the assignment is due

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

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

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

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

When Is The Deadline Day Included?

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

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

Does Due By Friday Mean On Friday Or Before Friday?

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

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

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

Is Completing A Task On The Due Date Considered Overdue?

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

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

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

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

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

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

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

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

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

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

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

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

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

Is It Ever Correct To Use “Due At”?

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

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

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

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

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

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

Quiz Answers

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

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

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What is the difference between assignments due and assignments ?Feel free to just provide example sentences.

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@sa_ra_ “due this week” means they have to be handed in this week. If they don’t say ‘due’ it means they are doing some assignments, and we don’t know when they might be due. So this ‘due’ is like “The bus is due in half an hour.” It means that is the scheduled time. ‘Due’ has other meanings, like “There was flooding due to the rain.” That ‘due’ means ‘because of’.

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Due means you have to submit the assignment. If the sentence says "you have assignments due" it means you haven't submitted your assignments yet, or that you are "due" assignments (as if it's like a debt of some sort that you have to pay). If it says "assignment due this friday" it means you have to submit it until friday.

@sa_ra_ where did you see this "due" has several meanings..

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

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

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

Be Flexible, or be Rigid, but Always be Consistent 

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

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

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

Low-Stakes Assessments  

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

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

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

1. Not flexible: Late work is never accepted  

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

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

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

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

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

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

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

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

High-Stakes Assessments  

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

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

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

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

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

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

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

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

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

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Understanding Assignments

What this handout is about.

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

Basic beginnings

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

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

Assignment formats

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

An Overview of Some Kind

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

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

The Task of the Assignment

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

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

Additional Material to Think about

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

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

These are the instructor’s comments about writing expectations:

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

Technical Details

These instructions usually indicate format rules or guidelines.

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

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

Interpreting the assignment

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

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

Who is your audience.

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

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

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

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

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

Key Terms: Finding Those Active Verbs

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

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

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

Relation words Ask you to demonstrate how things are connected.

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

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

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

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

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

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

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

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

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

The Grim Truth

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

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

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

What kind of evidence do you need?

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

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

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

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

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

Technical details about the assignment

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

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

Tricks that don’t work

Your instructors are not fooled when you:

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

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

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

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• Course Design

Six Approaches for Sharing Assignment Due Dates 

• September 13, 2023
• Laura Schisler, PhD, and Melissa Locher, EdD

Gather a group of faculty and mention the perennial problem of students turning in assigned work late, and you will often encounter a range of emotional responses, recitations of policies and, perhaps, even blame-placing.  Yet, some faculty experience the late work phenomenon to a lesser extent. While there is nothing that we can do to mitigate the significant life events that happen to students each semester (e.g. death in the family, significant illness, car accidents), we can take steps to ensure that students stay on track with assigned course work and progress through the development of our content in a meaningful manner by taking actions to be a student success-supporting instructor (Kumar & Skrocki, 2016). 

Learning to manage course expectations and juggle deadlines at the university level is a developmental skill that successful students continuously work on to strengthen and refine.  Students are entering the post-secondary environment with mixed experiences managing independent work. While most faculty are accustomed to managing projects and meeting deadlines, our current students may be developmentally emerging in their related abilities. Students often benefit from direct instruction on managing deadlines and instructional supports to ensure that they are successful with assignments completed on their own.  

One such instructional support is a clear, accurate, and predictable course schedule of assignment due dates. Often shared with students at the beginning of the semester, a course schedule provides a table or list of assignment information such as the name of the assignment, the assignment due date/time, and where the assignment should be submitted. This tool can be shared with a student electronically, posted in an LMS, provided in a printable document, or handed out in class.  Students often request that schedules be available in multiple formats for ease of access in varied situations. In the authors’ experience, many students value having a physical copy of the schedule as a tangible reminder of upcoming work.  

