what to do if you don't understand an assignment

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Sometimes the hardest part about writing a paper is understanding the assignment. You may not understand what you’re being asked to write or how you’re supposed to write about it. But don’t worry: although the prompt may seem confusing at first, there are strategies you can use to understand your assignment.

First, try taking a break from the assignment.

Take a walk, clean your room, get coffee with a friend. Then come back and read the prompt again, keeping any of your instructor’s in-class comments in mind. Looking at your assignment with fresh eyes will often help you either finally understand the assignment or identify what specifically is confusing to you.

If your assignment still seems unclear, ask yourself the following questions:

What is the purpose of your assignment? (What are you being asked to do?)

To understand what the assignment is asking you to do, pay special attention to the verbs that your instructor used. These verbs often function as keywords that signal the purpose of an assignment. Argue, summarize, and compare/contrast are just a few keywords to look for. These verbs can tell you whether you are developing your own argument, describing a plot, or analyzing the similarities or differences between artifacts. Visit our blog or take a look at this handout to find a list of more keywords and their meanings.

Another way to understand the assignment is to see if your instructor has asked you to follow a specific format. Is there a length requirement? Are there a certain number of sources required? Shorter papers are often a thesis-driven analysis with fewer sources. A longer paper with more sources may signal a research assignment. Again, pay attention to any verbs you see; these verbs will often tell you how to approach writing your assignment.

Who is your audience?

Part of the context of any writing situation will include your audience, or who you’re writing to. Since your audience includes your instructor, keep in mind any expectations she or he may have. What concepts have been emphasized in class? You may find these same concepts in your prompt. How is the assignment structured? Understanding the structure may help you decipher how you are being asked to approach the prompt.

Your instructor may not be the only audience member to consider. Are you being asked to communicate with a general audience (who can follow a logical argument but doesn’t know anything about your chosen topic) or an informed one (an audience familiar with the material, but not your chosen angle)? Knowing who your audience is will help you decipher what kind of information will best support your thesis. If you have any questions about who your audience should be, ask your instructor for clarification.

What evidence are you being asked to provide?

Evidence, or the information you use to support your thesis , can come from in-class texts or outside sources like academic journals, scientific studies, or government websites. The type(s) of evidence that you use and how you present it will differ depending on the requirements of your assignment. Is your instructor asking you to draw on readings from class to make an argument? Chances are, this signals a textual analysis in which you develop a thesis and use quotes from your chosen text(s) to support your argument. Alternatively, are you being asked to use outside sources? If so, how many? This may signal a longer project, possibly a research paper in which you generate a thesis and present information on a given topic to either inform or persuade your audience.

Understanding the type of evidence your instructor requires may help you work backwards to determine the format and, ultimately, the purpose of your assignment. Remember: evidence will be presented differently depending on your audience and purpose, so again, look for keywords to help.

If you still find that you don’t fully understand the assignment, don’t panic: you aren’t required to tackle the prompt alone.

Email your instructor and explain your confusion.

Try to be as specific as possible. Are you confused about what you are being asked to do? Is it unclear how you are being asked to structure your paper? Or what kind of evidence you’re supposed to use? Ask them, even if you can’t be specific. They want to help.

Collaborate.

Come to the Writing Center! Talk to a friend or someone you know from class. Being able to talk to someone about your assignment may help you finally decode the prompt.

What can the Writing Center do to help?

Some questions about the assignment can only be answered by instructors, so you should be prepared to discuss the assignment with them. However, consultants at the Writing Center are experienced in reading and interpreting assignments. When you attend a Writing Center session, we ask that you bring a copy of the assignment with you (if you have one), and we will read through the assignment sheet together. We will then help you decipher keywords, look for hints about structure, and finally come to an understanding of the prompt. We can also help you begin brainstorming for the assignment and transition to other steps of the writing process.

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Here's exactly what to do when you don't understand an assignment from your boss

There are (at least) two ways to make a fool of yourself in front of your boss.

Way No. 1: Pepper them with questions after they give you an assignment, especially ones that you could easily look up on your own.

Way No. 2: Don't ask any questions after they give you an assignment, so that what you end up turning in is incomplete or otherwise not what they wanted. 

The happy medium here is figuring out how to solicit your boss' help in a way that makes you look even more competent . 

According to Rosalinda Oropeza Randall, an etiquette and civility expert and the author of " Don't Burp in the Boardroom ," if you're confused about the details of an assignment, you've got a few options.

"Ask your boss if there's another way of putting it," Randall said. So you might say something like: "I'm not understanding. Is there a different way that you can explain this to me?"

In other words, what you shouldn't do is ask your boss to repeat the same explanation they've given you twice already. 

If you are making a request for clarification, make sure you come prepared with specific questions and potential solutions. Trying to solve problems is a good trait in any employee, Randall said. 

Alternatively, you could ask your boss: "Is there anyone else who perhaps has done this before?" Working with a coworker might be less stressful, especially if your boss tends to get impatient.

Interestingly, research suggests that asking people for advice can make you seem more competent in the eyes of the adviser. That's likely because you make the person feel good about themselves, and so they feel good about you in turn. 

But remember: Don't wait until the day before the project deadline to ask for help. That doesn't show responsibility, Randall said. 

Be sure to apologize for taking their time, and avoid making excuses or blaming them for making the assignment hard to understand.

It won't necessarily be comfortable to admit that you're confused, but you'll feel a whole lot better when you're able to find the solution you need.

Watch: This Facebook exec cofounded and then got fired from Pets.com. Here's why she is no longer hiding from this failure.

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Here's exactly what to do when you don't understand an assignment from your boss

A business-etiquette expert explains how to ask your boss for clarification on a confusing assignment — without making yourself look like an idiot.

There are (at least) two ways to make a fool of yourself in front of your boss.

Way No. 1: Pepper them with questions after they give you an assignment, especially ones that you could easily look up on your own.

Way No. 2: Don't ask any questions after they give you an assignment, so that what you end up turning in is incomplete or otherwise not what they wanted.

The happy medium here is figuring out how to solicit your boss' help in a way that makes you look even more competent .

According to Rosalinda Oropeza Randall, an etiquette and civility expert and the author of " Don't Burp in the Boardroom ," if you're confused about the details of an assignment, you've got a few options.

"Ask your boss if there's another way of putting it," Randall said. So you might say something like: "I'm not understanding. Is there a different way that you can explain this to me?"

In other words, what you shouldn't do is ask your boss to repeat the same explanation they've given you twice already.

If you are making a request for clarification, make sure you come prepared with specific questions and potential solutions. Trying to solve problems is a good trait in any employee, Randall said.

Alternatively, you could ask your boss: "Is there anyone else who perhaps has done this before?" Working with a coworker might be less stressful, especially if your boss tends to get impatient.

Interestingly, research suggests that asking people for advice can make you seem more competent in the eyes of the adviser. That's likely because you make the person feel good about themselves, and so they feel good about you in turn.

But remember: Don't wait until the day before the project deadline to ask for help. That doesn't show responsibility, Randall said.

Be sure to apologize for taking their time, and avoid making excuses or blaming them for making the assignment hard to understand.

It won't necessarily be comfortable to admit that you're confused, but you'll feel a whole lot better when you're able to find the solution you need.

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Here's exactly what to do when you don't understand an assignment from your boss

Shana lebowitz   .

Strelka Institute for Media, Architecture and Design/flickr

Come prepared with questions and potential solutions.

Way No. 1: Pepper them with questions after they give you an assignment, especially ones that you could easily look up on your own.

Way No. 2: Don't ask any questions after they give you an assignment, so that what you end up turning in is incomplete or otherwise not what they wanted.

The happy medium here is figuring out how to solicit your boss' help in a way that makes you look even more competent .

According to Rosalinda Oropeza Randall, an etiquette and civility expert and the author of " Don't Burp in the Boardroom ," if you're confused about the details of an assignment, you've got a few options.

"Ask your boss if there's another way of putting it," Randall said. So you might say something like: "I'm not understanding. Is there a different way that you can explain this to me?"

In other words, what you shouldn't do is ask your boss to repeat the same explanation they've given you twice already.

If you are making a request for clarification, make sure you come prepared with specific questions and potential solutions. Trying to solve problems is a good trait in any employee, Randall said.

Alternatively, you could ask your boss: "Is there anyone else who perhaps has done this before?" Working with a coworker might be less stressful, especially if your boss tends to get impatient.

Interestingly, research suggests that asking people for advice can make you seem more competent in the eyes of the adviser. That's likely because you make the person feel good about themselves, and so they feel good about you in turn.

But remember: Don't wait until the day before the project deadline to ask for help. That doesn't show responsibility, Randall said.

Be sure to apologize for taking their time, and avoid making excuses or blaming them for making the assignment hard to understand.

It won't necessarily be comfortable to admit that you're confused, but you'll feel a whole lot better when you're able to find the solution you need.

NOW WATCH: Never say these 6 things to your boss

Read more articles on, popular right now.

