had been mediocre and you have a history of academic misconduct, substance abuse or violations of applicable codes of conduct, the committee may choose to decline your appeal. Your best option in this situation is to write a quality letter of appeal where you accept the responsibility for your past mistakes and provide a clear plan for future improvement. However, you must provide a well-defined strategy for remedying your underperformance to convince committee members.

Unsupported Claims

Your letter of appeal must never contain any false or misleading information that cannot be supported by trustworthy evidence. This is especially important for situations where you refer to procedural errors or biased judgements of the examiners. If you cannot support these statements with appropriate evidence, it may be better to refer to your own faults and minimise potential points of conflict. You need to be extremely polite and respectful in your letter and only use the relevant grounds for appeal if you want to succeed.

The best way to avoid rejection is to write your letter of appeal in the most professional manner. Our appeals and re-submission service experts can help you to maximise the chances of a positive outcome in the case of appealing your marks. We have already helped hundreds of students from multiple universities in re-writing their failed works and maintaining their academic progress.

How to Plan and Write a Re-Sit Assignment or Re-Submission

So, the results of your coursework or examination have been announced and they turned out to be worse than you expected. While this can make you feel depressed and lost, right now you need to concentrate on building a response plan. Most universities allow you to revert this failure and resubmit or resit your assignment if you act promptly and comply with their university resubmission policy. One of the most popular questions asked to our appeals and resubmission experts is, “Can you appeal if you failed your dissertation?”. Here are some tips on how to maximise your chances of success when planning and writing a re-sit assignment or re-submission.   

Discuss the Situation with Your Tutor

Your primary goal is to learn why you failed a particular assignment and what exactly should be done to eliminate its deficiencies. Many students adhere to the guesswork approach due to personal fears and fail for the second time due to not understanding existing dissertation resubmission policies. Keep in mind that your tutor may be the only person possessing the relevant information in this situation. They can also inform you about the scope of your problems and the key knowledge gaps that you need to eliminate.

Act Promptly

Make a plan of action and do not waste time. Some staff members involved in the appeal, re-sit, and re-submission procedures have non-matching office hours. Tutors suddenly fall ill. The sooner you understand what needs to be done and submit all the required documentation, the sooner you can start your preparation. You must also identify if your university has any restrictions on the marks you can get when re-submitting your work. These factors will directly influence your choice of preparation strategies.

Make Reasonable Estimations

Overconfidence is the second most popular reason for academic failure after guesswork. As soon as you have clarified the key deficiencies of your failed assignment, you need to appraise your capabilities to realise them within the set deadlines. If you are nervous about the risk of a second failure, you can contact our professional appeals and re-submission service to see how you can improve the quality of your re-submission. We can also create examination notes based on your course materials to speed up your preparation for resitting your exam.

Use Networking

In many cases, the discussion of your assignment with students may reveal additional facts that were not mentioned by your tutor. You can also cooperate in making new notes, discussing your findings, and simply supporting each other to minimise fears and self-doubts. Also, try to get help from your family and roommates so that you could prepare for your re-sit assignment or re-submission without distractions.

Stick to the Plan

To succeed with your re-sit or re-submission, you must strictly follow the earlier developed plan. Many students are distracted by other academic goals or excessively focus on specific parts of lecture materials ignoring the overall perspective. You need to maintain a balanced approach in order to succeed and improve your mark.

What to Do If Your Appeal Is Rejected

As noted earlier, many appeals are rejected by universities, which leads to the need for re-submissions or restarting your annual course. Below, we will consider 5 main recommendations related to this outcome.

Do Not Panic

The first thing to keep in mind is the fact that this is a regular situation that should not cause panic. While this is an exhausting experience, your focus should be shifted towards your further response strategy rather than your feelings in the moment.

An unsuccessful appeal should be followed by new ones as soon as possible to maximise your chances of getting a positive outcome. Learn more about the available procedures in terms of internal university procedures as well as external escalation options.

Define Your Expectations

Unrealistic expectations frequently cause appeal rejections. While your claims may be extremely persuasive, asking your university to resit an exam or resubmit your assignment for the second time may be against its official policies. Make sure that your demands are substantiated and reasonable.

Identify Your Dispute Escalation Readiness

If your university does not consider your appeal well-substantiated and you are 100% certain that your claims are valid, you can escalate your appeal to a higher external agency such as the Office of the Independent Adjudicator in the UK.

Get a Second Opinion

If your first attempt to protect your rights failed, you need to really invest in your second one to succeed. Contacting an external lawyer or a quality appeals and re-submission service may be a good idea to get professional recommendations and increase your chances.

What to Do If You Fail a Resubmission

While most students tend to ‘ignore the negative possibilities’, we always advise them to investigate all possible outcomes. Knowing what to do when the whole world around you fails gives you a sense of inner strength since you are aware of the options before you and maintain control over the situation. If you do not know what happens if you fail a resubmission, here are 5 things you need to do if you fail a coursework resubmission or dissertation resubmission.

Assess the Situation

In most cases, a second failure leads to the need to retake a whole academic year. However, a failure in some elective courses may still allow you to progress with your studies if you have a lot of credit points from other subjects. Try to keep your head cool and assess the situation realistically.

Appraise Your Plans

Any failure inevitably disrupts your well-laid plans. As soon as you have appraised the situation you got into, you need to evaluate how these new changes affect your long-term goals. If you have to retake a whole year, this usually requires additional funding and a number of difficult conversations. Outline the steps you need to take and potential adjustments to your academic and career plans.

Think about the Reasons

If you failed at something as major as a coursework assignment resubmission or a dissertation resubmission, this outcome was clearly determined by some major antecedents. Before you criticise yourself for being lazy or untalented, make sure that you perform an accurate revision of all factors that led to this situation. If you do not realise why you failed twice, you may be missing some crucial systemic issues that must be eliminated before you choose to make another attempt.

Choose the Optimal Course

The first three points should provide you with sufficient insights to build a realistic ‘escape plan’. Write down specific steps you need to take such as discussing the need to retake a year with your university officials and family members. Preferably, try to also account for all resources you will require as well as specific documents, conversations or expenses associated with these activities.

Take a Break

If you fail a resubmission, chances are you have run out of options for the time being. Any major steps you have to take will probably occur several weeks from now. When you have completed all official arrangements, you may need to give yourself a break. Even if you have not succeeded in realising your academic goals, you are still exhausted by these attempts and need to take care of yourself.

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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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There is an issue that requires attention because it's confusing for the students. Has anyone experience this also?

Here is the tracker: https://tracker.moodle.org/browse/MDL-42676

While I'm not a developer, I think that the solution would be to remove the  This assignment is not accepting submissions message for the students. They don't need to know unless the assignment actually blocks them from submitting their work.

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