In online courses, instructors can provide multiple ways for students to interact with class information, such as course schedules. One fundamental way to set students up for success is to ensure students know when assignments are due in multiple, easily accessible formats. Below are six approaches for sharing due dates with students in online courses:  

• Table : This approach can involve designing a table, made in any number of available document and spreadsheet programs, that provides multiple points of information in a single space. Tables might include week numbers in the first column and headings across the first row. Headings could include the week start date, topic(s) to be addressed that week, assignments to be submitted that week, possible points, and due dates for those assignments.   Alternatively, a table approach can be utilized to share information on a weekly or unit basis depending on the nature of assignments associated with the course.  For students in the early stages of developing their management skills, small units of information are often more easily managed than the whole-semester-at-once approach.  
• Calendar : To share due dates in this format, create a calendar document in a program or website that has space to type assignment due dates on the calendar boxes for the corresponding date. The resulting calendar can be shared as a PDF or image file with other course documents such as syllabi.  
• List : This approach includes weekly blocks of bulleted lists of assignment due dates in a text document. If the course does not involve many weekly assignments, the blocks of assignments could alternatively be grouped by topics or units. This list can be posted on its own or in conjunction with a more detailed course schedule, such as in the Table format. Smaller lists might be used in weekly modules as reminders of assignments due that week or upcoming weeks. A listed course schedule that spans the duration of the course and all the assignment due dates within it can also be used (Revak, 2020). 
• LMS calendar : Many Learning Management Systems (LMS) will provide an in-site calendar for student use. Instructors can usually indicate a due date when creating an assignment within the LMS, and by including the due date with the assignment, the LMS will automatically populate those due dates in the LMS calendar feature. Dues dates posted on the LMS calendar can then be easily exported to the student’s preferred calendar program. 
• Announcements : Share approaching due dates with students in the context of weekly announcements. Announcements may already be utilized in online courses, and adding a short list or table of approaching due dates at the end of the announcement provides a quick reminder to students of looming deadlines without needing to check the semester-long version of the course schedule. In addition, a specific announcement can be scheduled to launch 24 hours prior to an assignment due date to prompt students to complete the assignment.  
• Send reminder feature : Most LMS offer a “send reminder” feature associated with individual assignments.  This is a targeted approach that can be utilized either prior to the assignment deadline or immediately after the assignment deadline passes. This student-specific reminder helps to focus and target information to students who are emerging in their date management skills.  

Whichever approach or approaches are used to share due dates with students, there are some considerations to keep in mind. First, ensure that the published due dates for all methods of sharing those due dates are aligned to avoid the confusion of one due date in the Table and another for the same assignment shared in a weekly announcement. Building the course schedule so assignments are due the same day of the week each week provides consistency and repetition for students (Shipp, 2020). Second, one method approach might work better with a particular course than another, or instructors might prefer one approach over another. It can often be beneficial to ask a class of students about their preferred method at the start of the semester. We can help students developmentally progress by initially meeting them where they are at. Whichever approach works for the instructor to share information and for the students to receive clear and accurate due dates might be the “best” approach. 

Laura Schisler, PhD, is an assistant professor and program coordinator for the master of arts in teaching program in the Teacher Education Department at Missouri Southern State University. Following a career teaching junior high and high school science, she now instructs science methods and general teacher education courses in a variety of instructional formats.   

Melissa Locher, EdD, is an associate professor in the Department of Teacher Education at Missouri Southern State University. She has over 15 years of experience in online instruction in both general education and Special Education course content.    