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What do you do when a supervisor gives you a task you don't understand? [closed]

What do you do when a supervisor gives you a task you don't understand ?

This is always something I struggle with and would love to know the best way to approach it. No specific situation. I would like to hear what others have to say who have had this happen to them. Thanks!

• work-experience

• 3 "No specific situation" - Unfortunately, that makes this question too broad, and there can't be a real answer - just examples and opinions. Voting to close. But feel free to edit the question to be more specific and answerable. –  Kent A. Commented Aug 3, 2015 at 21:35
• 1 John, welcome to Stack Exchange. This format is a bit different from what you might have experienced on other sites, such as discussion forums. The help center has a lot of guidance for you; I suggest reviewing What types of questions should I avoid asking? to understand how you might be able to improve this question, or ask a better one. –  Air Commented Aug 3, 2015 at 22:50
• @KentAnderson - no, this question is very easily answered - as there is really only one approach to take in situations like this. –  HorusKol Commented Aug 4, 2015 at 0:29
• @HorusKol - Even if the difference is slight, you'll have a different approach for different bosses. Even as you work with an individual boss over several years, your approaches will be different. –  user8365 Commented Aug 4, 2015 at 12:23
• Well, OF COURSE, you ask. The interesting thing is HOW you ask, what do you do if you CAN'T ask and what are the consequences of asking or not asking. Amazingly, people on this site have recommended firing people for asking the wrong questions to their managers. It is not a simple issue-- but there needs to be more detail to this question. –  teego1967 Commented Aug 4, 2015 at 13:09

3 Answers 3

As always, when someone asks you to do something, and you don't understand, you talk.

In this case you talk with your supervisor and indicate that you don't understand the task.

If you find that it's the task orders you don't understand, you ask the supervisor questions until you understand what is being asked of you.

If you find that you understand the orders, but you don't have the ability/understanding to complete the task itself, then you tell the supervisor that you don't have the knowledge to complete the task. You may be able to find time to learn how before the task must be completed. Or you may be able to work with someone else who can help enough to make up for your lack of knowledge. Or the task may need to be assigned elsewhere.

I usually ask what is the end result that is wanted. Is it some code? Is it a Word document? Is it an Excel spreadsheet? Is it researching some technology? This can give me some idea of what I am supposed to be doing. I'd also ask what is the deadline and how long is this supposed to take. There can be various ways to get clues so I can figure out what was asked of me.

• 1 If you are afraid to ask your manager, ask who else in the department you should talk to for additional background. Or ask your co-workers to point you in the right directions. –  keshlam Commented Aug 4, 2015 at 0:26
• 6 If you're afraid to ask your manager - you need a new manager... –  HorusKol Commented Aug 4, 2015 at 0:47

The first thing to remember - it is okay to not understand things, and it is okay to get help - a good manager or supervisor would rather you seek clarification before blundering on with a task and end up wasting time because you then need to fix the bits you missed because you didn't understand what was required.

As you go on through work, you will find that it will only be the most simple tasks that you will understand 100% upon being given the brief. The point is to then list which parts of the task (or tasks) that you don't understand, and send off for clarification to your supervisor (or client, or nominated senior team member).

If the request was clearly stated - "make me a combobulated widget", and the problem is you don't understand what is meant by "combobulated", then do a bit of research, and then send an email with the information you uncover and say "hey boss, I wasn't sure what you meant by combobulated, so I looked up a few things and wanted to check if this is what you wanted".

In the end, you and your supervisor need to be aware that information transfer during a task briefing is not 100% - the supervisor will make assumptions on what you know or what they think is obvious, and neglect to pass on that part of the puzzle. It's up to you identify the gaps in your knowledge and understanding of the task and seek clarification.

• I concur with this opinion. I think what is important though is to never say you don't understand EVERYTHING. When you say you don't understand, do tell what you DO understand. Show that you took the time to try and understand the material but is stuck on some part of it. I would say most supervisor would expect you don't know everything but they would expect that you would attempt or figure out some subset of it before coming to them to figure it out. –  Dan Commented Aug 4, 2015 at 14:13

Not the answer you're looking for? Browse other questions tagged work-experience .

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What to do when you don’t understand an assignment from your boss

When you don’t understand a job assignment, you need to ask for clarification. In this Business Insider article , Shana Lebowitz gives some advice about what to do if you’re confused about the details of your assignment and explains the right way to ask your boss for help.

Read the article

Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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While some writing assignments are straightforward, others may need careful deciphering to make sure you are following the guidelines. Looking carefully at the instructions provided for any writing assignment to be certain that you understand the guidelines not only prevents missteps but can also help you develop strategies for conquering the task ahead.

General Considerations

Some terms found in assignments relate to genres used in different disciplines. Close Reading, Literature Review, Report, Study, Memorandum, and Proposal are some examples of terms that relate to specific formats. There are important distinctions between these genres. For example, a Close Reading of a piece of literature requires more analysis than a Literature Review , which asks for key points of summary that relate to an argument. If you are unfamiliar with these terms and they show up in an assignment, be sure to clarify the guidelines with your instructor.

In Practice

Ask questions.

One of the most important things to know about understanding assignments is that if an assignment or any part of an assignment confuses you, you can always ask your instructor for clarification. Asking questions might help your instructor to realize what other students might be struggling with as well. Before stopping by office hours or after class with questions, you might first consider the suggestions below so that you can identify exactly what parts of the assignment remain unclear.

Become Familiar with Common Assignment Goals

Assignments will often contain a variety of terms that can help you to identify the task or tasks you need to perform. The terms generally fall into one of the following categories:

• Summarize – A summary provides a condensed explanation of key features from a text or activity. Many assignments might require some summary even if summarizing isn’t the main goal of the assignment. A summary may be required if the assignment includes words such as describe, explain, depict, and illustrate .
• Analyze – If an assignment asks you to analyze something, it is asking for your own logical interpretation of the meaning behind the constituent parts of the subject. An analysis is different than a summary as it provides a new understanding about the subject in question, not just an overview. Other words that may be asking for analysis are elaborate, examine, discuss, explore, investigate, and determine .
• Argue – If an assignment asks you to make an argument, you need to take a stand on a topic and develop your claim to show why your position makes sense. There are many terms related to argument. For example, evaluate, critique, assess, and review may ask for an argument about the worth of a subject. Propose, recommend, and advise may ask for a solution to a problem. Define asks for an argument about what a word or concept means Compare/contrast, synthesize, and apply (as in apply one text to another ) may ask for an argument about key points of similarity and difference in your subjects, and an analysis about why those points matter.

Break Down the Tasks and Locate the Central Goal

Just like any other text, an assignment can be broken down and analyzed. By keeping in mind that any good essay will have one main goal and one central argument or thesis that incorporates the various subparts, you can begin to determine what shape your essay should take. (In some cases an instructor might not expect an argument or thesis; however, this is rare. If you suspect a thesis is not needed but don’t know for sure, check with your instructor.)

• What Should This Essay Really Contain? Highlight each separate task included in the instructions. Consider the terms above as you identify the tasks you need to perform. If the assignment is relatively simple, write out the tasks that will need to be performed. If there are terms that you aren’t familiar with, consider what kind of task they imply.
• What Should the Thesis/Argument Be About? Once you have identified the tasks and goals, determine which is the main goal. Every essay should have a well-stated, debatable, and complex thesis statement that guides the essay, but it might be up to you to figure out what the focus of the argument should be. Think about the most important issues discussed in class as they can be clues to what an instructor wants. What would your instructor want you to take a stand on?
• How Should This Essay Be Structured? Once you have determined the central goal, outline the essay according to how you think it should be completed, showing how each sub-goal will relate to the main goal or goals. Consider how the other tasks or sub-goals connect to the main argument. If you find you can’t outline with confidence or still aren’t sure how the assignment should be completed, make a note of which elements remain unclear and plan to meet with your instructor.

Analyzing a Sample Assignment

Imagine you have been given this essay prompt: Compare Denmark’s current environmental policies with those of the past. What difficulties have the policies faced over time and how have they been adapted to current environmental concerns? Incorporate the ideas presented in the article by Smith and discuss whether or not the new environmental standards helped or hurt the farmers in Denmark based on the timeline that we discussed in class? What needs to be changed?

Step One: What Should This Essay Really Contain? The essay asks for several tasks of various kinds. 1.) A comparison between past and present environmental policies in Denmark. 2.) A description or summary of the problems these policies have faced and how they have changed. 3.) An analysis of what Smith says about the success and failure of the policies. 4.) An evaluation of what the policies have meant for farmers. 5.) A proposal for changes that would need to be made.

Step Two: What Should The Thesis/Argument Be About? Though the essay asks for a comparison first, that task seems like more of a summary than an argument. The analysis of what Smith says also sounds like the potential central focus, but the analysis seems to be needed mostly to help strengthen the evaluation to come. Since the class is a policy class that focuses on understanding why policies in many governments succeed or fail, it is probably important to evaluate the policies. So task 4 is probably the central argument, combined with task 5.

Step Three: How Should This Essay Be Structured? With tasks 4 and 5 as the central focus, the introduction should include an evaluation in the thesis along with a sense of the proposal. After the thesis, it makes sense to first summarize the past and present policies, which will then lead to a summary of what has changed. Smith could be brought in during both summaries to provide commentary on what has occurred. Once these elements have been established, analyzing the successes and failures of the policies should enter. A proposal could come last and would be based on avoiding future policy failures.

Complete the tasks described above for the following essay assignment. Remember, there might be more than one right way to complete the task.

Sample Art History Assignment: Focusing on Courbet’s painting, Woman with a Parrot , and Cabanal’s painting, Birth of Venus , can you describe the similarities and differences in the way these two artists have depicted the female nude? (Think about the subjects of each of the works when you answer this question.) When it was shown at the Salon, Courbet's painting ignited quite a scandal; Cabanal's, on the other hand, was a favorite with the critics. Which painting had more impact and why? [Assignment taken from http://mysite.pratt.edu/~wtc/sample1.html ]

• What Tasks Does This Essay Contain?
• What Should The Thesis/Argument Be About?
• How Should This Essay Be Structured?

Possible Solution: 1. Describe, Compare/Contrast, Evaluate (which had more impact) and Argue why. 2. I would argue why the painting I chose had a greater impact. 3. I would begin by describing the scandal in my intro, then include a thesis of evaluation, then describe both paintings in depth (including details of subject matter), then analyze the worth of each, then argue the greater worth of one painting, then analyze why I made that choice.

Hjorthoj, Keith. Transitions to College Writing . 3rd Ed. Boston: Bedford St. Martin’s, 2001.

Last updated August 2013

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What To Do When You Have No Idea How To Tackle A New Assignment

Published: Sep 30, 2018 By Kevin Dickinson

Your manager calls you into her office to discuss a new initiative—and its importance to the company. While she goes over the details, you smile and nod at the appropriate beats, but the whole time you’re thinking, “What does this have to do with me?” And then it hits you: Oh, no. She’s giving me the assignment?

Thing is, you have no idea how to tackle the project. None. This one is so far outside your wheelhouse , you’re not even sure you can bunt it, much less hit a home run.

But You Can

Follow the steps below and you’ll be able to tackle any new task even if you begin with no idea how. Start with step one, and work your way up to six. When you’re done, start over, and over, and over… If you bring your skills, intelligence, and determination to every stage of the process, you won’t just succeed—you’ll develop as a professional and gain valuable expertise.

Step 1. Don’t Panic

When you panic, your heart rate increases and your adrenaline spikes, drowning your senses in an unappeasable urgency. Feeling rushed, you lose focus and become even more stressed. These feelings will prompt you to multitask in a bid to ease that sense of impending crisis. This, of course, does the opposite, leading to further panic, additional stress, and more fruitless multitasking.

So don’t panic.

Take a deep breath , go for a quick walk to shake off the jitters, and remind yourself that you will succeed.

Step 2. Start With Something Small

The project is impossibly large when you look at it as a whole, and you’re tempted to freeze. Prevent stalling by starting small and easy—send out an email, set up a meeting, or outline the broad strokes and ignore the detail work. Whatever you need to do to prevent procrastination and gather momentum, do it. 

Later on in the assignment, you’ll come across daunting components. Make them more manageable by breaking them into smaller steps and tackling them one at a time.

Step 3. Do Your Research

The chances are good someone, somewhere has tackled a similar task, so do your research and learn what you can. Ask around the office. Gather experience from former coworkers. Search for articles on the Internet or go to the library and find a book on the process.  

Even if the information you discover doesn’t relate to the exact same work, you’ll likely be able to connect what you’ve found to your own knowledge and devise a preliminary path forward.

Step 4. Try Something

Once you’ve done your research, try something. Anything. The point is to put your research to use, and just start. And if you just start, you’ll begin making headway. Will you fail? Maybe. Will you succeed? Maybe. Either way, you’ll be making progress thanks to the next step.

Step 5. Assess Your Work

Once you’ve tried something, stop and assess your work. Does it fit within the assignment’s objective? Does it meet that objective? Is it up to your standards? What did you do correctly? What could be improved?

This is a good time to gather feedback . An outsider’s perspective will unveil qualities in your work—both negative and positive—that you’re too close to see. Taking criticism—even constructive, helpful criticism—can be difficult, but don’t take it personally. Use it to improve.

Depending on what your assessment reveals, you’ll want to do one of the following.

Step 6a. Did You Fail? Try, Try Again

Don’t look at failure as, well, failure . Remember, you had no idea what you were doing at first. To even have work to assess shows incredible progress. The knowledge you’ve gained and the lessons you’ve learned qualify as successes you can build on. Jump back to step one and try again.

Step 6b. Did You Succeed? Celebrate!

Congratulations! Whether large or small, success builds on success. The more successes you earn, the more comfortable you’ll feel, and the more likely you are to succeed again. Acknowledge your achievement, pick a new part of the assignment, and jump back to step one.

Once you’ve completed the assignment, treat yourself. Grab a cup of coffee or an after-work drink, and take a moment to consider what you’ve accomplished. Is it perfect? Nope. But you had no idea what you were doing, and you managed to tackle the project despite your lack of expertise. And next time, you’ll be able to take this experience and these steps and triumph once again!

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What to Do When You Don’t Understand an Assignment?

When it comes to completing assignments, there is nothing more frustrating than not understanding the instructions. Whether it is an essay, a...

When it comes to completing assignments, there is nothing more frustrating than not understanding the instructions. Whether it is an essay, a project, or a test, not understanding an assignment can be a major obstacle to completing it successfully. Fortunately, there are steps that you can take to make sure that you understand the assignment and are able to complete it. In this article, we will discuss what to do when you don’t understand an assignment and provide a comprehensive guide to help you get through it.

Table of Contents

Step 1: Read the Assignment Carefully

The first step to take when you don’t understand an assignment is to read it carefully. It is important to read the assignment more than once to make sure that you are not missing any important details. As you read, you should be looking for words or phrases that you don’t understand. It is also helpful to highlight any words or phrases that you don’t understand and make a list of any questions that you have about the assignment.

Step 2: Ask Your Instructor

Once you have read the assignment carefully and identified any words or phrases that you don’t understand, the next step is to contact your instructor. Your instructor is the best source of information when it comes to understanding the assignment . They should be able to answer any questions that you have and provide additional information if needed. It is important to ask your instructor clarifying questions about any words or phrases that you don’t understand.

Step 3: Talk to a Classmate

If you are still having trouble understanding the assignment, the next step is to talk to a classmate who understands the assignment. Talking to a classmate can be a great way to get a better understanding of the assignment. Ask your classmate to explain the assignment to you in detail, provide examples of how to complete it, and offer any additional resources that can help you understand the assignment better. You can also ask your classmate to explain any words or phrases that you don’t understand and answer any questions that you have about the assignment. If your classmate has already completed the assignment, they may also be able to provide you with tips and advice on how to complete it successfully .

Step 4: Research the Topic. Use Writing Tools

If talking to a classmate doesn’t help, the next step is to research the topic more in-depth using writing tools. Writing tools can be a great way to get a better understanding of the assignment and provide you with additional information that can help you complete it. When researching the topic, it is important to use reliable sources of information such as textbooks, online articles, and other sources of information. Additionally, there are a variety of writing tools available online that can help you better understand the assignment. These tools can provide helpful tips, guides, and templates to help you understand the assignment and complete it successfully.

Step 5: Break the Assignment into Manageable Tasks

If you are still having trouble understanding the assignment, the next step is to break it down into smaller, more manageable tasks. This can help make the assignment easier to understand and complete. Start by making a list of all the tasks that need to be completed and prioritize them. Begin with the most important tasks first and work your way down the list. To make it easier to keep track of tasks, consider creating a timeline or schedule for yourself. This will help you stay organized and on track with the assignment. Additionally, breaking the assignment into smaller tasks can help you identify any areas that you may need help with and allow you to ask for assistance if needed.

Understanding an assignment can be a daunting task, especially when the instructions are unclear. But by following the steps outlined in this article, you can ensure that you have a better understanding of the assignment and are able to complete it successfully. These steps include reading the assignment carefully, asking your instructor for clarification, talking to a classmate, researching the topic, and breaking the assignment into smaller tasks. Additionally, if you are still having trouble understanding your task, you can always get help writing Assignment . With the right guidance, you can ensure that you understand the assignment and are able to complete it successfully.

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10 Tips for Writing Assignments

Writing assignments are a cornerstone of your academic journey, and honing your assignment writing skills is paramount for your success. Whether you're embarking on your first year or a seasoned academic, the art of effective assignment writing can wield significant influence over your grades and overall educational voyage. In this comprehensive guide, we'll offer you ten invaluable tips to elevate your assignment writing prowess. These strategies, along with expert guidance from our specialized assignment help website writemyessays.com/do-my-assignment.html , will empower you to enhance your writing skills and chart a course towards academic triumph.