References   

Kumar, Poonam and Marilyn Skrocki (2016). Ensuring Student Success in Online Courses.  Faculty Focus. https://www.facultyfocus.com/articles/online-education/online-course-design-and-preparation/ensuring-student-success-online-courses/   

Revak, Marie A (2020). When the Tide Goes Out: Identifying and Supporting Struggling Students in Online Courses. Faculty Focus. https://www.facultyfocus.com/articles/online-education/identifying-and-supporting-struggling-students-in-online-courses/   

Shipp, Jeremiah E (2020). Back to the Basics: Revisiting the ABCs of Teaching Online Courses. Faculty Focus. https://www.facultyfocus.com/articles/online-education/back-to-the-basics-revisiting-the-abcs-of-teaching-online-courses/  

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Understanding Assignment Expectations

Dawn Atkinson

Chapter Overview

To craft a well-written technical document, you must first understand expectations for the piece in terms of purpose, audience, genre, writing style, content, design, referencing style, and so forth. This same truth applies to an academic assignment: you will be able to proceed with your writing task in a more straightforward way if you dedicate some time to understanding what the assignment asks before you begin to plan and write it. This chapter aims to help you deconstruct writing assignment prompts—in other words, carefully consider them by looking closely at their component parts—and use specifications, feedback, and rubrics to meet assignment requirements. Using the definition provided by Carnegie Mellon University’s Eberly Center for Teaching Excellence and Educational Innovation (2019, para. 1), a rubric specifies how levels of skillfulness on an assignment relate to grading criteria and, thus, to performance standards.

What does the assignment ask you to do?

College professors oftentimes provide students with directions or prompts that outline requirements for assignments. Read these instructions thoroughly when you first receive them so that you have time to clear up any uncertainties before the assignment is due. While reading, look for words that will help you focus on the task at hand and define its scope; many assignment instructions use key words or phrases, such as those presented in the following list, which is adapted from Learn Higher (2015, “Key Words in the Title”), to establish expectations.

The words and phrases listed indicate the purpose for an assignment and communicate what it should contain (its content). Use the list to clarify your task for the assignment; however, if you are still not sure what the assignment asks you to do after identifying its key words and phrases and defining their meanings, arrange an appointment with your instructor to discuss your questions. Think of your instructor as a vital resource who can help to clarify your uncertainties and support your academic success.

What are the assignment specifications?

In addition to looking for key words and phrases in your assignment directions, also pay attention to other specifics that communicate expectations. The following list, adapted from Learn Higher (2019, “Be Practical”), identifies such specifics.

• When is the assignment due?
• Do you need to submit a draft before you submit the final copy for grading? If so, when is the draft due?
• Are you required to submit a paper copy of the assignment, an electronic copy, or both?
• What is the word limit?
• Are you required to use sources? If so, what kind and how many?
• What referencing style are you required to use?
• Who is the audience for the assignment?
• What design requirements do you need to follow?
• Does the assignment specify that you should use a certain document type (a genre)?

Although the directions for your assignment may not provide specific directions about writing style, you can likely determine the level of formality expected in the document by identifying its genre. For example, essays, letters, and reports tend to use formal language to communicate confidently and respectfully with readers, whereas emails and social media posts may use less formal language since they offer quick modes of interaction.

What does past assignment feedback indicate about the instructor’s priorities?

If you have received feedback on past papers, look through the comments carefully to determine what the instructor considers important in terms of assignment preparation and grading. You may notice similar comments on multiple assignments, and these themes can point to things you have done well—and should thus aim to demonstrate in future assignments—and common areas for improvement. While reviewing the feedback, make a note of these themes so you can consult your notes when preparing upcoming assignments.

To avoid feeling overwhelmed by feedback, you might also prioritize the themes you intend to address in your next writing assignment by using a template, such as that provided in Figure 1, when making notes. If you have questions about past feedback comments when making notes, seek help before preparing your upcoming assignment.

What positive aspects of your past assignments do you want to demonstrate in your next assignment?

  Punctuation (area for improvement): Which three punctuation issues do you intend to address when writing your next assignment? Record your responses below. In addition, locate pages in your textbook that will help you address these issues, and record the pages below.

Sentence construction (area for improvement): Which three sentence construction issues do you intend to address when writing your next assignment? Record your responses below. In addition, locate pages in your textbook that will help you address these issues, and record the pages below.