Tip 1: Start Early

The first rule of successful assignment writing is to start early. Procrastination is the enemy of quality work. By initiating your assignments as soon as you receive them, you'll have ample time for essential steps such as research, planning, drafting, and revisions. Starting early allows you to manage your time effectively and produce well-crafted assignments.

Tip 2: Understand the Assignment

Before you begin writing, it's essential to thoroughly understand the assignment instructions. Take the time to read and analyze what is expected of you. If any aspects are unclear, don't hesitate to seek clarification from your instructor. Understanding the assignment's requirements is fundamental to meeting them successfully.

Tip 3: Plan Your Work

Effective planning is a cornerstone of assignment writing. Develop a structured plan that includes creating a timeline for your assignment. Break down the work into smaller tasks, allocate sufficient time for research, outlining, drafting, and proofreading. A well-organized plan will keep you on track and reduce stress.

Tip 4: Utilize Campus Resources

Your university offers a wealth of resources to support your writing endeavors. Take advantage of writing centers, libraries, and academic advisors who can provide guidance and feedback on your assignments. These resources are valuable assets that can significantly improve the quality of your work.

Tip 5: Research Thoroughly

High-quality assignments require thorough research. Dive deeply into your chosen topic, utilizing a variety of credible sources such as academic journals, books, and reputable websites. Ensure that you cite your sources correctly to provide evidence for your arguments and maintain academic integrity.

Tip 6: Maintain a Good Writing Style

Developing and maintaining a clear and concise writing style is essential for effective communication in your assignments. Avoid overly complex language and prioritize clarity. Ensure that your assignments have a logical structure with a clear flow of ideas. Your goal is to make your writing accessible and easy for your reader to understand.

Tip 7: Seek Writing Assistance

If you ever find yourself struggling with assignment writing, don't hesitate to seek writing assistance. Many universities offer writing assistance programs staffed by experienced tutors who can provide guidance and feedback on your work. These services are designed to help you refine your writing skills and produce higher-quality assignments.

Tip 8: Proofread and Edit

The importance of proofreading and editing cannot be overstated. After completing your initial draft, take the time to review and edit your work. Check for grammar and punctuation errors, ensure proper formatting, and verify that your assignment aligns with the assignment guidelines. Effective editing will polish your work and enhance its overall quality.

Tip 9: Stay Safe Online

When conducting online research for your assignments, it's essential to prioritize online safety. Use reliable sources and be cautious of plagiarism. Properly cite all your references to maintain academic integrity and avoid unintentional academic misconduct.

Tip 10: Celebrate Your Achievements

Lastly, don't forget to celebrate your achievements in assignment writing. Completing assignments is a significant accomplishment on your academic journey. Reward yourself for your hard work and dedication, and acknowledge your successes. Recognizing your achievements can motivate you to excel in future assignments.

Dos and Don'ts

To summarize, here are some dos and don'ts for successful assignment writing:

• Start early and plan your work effectively.
• Thoroughly understand the assignment instructions.
• Utilize available campus resources for support and guidance.
• Conduct in-depth research using credible sources.
• Maintain a clear and concise writing style for accessibility.
• Seek writing assistance when facing challenges.
• Commit to thorough proofreading and editing.
• Stay safe and ethical when conducting online research.
• Celebrate your achievements and milestones.
• Procrastinate on your assignments; start early instead.
• Overlook or misinterpret assignment instructions.
• Miss out on utilizing valuable campus resources.
• Skimp on research quality or rely on unreliable sources.
• Engage in overly complex writing that hinders clarity.
• Hesitate to seek assistance when facing challenges.
• Neglect the critical steps of proofreading and editing.
• Plagiarize or compromise on academic integrity.
• Forget to acknowledge and celebrate your accomplishments.

Frequently Asked Questions

Here are some common questions related to assignment writing:

1. How can I improve my writing style?

Improving your writing style is a gradual process. Consider taking writing courses, seeking feedback from professors or writing tutors, and practicing regularly to refine your skills.

2. Is it okay to use online sources for research?

Yes, it's acceptable to use online sources for research, but ensure that they are reliable and properly cited in your assignments to maintain academic credibility.

Final Thoughts

Writing assignments may seem challenging at times, but with the right approach and these ten tips, you can excel in your academic journey. Remember that assignment writing is a skill that improves with practice and dedication. By following these guidelines and continuously honing your writing skills, you'll be well-equipped to tackle assignments successfully and achieve academic excellence. Go to website

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What should I do if I don't know the answer to a question posed by a student?

If I am the TA for a class, what should I do if a student asks me a question which I can't answer? While "tell the truth and say you don't know" is one approach, are there other options?

• teaching-assistant
• answering-questions

6 Answers 6

I agree that honesty is the best policy, and it's too bad if you're in a situation in which you feel worried about admitting you don't know the answer. You shouldn't try to bluff, by pretending you know but don't have time to explain or by giving an intentionally vague answer. However, there are ways of handling it more smoothly than just saying "I don't know" and leaving it at that. Depending on the circumstances, you can say "That's a really interesting question. I haven't thought about it, so I'll have to look into it, but let's talk about it in office hours." (Or you can promise to return to the topic in the next class meeting if it's really relevant to the course and everyone in the class will want to know the answer.) Or "These issues can be complicated. I don't know the details off the top of my head, but the place I'd look them up is Reference Work X. I'd be happy to show you where to find it after class." Or "That's a good question, but it's somewhat beyond the scope of this class. I'd be happy to investigate it with you outside of class."

The key is to respect the student's desire to learn. If you avoid the question or give an answer you know is inadequate, then you're being deliberately unhelpful. If you just give up and admit defeat, then at least you're being honest, but the student still isn't finding out what he/she wanted to know. If you respond by pointing the student on the road to an answer, even if you can't supply it off the top of your head, then you've done everything that can be expected of you.

• 9 And, even if you suspect that the student might be just hassling you, nevertheless treat every question as genuine and sincere, and respond as sketched by AnonymousMathematician. That is, the conscientious (and "innocent") response is also the best defense against suspected hecklers. –  paul garrett Commented Aug 20, 2014 at 19:10
• 5 +1. In some cases, "I don't know, but let's find out!" may also be an option. Of course, you should only try that if you're confident that you can work out the answer reasonably quickly; spending too much time working on a single question not only cuts into your available time, but can also easily bore the students. –  Ilmari Karonen Commented Aug 20, 2014 at 21:42
• 6 @IlmariKaronen I have done that and sometimes was not able to find the answer. No biggie -- just abort after 5/10/... minutes, say "This seems to be harder than I though, I'll get back to you! But now we need to continue with the other material" and all is good. I think that students can learn more from watching how you approach a problem you don't know already know the answer to than they can from watching you present a polished solution. –  Raphael Commented Aug 21, 2014 at 6:08
• 4 +1. Or - gasp! - you might even ask whether some other student has an idea (assuming that this happens in a classroom setting)! –  Stephan Kolassa Commented Aug 21, 2014 at 11:18
• 8 @math137: If you are repeatedly unable to answer elementary questions, then yes, the students would (and should) become alarmed. On the other hand, the solution to that problem is to learn more, not to try to hide your ignorance from the students. But it's easy for students to ask arbitrarily obscure or difficult questions, and curious students will sometimes do so; there's no shame in not having an immediate answer. Naive students may believe their instructor should know everything, but it's valuable for them to learn what sorts of things an expert does or doesn't know offhand. –  Anonymous Mathematician Commented Aug 22, 2014 at 18:35

I'm a professor, so I am expected to know the answers, but sometimes I don't. This often involves some minor detail in a programming language.

So I usually say, "That's a good question. I don't want to give a wrong answer, so let me think about that and get back to you." We use a course management system which includes a discussion board, so I will usually then add, "I don't want to forget, so post that on the forum. That way everyone will see the answer." Then in the posted answer I try to explain how I found the information. I find this works well.

It's happening a lot so in this situation I prefer to not saying I don't know the answer" but I will say good question and let us think about it and we will discuss later

• 2 And the students will know right in that moment that you doesn't know the answer. I never respected any teacher who couldn't admit that he doesn't know/remember something. –  user64845 Commented Nov 27, 2016 at 0:25
• Agreed. I have never really liked professors who tried to be infallible..... –  NZKshatriya Commented Nov 27, 2016 at 7:07

I don't know the answer to your question at the moment, let us all try to find a solution together.

In that way, you are communicating the fact that there are always new ways to look at things and presented for the first time, it is difficult to answer.

Then, you might well be in the same shoes as the questioner and other students and one logical way is to sit and solve it together. You could invite the whole class if you wish; a cooperative effort. The main idea is to try to find a way to tackle the problem before it dies away.

You should say that you don't know the answer or did not prepare for answering it (especially if it is a question that is out of topic). Then you can either search for the answer with the student if you have time and it is appropriate. Or if you cannot at that moment, you can say that you will look for it and give the student some explanation by e-mail or next time. This is something that happens even to professors sometimes.

• An alternative is to ask whether any of the students want to answer it. Or even whether they would be willing to research it and provide an answer in the next class. You needn't assume that all of the answers need to come from you. Students need to learn, not to "be told". –  Buffy Commented Jan 14, 2021 at 16:46

If that is course related Just tell them "we will get there", don't hurry. Go home find out the answer and give them answer the next day or so. :)

• 7 That is an attempt to fool the students. They are not stupid, and will probably see through it (specially if you do this often). I thin there is more value in teaching that it is OK not to know everything, but give the tools to figure out, as Anonymous Mathematician wrote in his answer. –  Davidmh Commented Aug 24, 2015 at 9:07
• Best action is to say I do not know the answer. Then research it. That's it. –  stephanmg Commented Jan 14, 2021 at 16:07

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NCI LIBRARY

Academic writing skills guide: understanding assignments.

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

Deconstructing the question is the first step in answering an assignment question. You might need to clarify the meaning of some words and work out what the brief really wants you to do. Your question will contain key words related to the assignment topic, as well as directive/instructional words that tell you what to do. Highlight, circle or underline the key words in the assignment brief. Also, mark any words or phrases that you do not understand. What does the title / question mean? What is it asking you to do? Why is this important? How are you going to answer it? What do you need to find out first, second, third in order to answer the question? This is a good way of working out what important points or issues make up the overall question which in turn helps to focus your reading and your initial writing. Asking questions early also helps you to feel more in control, as it helps you to think more critically and independently about the topic prior to doing any wider research. An assignment is usually made up of two parts: the assignment brief and the learning outcomes/objectives. The assignment brief will tell you what you need to produce,. Learning outcomes or objectives are a description of what you need to demonstrate to pass a module / assignment. By reading and understanding the expected learning outcomes/objectives for a module, you can help improve your grades for each assignment. Set the question in context – how does it fit with the key issues in your module and the topic as a whole? Looking at your lecture notes, module readings and learning outcomes/objectives will help you determine how the key themes, concepts and theories you have been studying on your module are linked to the question.   One of the key components of assignment questions or criteria are – the verbs that tell you what you need to do in your assignment. There are a number of commonly used directive/instructional words, which have recognised meanings when applied to college assignments. To interpret the question accurately, you need to understand what these words mean. Recognising directive/instructional words used in your assignment titles and guidelines will help you organise your ideas appropriately and help you write more confidently. It is easy to overlook the directive/instructional words, but if you just describe something when you have been asked to analyse it, your assignment is likely to receive a lower grade.  Words commonly used in assignments can appear to have similar meanings, but there are subtle differences between them. How is analyse different to critically evaluate? These words may seem similar but do have distinct meanings. However, there are not always hard distinctions between the words and different lecturers may use them in slightly different ways. You must always go by the total meaning of the title or question in the assignment brief. Read the question carefully and do not jump to conclusions about what is required on the basis of these words only. It is always advisable to clarify an assignment with your lecturer if you do not fully understand what you are being asked to do.   Do not get put off by phrases such as "with reference to relevant literature" or "critically evaluate" and "critically analyse" (rather than simply "evaluate" or "analyse"). These phrases/words are there as a gentle reminder as it is expected that much of your writing will refer to relevant literature and have an element of criticality at college level no matter what the instructions in the assignment brief. Breaking down the assignment directive/instructional words to understand what you are being asked to do will help kickstart your critical thinking skills and help you plan the logical ordering of your ideas.  Below is a list of interpretations for some of the more common directive/instructional words. These interpretations are intended as a guide only but should help you gain a better understanding of what is required when they are used.  Account for Explain, clarify, give reasons for something and why it happens; give evidence to support your argument. Analyse  Examine the topic methodically. Separate the subject into parts and then discuss, examine, or interpret each part carefully and in detail, considering how they relate to each other, how the parts contribute to the whole and why they are important. Using evidence for and against, mention any strengths/weaknesses, advantages/disadvantages. Do not simply describe or summarise; question the information. Apply  Use evidence or details that you have been given to demonstrate how an idea, theory, or concept works in a particular situation. May involve transferring evidence from your reading to real life, or to a case study, perhaps applying theory to practice. Argue  Methodically present the case for and/or against something basing your claims/reasons on a range of appropriate evidence; aim to influence the reader to accept your view, demonstrating weaknesses in the opposing argument. Assess  Using evidence and arguments, weigh something up and consider the value, quality or importance of it, examining the positive, negative and contestable aspects. Come to a conclusion. Be critical Identify what is good and bad about the information and why; probe, question, identify inaccuracies or shortcomings in the information; estimate the value of the material.  Characterise  Describe the features and qualities of a concept or phenomenon, making it different and distinguished from other things. Clarify  Make something clearer and simplify it; identify the key components of an issue/topic/problem, removing any potential misunderstandings; if appropriate, explain the relationship between two or more variables.  Classify  Organise information into categories, groups or classes; noting the influence and importance of each, outline the difference between them, explaining why and how you classified the information.   Comment on Identify and write about the main issues, giving your observations and interpretations based upon what you have read and researched, explaining the meaning of a situation or statement. Be critical, give your point of view, saying why something matters but avoid opinion that is not backed up or based on evidence presented in your writing.   Compare  Look at the similarities more than the differences between two or more things. Explain how they are similar, say if any similarities are more important than others and indicate the relevance or consequences of them.   Consider  Think and write about something carefully, discussing different possibilities and perspectives on a given topic. Support your comments/explanations by using appropriate evidence - include any views which are contrary to your own and how they relate to what you think.   Contrast  Look at the similarities and differences between two or more things, mainly emphasising the differences and what sets them apart – explain how different they are, indicate if this is significant and, if appropriate, give reasons why one item or argument may be preferable.   Critically  Used in combination with another directive/instructional word to get you to analyse and evaluate the strengths and weaknesses of something not simply describe or state how something is.   Critically evaluate Weigh arguments for and against something, assessing the strength of the evidence on both sides. Provide evidence taken from a wide range of sources which both agree with and contradict an argument. Based on the evidence, come to a final conclusion, basing your decision on what you judge to be the most important factors and justify how you have made your choice.   Critique This does not mean you have to be negative, include both positive and negative points - look at any implications. Give your judgment about the value, quality and effectiveness of a theory, opinion or methodology and how it meets specific expectations; back your judgment by discussing the evidence.     Define  Describe or state clearly the meaning of something, examining the different possible or often used definitions in reputable research material. Where relevant, show the boundaries and limitations of the definition and the different interpretations that may exist, indicating how the definition distinguishes this term/concept from others.   Demonstrate  Show clearly or prove something by giving explanations, illustrations and/or supporting evidence.   Describe  Give a detailed, full account of the main characteristics, properties or qualities of a topic/issue or the sequence in which a series of things happen(ed). Explain how and why something happens.  Determine  Find out or calculate something  Differentiate  Show the difference or make a distinction between two or more things.   Discuss  Essentially this is a written debate. Supported by carefully selected evidence, examine, analyse and present both sides of the most important aspects of a topic, pointing out advantages and disadvantages, giving arguments/reasons for and against, assessing how satisfactory something is and examining the implications. Based on the evidence you have presented, state which argument is more persuasive, examine the implications and come to a conclusion.   Distinguish  Identify and describe the differences between two or more items.  Elaborate  Explain something in greater detail and at greater length, providing reasons, examples and more information.   Enumerate  List, organise or outline relevant items/ideas one by one, and concisely describe them.  Estimate  Weigh up the evidence and say by how much a theory or opinion may be preferable; calculate; predict.  Evaluate  Present a careful judgement on the worth, value, significance, relevance or usefulness of something; weighing up the arguments for and against something, show the advantages and disadvantages, strengths and weaknesses. Refer to relevant and reliable evidence and use logic and reason to argue and justify your case. Come to a conclusion.   Examine  Critically discuss, investigate or look at a subject in close detail and evaluate the key facts and important issues, giving reasons why they are the most important and explaining the different ways they could be understood/interpreted.  