Citations and references (area for improvement): Which three citation and referencing issues do you intend to address when writing your next assignment? Record your responses below. In addition, locate pages in your textbook that will help you address these issues, and record the pages below.

Figure 1. Template for prioritizing feedback comments on past assignments

Most college writing instructors spend considerable time providing feedback on assignments and expect that students will use the feedback to improve future work. Show your instructor that you respect his or her effort, are invested in your course, and are taking responsibility for your own academic success by using past feedback to improve future assignment outcomes.

What assessment criteria apply to the assignment?

If your instructor uses a rubric to identify the grading criteria for an assignment and makes the rubric available to students, this resource can also help you understand assignment expectations. Although rubrics vary in format and content, in general they outline details about what an instructor is looking for in an assignment; thus, you can use a rubric as a checklist to ensure you have addressed assignment requirements.

Table 1 presents a sample rubric for a writing assignment. Notice that performance descriptions and ratings are identified in the horizontal cells of the table and grading criteria are listed in the vertical cells on the left side of the table.

Table 1. A sample writing assignment rubric

Although the rubrics you encounter may not look exactly like Table 1, the language used in a rubric can provide insight into what an instructor considers important in an assignment. In particular, pay attention to any grading criteria identified in the rubric, and consult these criteria when planning, editing, and revising your assignment so that your work aligns with the instructor’s priorities.

What can you determine about assignment expectations by reading an assignment sheet?

Spend a few minutes reviewing the example assignment sheet that follows, or review an assignment sheet that your instructor has distributed. Use the bullet list under the heading “What are the assignment specifications? ” to identify the specifics for the assignment.

Book Selection Email

Later this semester, you will be asked to produce a book review. To complete the assignment, you must select and read a non-fiction book about a science topic written for the general public. The current assignment requires you to communicate your book selection in an email message that follows standard workplace conventions.

Content Requirements

Address the following content points in your email message.

• Identify the book you intend to read and review.
• Tell the reader why you are interested in the book. For example, does it relate to your major? If so, how? Does it address an area that has not been widely discussed in other literature or in the news? Does it offer a new viewpoint on research that has already been widely publicized?
• Conclude by offering to supply additional information or answer the reader’s questions.

You will need to conduct some initial research to address the above points.

Formatting Requirements

Follow these guidelines when composing your email message.

• Provide an informative subject line that indicates the purpose for the communication.
• Choose an appropriate greeting, and end with a complimentary closing.
• Create a readable message by using standard capitalization and punctuation, skipping lines between paragraphs, and avoiding fancy typefaces and awkward font shifts.
• Use APA style when citing and referencing outside sources in your message.

Your instructor will read your email message. Please use formal language and a respectful tone when communicating with a professional.

Grading Category

This assignment is worth 10 points and will figure into your daily work/participation grade.

  Submission Specifications and Due Date

Send your email to your instructor by noon on  _______.

How will you respond to a case study about understanding assignment expectations?

We will now explore a case study that focuses on the importance of understanding assignment expectations. In pairs or small groups, examine the case and complete the following tasks:

• Identify what the student argues in his email and the reasoning and evidence he uses to support his argument.
• Discuss whether you agree with the student’s argument, and supply explanations for your answers.
• Identify possible solutions or strategies that would have prevented the problems discussed in the case study and the benefits that would have been derived from implementing the solutions.
• Present your group’s findings in a brief, informal presentation to the class.

Casey: The Promising Student Who Deflected Responsibility

Casey, a student with an impressive high school transcript, enrolled in an introduction to technical writing course his first semester in college. On the first day of class, the instructor discussed course specifics stated on the syllabus, and Casey noticed that she emphasized the following breakdown of how assignments, daily work/participation, and quiz grades would contribute to the students’ overall grades.

Instructions Assignment                    10%

Report Assignment                             15%

Critical Review Assignment                15%

Researched Argument Assignment    20%

Performance Evaluation Assignment 15%

Daily Work/Participation                   10%

Quizzes                                               15%

Casey also noticed that the instructor had an attendance policy on the syllabus, so he decided that he should attend class regularly to abide by this policy.

  During the semester, the instructor distributed directions for completing the five major course assignments listed above; these sheets provided details about the purpose, audience, genre, writing style, content, design, and referencing format for the assignments. Casey dutifully read through each assignment sheet when he received it and then filed it in his notebook. Although he completed all his course assignments on time, he did not earn grades that he considered acceptable in comparison to the high marks he received on his papers in high school.

When Casey did not receive the final grade he thought he deserved in his introduction to technical writing class, he sent his instructor an email that included the following text.

 I am writing to you about why I deserve an A for my writing class. In my opinion, the requirements for an A should be attendance, on-time submission of assignments, and active participation in class activities.

 Attendance is the most important factor in obtaining an A . Being in class helps with understanding course content—students can ask for clarification during class when they           have doubts about topics covered in class. I think I deserve an A because I attended 27 out of 28 total class meetings during the semester.

On-time submission of assignments is another aspect that I feel I should be graded on.  During the semester, I turned in all my assignments well before deadlines.

The third aspect that I think should be used in determination of my grade is active participation for all in-class activities. My consistent attendance in class indicates that I actively participated in all activities during class time.

After reviewing all the aspects I think are the prerequisites for an A , I feel that I deserve an A for my writing class.

After his instructor replied to the email by suggesting that Casey review the syllabus for further information about how his final grade was calculated, he complained bitterly to his friends about the instructor.

  The university that Casey attended required students to complete end-of-course evaluations at the end of each semester. Upon receiving his final course grade in introduction to technical writing, he gave the instructor a poor review on the evaluation. In the review, he indicated that he oftentimes did not understand assignment requirements and was not sure who to turn to for help.

How will you demonstrate adherence to APA conventions?

To understand how to construct APA in-text citations and references in accordance with established conventions, review the following online modules.

• “APA Refresher: In-Text Citations 7th Edition” (Excelsior Online Writing Lab, 2020a) at https://owl.excelsior.edu/writing-refresher/apa-refresher/in-text-citations/
• “APA Refresher: References 7th Edition” (Excelsior Online Writing Lab, 2020b) at https://owl.excelsior.edu/writing-refresher/apa-refresher/references/

How will you relate the case study to points made in the rest of the chapter and in an essay?

Read an essay entitled “So You’ve Got a Writing Assignment. Now What?” (Hinton, 2010) at https://wac.colostate.edu/docs/books/writingspaces1/hinton–so-youve-got-a-writing-assignment.pdf ; this essay expands upon a number of ideas raised in the current textbook chapter. Afterwards, write a response memo for homework. Address the items listed below in your memo, and cite and reference any outside sources of information that you use.

• Explain how the case study presented in this chapter relates to points made elsewhere in the chapter and in the essay in terms of understanding assignment expectations.
• Explain how this chapter, the case study, and the essay are relevant and useful to your own work in college. Do the texts offer new ways to approach writing assignments? Do they call into question unhelpful beliefs you hold about your own success in writing courses or in college? Do they offer solutions to problems you have encountered in college classes? How might you combine the points made in the texts with helpful practices you already demonstrate?

Consult the “Writing Print Correspondence” chapter of this textbook for guidance when writing and formatting your memo.

Remember to edit, revise, and proofread your document before submitting it to your instructor. The following multipage handout, produced by the Writing and Communication Centre, University of Waterloo (n.d.), may help with these efforts.

https://uwaterloo.ca/writing-and-communication-centre/sites/ca.writing-and-communication-centre/files/uploads/files/active_and_passive_voice_0.pdf

Active / Passive Voice

Strong, precise verbs are fundamental to clear and engaging academic writing. However, there is a rhetorical choice to be made about whether you are going to highlight the subject that performs the action or the action itself. In active voice , the subject of the sentence performs the action. In passive voice , the subject of the sentence receives the action. Recognizing the differences between active and passive voice, including when each is generally used, is a part of ensuring that your writing meets disciplinary conventions and audience expectations.