Explain  Make plain and clear in an understandable way; give reasons for differences of opinion or results and analyse. Clarify and interpret the topic by giving a detailed account as to how and why something happens (analysing the causes), why it is the way it is or what is meant by the use of a term in a particular context. Define key terms where appropriate and back up with evidence and examples.   Explore  Examine thoroughly, considering a variety of different viewpoints and perspectives, adopting a questioning approach. Show why there might be debate and where possible, reconcile opposing views by presenting a final line of argument.   Formulate  Use current understanding from evidence and theory to create an idea, definition or interpretation on a topic.  Give an account of  Give a detailed description of something, showing the important steps, stages or developments in the subject  Highlight  Bring attention to something or emphasise its importance (for example, highlight the main points in an argument).  Identify  Select/point out/list what you regard as the key features, problems, needs or issues in relation to something, explaining how and why they are important or relevant.  Illustrate  Make something very clear and explicit, by providing visual or written examples - use figures, diagrams, graphs, statistics, charts, tables or other visual concepts.  Indicate  Point out, show or explain something.  Infer  Conclude something from facts or reasoning.  Interpret  Demonstrate your understanding of something in a detailed and methodical way about which there may be more than one opinion. Backed by evidence, explain the meaning and significance of it, how or why it is important, giving your own judgement. Perhaps indicate how it relates to some other thing or perspective.   Investigate  Enquire into all aspects of a topic through research.  Justify  Make a case for a particular viewpoint, decision or conclusion; give convincing evidence and reasons which support this while also taking into account the opposing view, considering objections that others might make before stating your conclusion.   List  Write your answer as an itemised series of brief points in a logical order  Outline  Give a general summary of the main points, ideas or features; emphasise the structure and how they fit together or complement each other. Leaving out minor details, present the information in a logical order.  Prove  Show by argument or logic that something is true or false by presenting and evaluating adequate evidence to back up your reasoning.   Reconcile  Show how two apparently opposed or mutually exclusive ideas or propositions can be seen to be similar in important respects, if not identical.  Reflect (on)  Analyse a past experience to improve future performance. Think carefully about something, and consider different views and possibilities.  Relate  Show or describe the connections, similarities or associations between things and the extent to which they are alike or affect each other.   Review  Examine a subject critically, analysing and commenting on the main points in an organised manner, bringing together and critiquing the current evidence and understanding on a topic. Assess rather than simply describe, drawing a conclusion based on the evidence presented.   Show  Demonstrate with supporting evidence.  Specify  Give details of something.  State  Specify the main points of an idea or topic in brief, precise terms; no need to be overly descriptive – leave out minor details. Generally does not call for argument or discussion or a judgement from you, just the presentation of the facts.  Suggest  Make a proposal and support it.  Summarise  Give a concise/condensed account of the main points / ideas that are worth noting and remembering – leave out unnecessary detail, side-issues or examples, reducing your discussion to the basic essentials, the key ideas.   Support  Give reasons or evidence for something with appropriate evidence, usually academic sources promoted by your lecturer (books, academic journals or reputable websites).   Synthesise  Combine or bring together research or information from several different sources and integrate into your writing to create a single, cohesive discussion / argument which effectively presents your ideas or opinions.   To what extent  How far is something true or not true? Consider in what ways something meets the requirements of a purpose or contributes to an outcome; support with evidence. Exploring these alternative explanations, make a judgment and defend it. The answer is unlikely to be 100% true or false but somewhere in between.   Trace  Outline how something has changed or developed from an earlier time to its current form. Identify connections.   Verify  Prove something by showing evidence or information. It could also mean that you check and see to make sure certain information is correct and accurate.  Communications from the Library:  Please note all communications from the library, concerning renewal of books, overdue books and reservations will be sent to your NCI student email account. << Previous: The Writing Process Next: Brainstorming Techniques >> Last Updated: Apr 23, 2024 1:31 PM URL: https://libguides.ncirl.ie/academic_writing_skills Get the Reddit app This sub is for discussions amongst college & university faculty. Whether you are an adjunct, a lecturer, a grad TA or tenured stream if you teach students at the college level, this space is for you! While we welcome students and non-academics lurking and learning, posts and comments are not allowed. If you're new here, please familiarize yourself with the sub rules and follow them. If you're ever unsure, feel free to reach out to the moderators for clarification. "I don't understand the assignment!" says the email. "I never opened the assignment in the LMS" says the activity tracker. I'm tired, yall. By continuing, you agree to our User Agreement and acknowledge that you understand the Privacy Policy . Enter the 6-digit code from your authenticator app You’ve set up two-factor authentication for this account. Enter a 6-digit backup code Create your username and password. Reddit is anonymous, so your username is what you’ll go by here. Choose wisely—because once you get a name, you can’t change it. Reset your password Enter your email address or username and we’ll send you a link to reset your password Check your inbox An email with a link to reset your password was sent to the email address associated with your account Choose a Reddit account to continue Skip to main content Skip to primary sidebar Skip to footer Sidney Smith Commons Online resource for A & S students Home > I need Help, Now > I don’t understand my assignment and it’s due tomorrow! What should I do? I don’t understand my assignment and it’s due tomorrow! What should I do? Check quercus., contact your instructor.. © University of Toronto, Faculty of Arts & Science | All rights reserved For feedback about this website, email:  [email protected] . My assignment is due tomorrow and I haven't even started it yet! English expert at Atomi Well, if it really is due tomorrow, let’s do this and do it quick! You could have anything due tomorrow, so instead of a step-by-step guide let’s focus on some tips and tricks to pull off this craziness. Legions of students before you have done it and legions of students after you will do it so have faith—you can do it 💪. 1. Prioritise This probably doesn’t need to be said but if it’s due tomorrow then clear your schedule tonight—this is absolutely your top priority right now! Normally we recommend getting plenty of sleep but if you have something due tomorrow, tonight's the night to push your bedtime back a little bit (still no all-nighters though!) 2. Get your head in the game Okay, no matter how much of a mountain it seems, this has to be done tonight. Don’t let yourself even consider the option of handing it in late—just thinking that will make it even harder to finish in time. It’s time to get your head in the game and focus on the task ahead. You want to grab some water and make sure you’ve eaten. Then, set yourself up in a clean, bright area, find a supportive chair and grab all of the resources you'll need to do your assignment. You can check out our video on Study Spaces for everything you need to set up the perfect workspace. 3. Work out exactly what you need to do To work as efficiently as possible you should first understand exactly what you need to do. That means you need to think about exactly what ideas or topics you need to cover and what your approach should be. So, read the assignment and marking criteria carefully and identify any keywords. Also highlight any important details, like the word count or page limit, the submission format and any other info that will affect how you approach this task. This will vary massively depending on the assignment. The point is basically just that you should make sure you know exactly what you need to do before you start. Trust me, it’ll make everything quicker if you do ⏰. 4. Do a brief plan To make sure we can get this done properly in one night, the next step is to plan your answer. This will make it a lot easier to start writing and, if you have to do any research, you will know exactly what you’re looking for. So, sketch out a brief plan onto a page. Work out what needs to go into your answer and how it’s going to be structured. It might feel difficult or pointless to plan at this point, but if you can get some of the hard work out of the way here it’ll become much easier to write! 5. Research efficiently Now, this one is obviously only relevant if you need research for your answer. Gathering research for an essay or report can take time. By using the keywords from the syllabus and assessment notification, you’ll be able to focus on the resources that you actually need. As far as you can, drop your research straight into the plan and you’ll be moving much more efficiently. Don’t forget to reference as you go! This will save you time and ensure you don’t make any mistakes 😅. 6. Quality over quantity This is a seriously important tip. When you’re really under pressure, it can be tempting to just smash out as many words as possible so you can hit that word count—don’t do this! It’s just going to give you a whole lot of waffle and even worse marks. Instead of waffling, stick to your answer plan, use your research and fall back on the ideas in our lessons . It will get you a much better result for not that much extra work ✅. 7. Do your final read over tomorrow morning Once you’ve finally pulled off that answer, it’s time to go to bed. You’re probably going to be too tired, too stressed and too wrapped up in your answer to be able to give it a proper check and edit. So, just get some sleep now, set the alarm 30mins earlier tomorrow and read over it again with fresh eyes and a clear mind. You should be able to pick up any little mistakes and make the whole thing read a lot better and generally end up with a stronger answer! Even though this isn’t ideal, you can still pull it off! The secret is to be as efficient as possible. So, keep calm, find out exactly what you need to do, plan, research properly and don’t waffle. Oh and next time, don’t leave your assignments to the last minute 😅. Instead, watch our lesson on Planning an Assignment and use the downloadable planner so you aren’t in this sticky situation again. For more study tips, tricks and advice, keep reading the student blog or follow Atomi on Instagram . See you there 👋. Published on March 15, 2022 Recommended reads How to plan an assignment Sitting trials or internal assessments at home read this. 5 Tips for tackling a take-home assessment What's atomi. Engaging, curriculum-specific videos and interactive lessons backed by research, so you can study smarter, not harder. With tens of thousands of practice questions and revision sessions, you won’t just think you’re ready. You’ll know you are! Study skills strategies and tips, AI-powered revision recommendations and progress insights help you stay on track. Short, curriculum-specific videos and interactive content that’s easy to understand and backed by the latest research. Active recall quizzes, topic-based tests and exam practice enable students to build their skills and get immediate feedback. Our AI understands each student's progress and makes intelligent recommendations based on their strengths and weaknesses. Today's news Reviews and deals Climate change 2024 election Fall allergies Health news Mental health Sexual health Family health So mini ways Unapologetically Buying guides Entertainment How to Watch My Portfolio Latest News Stock Market Biden Economy Stocks: Most Actives Stocks: Gainers Stocks: Losers Trending Tickers World Indices US Treasury Bonds Rates Top Mutual Funds Options: Highest Open Interest Options: Highest Implied Volatility Basic Materials Communication Services Consumer Cyclical Consumer Defensive Financial Services Industrials Real Estate Stock Comparison Advanced Chart Currency Converter Credit Cards Balance Transfer Cards Cash-back Cards Rewards Cards Travel Cards Credit Card Offers Best Free Checking Student Loans Personal Loans Car insurance Mortgage Refinancing Mortgage Calculator Morning Brief Market Domination Market Domination Overtime Asking for a Trend Opening Bid Stocks in Translation Lead This Way Good Buy or Goodbye? Financial Freestyle Capitol Gains Living Not So Fabulously Decoding Retirement Fantasy football Pro Pick 'Em College Pick 'Em Fantasy baseball Fantasy hockey Fantasy basketball Download the app Daily fantasy Scores and schedules GameChannel World Baseball Classic Premier League CONCACAF League Champions League Motorsports Horse racing Newsletters New on Yahoo Privacy Dashboard Yahoo Finance Here's exactly what to do when you don't understand an assignment from your boss. (Come prepared with questions and potential solutions.Strelka Institute for Media, Architecture and Design/flickr) There are (at least) two ways to make a fool of yourself in front of your boss. Way No. 1: Pepper them with questions after they give you an assignment, especially ones that you could easily look up on your own. Way No. 2: Don't ask any questions after they give you an assignment, so that what you end up turning in is incomplete or otherwise not what they wanted. The happy medium here is figuring out how to solicit your boss' help in a way that makes you look even more competent . According to Rosalinda Oropeza Randall, an etiquette and civility expert and the author of " Don't Burp in the Boardroom ," if you're confused about the details of an assignment, you've got a few options. "Ask your boss if there's another way of putting it," Randall said. So you might say something like: "I'm not understanding. Is there a different way that you can explain this to me?" In other words, what you shouldn't do is ask your boss to repeat the same explanation they've given you twice already. If you are making a request for clarification, make sure you come prepared with specific questions and potential solutions. Trying to solve problems is a good trait in any employee, Randall said. Alternatively, you could ask your boss: "Is there anyone else who perhaps has done this before?" Working with a coworker might be less stressful, especially if your boss tends to get impatient. Interestingly, research suggests that asking people for advice can make you seem more competent in the eyes of the adviser. That's likely because you make the person feel good about themselves, and so they feel good about you in turn. But remember: Don't wait until the day before the project deadline to ask for help. That doesn't show responsibility, Randall said. Be sure to apologize for taking their time, and avoid making excuses or blaming them for making the assignment hard to understand. It won't necessarily be comfortable to admit that you're confused, but you'll feel a whole lot better when you're able to find the solution you need. NOW WATCH: Never say these 6 things to your boss More From Business Insider Here's exactly what to say when you're unprepared for a meeting Here's exactly how to get out of an event without seeming like a flake Here's exactly what to say when your CEO asks you a question you don't know how to answer PRO Courses Guides New Tech Help Pro Expert Videos About wikiHow Pro Upgrade Sign In EDIT Edit this Article EXPLORE Tech Help Pro About Us Random Article Quizzes Request a New Article Community Dashboard This Or That Game Happiness Hub Popular Categories Arts and Entertainment Artwork Books Movies Computers and Electronics Computers Phone Skills Technology Hacks Health Men's Health Mental Health Women's Health Relationships Dating Love Relationship Issues Hobbies and Crafts Crafts Drawing Games Education & Communication Communication Skills Personal Development Studying Personal Care and Style Fashion Hair Care Personal Hygiene Youth Personal Care School Stuff Dating All Categories Arts and Entertainment Finance and Business Home and Garden Relationship Quizzes Cars & Other Vehicles Food and Entertaining Personal Care and Style Sports and Fitness Computers and Electronics Health Pets and Animals Travel Education & Communication Hobbies and Crafts Philosophy and Religion Work World Family Life Holidays and Traditions Relationships Youth Browse Articles Learn Something New Quizzes Hot Happiness Hub This Or That Game Train Your Brain Explore More Support wikiHow About wikiHow Log in / Sign up Education and Communications Study Skills Homework Skills How to Get Homework Done when You Don't Want To Last Updated: June 24, 2024 Fact Checked This article was co-authored by Ashley Pritchard, MA and by wikiHow staff writer, Hannah Madden . Ashley Pritchard is an Academic and School Counselor at Delaware Valley Regional High School in Frenchtown, New Jersey. Ashley has over 3 years of high school, college, and career counseling experience. She has an MA in School Counseling with a specialization in Mental Health from Caldwell University and is certified as an Independent Education Consultant through the University of California, Irvine. There are 9 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 252,058 times. Homework can be a drag, but it's got to be done to keep your grades up and stay on track during school. Going somewhere quiet, making a plan, and giving yourself breaks can all help you stay focused and on task to get your work done quickly. Try to keep your assignments organized and give yourself credit for completing hard or boring work, even if you didn’t want to. Getting Motivated Keep a list of your assignments and check them off as you finish them. This can give you a sense of accomplishment that can motivate you to keep going. Make it the rule that you work for a certain amount of time, or until a certain amount of work has been accomplished. Afterward, you can hang out. Stick to this schedule. Try this out and see if it works. If you're too distracted by having friends around, make a date to hang out after homework instead. Make sure you keep the competition to yourself. Competing with your friends isn’t fun, especially over homework assignments and grades. Learning something that will probably help with future assignments, even if you don't know what they are yet. Proving to your teacher that you understand the homework so that they don’t keep assigning it over and over. Improving your GPA. Getting a good grade. Try not to reward yourself with food, as that can lead to snacking when you aren’t really hungry. Staying Focused For instance, tell yourself that if you finish your first assignment in 20 minutes, you can go on your phone for 5 minutes. Make sure you stand up and do something when it's your break, or you won't get your wiggles out. Set a timer on your phone or use a kitchen timer to let yourself know when it's time to switch tasks. If you don't have control over the subject, try to find connections between the topic and something you care about. Find aspects of the subject that interest you. For instance, if you have to study History but you care the most about fashion, investigate the styles of the times and places you are studying. Learn how political and economical developments changed the way people dressed. You can find playlists on Spotify and YouTube that are made for studying and doing homework. When you're struggling to focus, sign out of your email and all social media so you don't check them as a reflex. Creating Good Study Habits If you have many textbooks and worksheets, stack them and put them to the side. Get things like pencils, erasers, calculators, rulers, and paper. Having a planner will make it less tempting to procrastinate, as long as you have broken up your studying into manageable chunks. Your planner can be paper, or you can get one on your phone. Just make sure it has space for task lists as well as events. Once you have completed a task, cross it off or put a check next to it. Seeing that you're getting your work done will make you feel better, which in turn will motivate you to keep up the good work. Don't put more than you can do in one day on a list! Split up your week's work so that every day has a manageable amount. If you have a job or extracurricular activities that change your daily schedule, determine a weekly schedule that you stick to as much as possible. Sometimes just explaining what you have to do will help you understand it better. Talking to another person is a great way to brainstorm ideas. They may ask you questions or provide comments that can help you organize your ideas. Other times, the person you are talking to will notice something about the prompt that you overlooked. Supercharge Your Studying with this Expert Series Expert Q&A Reader Videos Try asking a family member to help you remember when to start your assignments so you don’t forget. Thanks Helpful 4 Not Helpful 2 If you’re really struggling with a topic, consider going to a tutor for extra help. Thanks Helpful 4 Not Helpful 2 Getting motivated can be tough. Just try your best, and don’t be afraid to ask for help. Thanks Helpful 4 Not Helpful 2 Tips from our Readers Set up a dedicated study area at home with your needed supplies, to establish a consistent homework routine. Having everything in one prepared place helps minimize distractions. Use a planner to schedule out all your assignments. Break them into small, manageable pieces so it's less overwhelming. Checking tasks off as you finish motivates you along. If completely stuck on an assignment, reach out and talk it through with someone. Verbalizing it can provide new insights to move forward. Take short activity breaks every 45 minutes. Get up, stretch, grab some water. It refreshes your mental focus so you stay engaged. Incorporate a fun personal interest into an assignment when possible. Writing about something you care about keeps you absorbed. When you really need to concentrate, eliminate enticing distractions like your phone. Logging out keeps you on track. You Might Also Like ↑ https://hwpi.harvard.edu/files/comm/files/smarttalk_staff_guide.pdf ↑ http://www.wcsu.edu/housing/wp-content/uploads/sites/55/2018/05/Handout-V6N6.pdf ↑ https://www.psychologytoday.com/us/blog/worry-wise/201410/how-prevent-homework-procrastination ↑ Ashley Pritchard, MA. Academic & School Counselor. Expert Interview. 