Helpful Tip: traditionally, writers in STEM fields have used passive voice because the performer of an action in a scientific document is usually less important than the action itself. In contrast, arts and humanities programs have stressed the importance of active voice. However, these guidelines are fluid, and STEM writers are increasingly using active voice in their writing. When in doubt, consult academic publications in your field and talk to your instructor – doing these things should give you a good sense of what’s expected.

Active voice explained

Active voice emphasizes the performer of the action, and the performer holds the subject position in the sentence. Generally, you should choose active voice unless you have a specific reason to choose passive voice (see below for those instances).

e.g., Participants completed the survey and returned it to the reader.

In the above sentence, the performer of the action (participants) comes before the action itself (completed).

Passive voice explained

Passive voice emphasized the receiver of the action, and the subject of the sentence receives the action. When using passive voice, the performer of the action may or may not be identified later in the sentence.

• e.g. The survey was completed. In the above sentence, the people who performed the action (those who completed the survey) are not mentioned.

Helpful Tip: One popular trick for detecting whether or not your sentence is in passive voice is to add the phrase by zombies after the verb in your sentence; if it makes grammatical sense, your sentence is passive. If not, your sentence is active.  Passive: The trip was taken [by zombies].  Active: Mandy taught the class [by zombies].

When to choose passive voice

Deciding whether or not you should use passive voice depends on a number of factors, including disciplinary conventions, the preferences of your instructor or supervisor, and whether the performer of the action or the action itself is more important. Here are some general guidelines to help you determine when passive voice is appropriate:

• The performer is unknown or irrelevant e.g., The first edition of Freud’s The Interpretation of Dreams was published in 1900.
• The performer is less important than the action e.g., The honey bees were kept in a humidified chamber at room temperature overnight.

The first sentence in the above quotation is active voice (where the performers want to be highlighted).

Helpful Tip: rhetorical choices often have an ethical dimension. For instance, passive voice may be used by people, organizations, or governments to obscure information or avoid taking direct responsibility. If someone says “the money was not invested soundly,” the decision to not identify the performer of the action (“the accountant did not invest the money soundly”) may be a deliberate one. For this reason, it is crucial that we question the choices we make in writing to ensure that our choices results in correct, clear, and appropriate messaging.

Converting passive voice to active voice

If you are proofreading in order to convert passive voice to active voice in your writing, it is helpful to remember that

• Active = performer of action + action
• Passive = action itself (may or may not identify the performer afterwards)

Here are some sample revisions:

• Passive: It is argued that… Active: Smith argues that…
• Passive: A number of results were shown… Active: These results show…
• Passive : Heart disease is considered the leading cause of death in North America. Active: Research points to heart disease as the leading cause of death in North America.

Eberly Center, Teaching Excellence & Educational Innovation, Carnegie Mellon University. (2019). Grading and performance rubrics . https://www.cmu.edu/teaching/designteach/teach/rubrics.html

Excelsior Online Writing Lab. (2020a). APA Refresher: In-Text Citations 7th Edition [PowerPoint slides]. License: CC-BY 4.0 .  https://owl.excelsior.edu/writing-refresher/apa-refresher/in-text-citations/

Excelsior Online Writing Lab. (2020b). APA Refresher: References 7th Edition [PowerPoint slides]. License: CC-BY 4.0 .  https://owl.excelsior.edu/writing-refresher/apa-refresher/references/

Hinton, C.E. (2010). So you’ve got a writing assignment. Now what? In C. Lowe, & P. Zemliansky (Eds.), Writing spaces: Readings on writing (Vol. 1, pp. 18-32). Parlor Press. License: License: CC-BY-NC-SA-3.0 . https://wac.colostate.edu/docs/books/writingspaces1/hinton–so-youve-got-a-writing-assignment.pdf