4 November 2019. ↑ https://kidshealth.org/en/teens/homework.html ↑ http://kidshealth.org/en/kids/organize-focus.html?WT.ac=p-ra# ↑ https://www.stonybrookmedicine.edu/sites/default/files/homework_tips.pdf ↑ https://childmind.org/article/strategies-to-make-homework-go-more-smoothly/ ↑ http://kidshealth.org/en/teens/homework.html# About This Article Send fan mail to authors Reader Success Stories Jan 10, 2019 Did this article help you? Emily Chambers Oct 8, 2018 Hermione Granger Apr 11, 2016 Skylar Baird Nov 29, 2016 Oct 28, 2016 Featured Articles Trending Articles Watch Articles Terms of Use Privacy Policy Do Not Sell or Share My Info Not Selling Info Get all the best how-tos! Sign up for wikiHow's weekly email newsletter This site uses various technologies, as described in our Privacy Policy, for personalization, measuring website use/performance, and targeted advertising, which may include storing and sharing information about your site visit with third parties. By continuing to use this website you consent to our Privacy Policy and Terms of Use . We are experiencing sporadically slow performance in our online tools, which you may notice when working in your dashboard. Our team is fully engaged and actively working to improve your online experience. If you are experiencing a connectivity issue, we recommend you try again in 10-15 minutes. We will update this space when the issue is resolved. Enter your email to unlock an extra $25 off an SAT or ACT program! By submitting my email address. i certify that i am 13 years of age or older, agree to recieve marketing email messages from the princeton review, and agree to terms of use., 8 easy ways to finish your homework faster. How many times have you found yourself still staring at your textbook around midnight (or later!) even when you started your homework hours earlier? Those lost hours could be explained by Parkinson’s Law, which states, “Work expands to fill the time available for its completion.” In other words, if you give yourself all night to memorize those geometry formulas for your quiz tomorrow, you’ll inevitably find that a 30 minute task has somehow filled your entire evening. We know that you have more homework than ever. But even with lots and lots to do, a few tweaks to your study routine could help you spend less time getting more accomplished. Here are 8 steps to make Parkinson’s Law work to your advantage: 1. Make a list This should be a list of everything that has to be done that evening. And we mean, everything—from re-reading notes from this morning’s history class to quizzing yourself on Spanish vocabulary. 2. Estimate the time needed for each item on your list You can be a little ruthless here. However long you think a task will take, try shaving off 5 or 10 minutes. But, be realistic. You won’t magically become a speed reader. Free SAT Practice Tests & Events Evaluate and improve your SAT score. 3. Gather all your gear Collect EVERYTHING you will need for the homework you are working on (like your laptop for writing assignments and pencils for problem sets). Getting up for supplies takes you off course and makes it that much harder to get back to your homework. The constant blings and beeps from your devices can make it impossible to focus on what you are working on. Switch off or silence your phones and tablets, or leave them in another room until it’s time to take a tech break. Read More: How to Calculate Your GPA 5. Time yourself Noting how much time something actually takes will help you estimate better and plan your next study session. 6. Stay on task If you’re fact checking online, it can be so easy to surf on over to a completely unrelated site. A better strategy is to note what information you need to find online, and do it all at once at the end of the study session. 7. Take plenty of breaks Most of us need a break between subjects or to break up long stretches of studying. Active breaks are a great way to keep your energy up. Tech breaks can be an awesome way to combat the fear of missing out that might strike while you are buried in your work, but they also tend to stretch much longer than originally intended. Stick to a break schedule of 10 minutes or so. 8. Reward yourself!  Finish early? If you had allocated 30 minutes for reading a biology chapter and it only took 20, you can apply those extra 10 minutes to a short break—or just move on to your next task. If you stay on track, you might breeze through your work quickly enough to catch up on some Netflix. Our best piece of advice? Keep at it. The more you use this system, the easier it will become. You’ll be surprised by how much time you can shave off homework just by focusing and committing to a distraction-free study plan. Stuck on homework? Try an online tutoring session with one of our experts, and get homework help in 40+ subjects. Try a Free Session Explore Colleges For You Connect with our featured colleges to find schools that both match your interests and are looking for students like you. Career Quiz Take our short quiz to learn which is the right career for you. Get Started on Athletic Scholarships & Recruiting! 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All Rights Reserved. The Princeton Review is not affiliated with Princeton University TPR Education, LLC (doing business as “The Princeton Review”) is controlled by Primavera Holdings Limited, a firm owned by Chinese nationals with a principal place of business in Hong Kong, China. 267 COMMENTS What can I do if I don't completely understand the writing assignment What can I do if I don't completely understand the writing ... What to Do When You Don't Understand a Work Assignment There are (at least) two ways to make a fool of yourself in front of your boss. Way No. 1: Pepper them with questions after they give you an assignment, especially ones that you could easily look ... Here's exactly what to do when you don't understand an assignment from Way No. 1: Pepper them with questions after they give you an assignment, especially ones that you could easily look up on your own. Way No. 2: Don't ask any questions after they give you an assignment, so that what you end up turning in is incomplete or otherwise not what they wanted. Here's exactly what to do when you don't understand an assignment from There are (at least) two ways to make a fool of yourself in front of your boss. Way No. 1: Pepper them with questions after they give you an assignment, especially ones that you could easily look ... What do you do when a supervisor gives you a task you don't understand What do you do when a supervisor gives you a task ... What to do when you don't understand an assignment from your boss When you don't understand a job assignment, you need to ask for clarification. In this Business Insider article, Shana Lebowitz gives some advice about what to do if you're confused about the details of your assignment and explains the right way to ask your boss for help. Read the article Understanding Assignments Understanding Assignments - UNC Writing Center Here's What To Do When You Don't Understand An Assignment From Your Boss There are (at least) two ways to make a fool of yourself in front of your boss. Way No. 1: Pepper them with questions after they give you an assignment, especially ones that you could easily look ... How Do I Make Sure I Understand an Assignment? Argue - If an assignment asks you to make an argument, you need to take a stand on a topic and develop your claim to show why your position makes sense. There are many terms related to argument. For example, evaluate, critique, assess, and review may ask for an argument about the worth of a subject. Propose, recommend, and advise may ask for ... What To Do When You Have No Idea How To Tackle A New Assignment Step 3. Do Your Research. The chances are good someone, somewhere has tackled a similar task, so do your research and learn what you can. Ask around the office. Gather experience from former coworkers. Search for articles on the Internet or go to the library and find a book on the process. How to do an Assignment you don't understand? Step 5: Break the Assignment into Manageable Tasks. If you are still having trouble understanding the assignment, the next step is to break it down into smaller, more manageable tasks. This can help make the assignment easier to understand and complete. Start by making a list of all the tasks that need to be completed and prioritize them. 10 Tips for Writing Assignments Before you begin writing, it's essential to thoroughly understand the assignment instructions. Take the time to read and analyze what is expected of you. If any aspects are unclear, don't hesitate to seek clarification from your instructor. Understanding the assignment's requirements is fundamental to meeting them successfully. Tip 3: Plan Your ... teaching I agree that honesty is the best policy, and it's too bad if you're in a situation in which you feel worried about admitting you don't know the answer. You shouldn't try to bluff, by pretending you know but don't have time to explain or by giving an intentionally vague answer. However, there are ways of handling it more smoothly than just ... Academic Writing Skills Guide: Understanding Assignments Understanding the question is the first and most important step when starting your assignments and helps to ensure that your research and writing is more focused and relevant. This means understanding both the individual words, and also the general scope of the question. A common mistake students make with their assignments is to misinterpret ... When You Don't Understand an Assignment from Your Boss There are (at least) two ways to make a fool of yourself in front of your boss. Way No. 1: Pepper them with questions after they give you an assignment, especially ones that you could easily look up on your own. Way No. 2: Don't ask any questions after they give you an assignment, so that what you end up turning in is incomplete or otherwise ... "I don't understand the assignment!" says the email If you're new here, please familiarize yourself with the sub rules and follow them. If you're ever unsure, feel free to reach out to the moderators for clarification. "I don't understand the assignment!" says the email. "I never opened the assignment in the LMS" says the activity tracker. I'm tired, yall. I don't understand my assignment and it's due tomorrow! What should I do? Sometimes you need to accept that your mark may not be what you want. Turn this negative energy around by looking ahead and planning out the next assignment so you can boost your mark. For feedback about this website, email: [email protected]. If you are struggling with an assignment the night before it is due, you can try getting help ... My assignment is due tomorrow and I haven't even started it yet! My assignment is due tomorrow and I haven't even started ... Here's exactly what to do when you don't understand an assignment from There are (at least) two ways to make a fool of yourself in front of your boss. Way No. 1: Pepper them with questions after they give you an assignment, especially ones that you could easily look ... How to Start an Assignment: 11 Steps (with Pictures) Try to set reasonable periods of time that you know you can meet. For example, you might set aside two hours on a Friday to dedicate to your assignment. If you don't have that much time all at once, try to carve out a few 20- or 30-minute blocks. You may or may not wish to continue working after your time limit has gone by. 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