Learn Higher. (2015). Instruction words in essay questions . License: CC-BY-SA 3.0 . http://www.learnhigher.ac.uk/learning-at-university/assessment/instruction-words-in-essay-questions/

Learn Higher. (2019). Assessment: Step-by-step . License: CC-BY-SA 3.0 . http://www.learnhigher.ac.uk/learning-at-university/assessment/assessment-step-by-step/

Writing and Communication Centre, University of Waterloo. (n.d.). Active and passive voice . License: CC-BY-SA 4.0 . https://uwaterloo.ca/writing-and-communication-centre/sites/ca.writing-and-communication-centre/files/uploads/files/active_and_passive_voice_0.pdf

Mindful Technical Writing Copyright © 2020 by Dawn Atkinson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Assignment calendars help students avoid deadline anxiety

The start of an academic year can seem daunting, particularly if it’s your first. You may feel weighed down by the amount of material you have to study before working on and submitting assignments by due dates. A well-designed assignment calendar is an effective time-management tool. It can help you stay organized and on track with your tasks throughout each semester and the entire academic year.

This article explains how an assignment calendar is essential for students and how you can save time by personalizing a Work OS template . It will show you how monday.com can make it easy for you to keep track of your progress, and through strong visuals and seamless integration with other Work OS templates, help you productively manage your learning journey and hit each assignment deadline on time.

What is an assignment calendar?

Assignment calendars make it easy to organize and track tasks, freeing the student’s time to concentrate on learning.

An assignment calendar, sometimes known as an assignment organizer, is a structured method of monitoring the discharge of multiple tasks within the same assignment to ensure all are completed before the due date. Students can also use it to set their personal goals for the semester or academic year, as well as to record and plan communications with members of the faculty. A student can create their own assignment tracker from scratch, but for many, the best solution is to personalize an existing template.

What should an assignment calendar include?

An assignment calendar should include methods of recording every facet of your learning journey. Typically, these will include the following:

• Flexible calendar:  For adding all your study and assignment dates, including dates for tuition fees
• Note-taking feature:  For recording raw information that’s linked to specific subjects
• Project management tools:  For breaking tasks down into manageable chunks
• Filtering features:  For minimizing clutter by filtering content
• Document management:  For storing important documents that can be linked to a specific point of study or a test/assignment
• Contacts:  For storing essential contact information such as the phone numbers and emails of other students, professors, and research assistants

Why use a monday.com assignment calendar?

A monday.com assignment calendar will help you organize your day, week, month, semester, and academic year. You’ll be able to view your progress through every task related to your assignment and integrate the calendar with other useful Work OS templates, ensuring a seamless workflow throughout. You can quickly build a unique, lean, and cloud-based dynamic calendar that is always at your fingertips.

monday.com templates for students

monday.com templates are easily customizable programs that work effectively in isolation and are even more effective when teamed with other Work OS tools. An online assignment calendar can be accessed from any device, and as it’s cloud-based, the student needn’t worry about losing vital information. Being part of monday.com’s network of programs means students can integrate it with other useful programs, building a small and personal suite of tools that help them manage their learning journeys.

Academic requirements tracker

The Academic Requirements Tracker template  can help you observe the progress of your degree. You’ll see your accomplishments and what you still have to do for your major, minor, and certificate requirements. The assignment tracker separates activities and color-codes the current status of each as red, amber, and green, so you can easily monitor your progress. You can include due dates for all activities, including communications, and add links to quickly access important content. You’ll always know how many credits you need at every stage of your learning schedule.

Managing student life

The Managing Student Life template  lets you organize and easily monitor every aspect of your academic year. This includes planning each semester’s learning tasks, setting monthly goals, and controlling your budget. There are more than 30 customizable columns you can drag and drop to quickly personalize the template, creating a workflow that reflects your individual needs. You can also use the template to manage your self-care, ensuring you plan healthy breaks into your schedule.

Research power tools

The Research Power Tools template  provides a high-level monitoring system for research projects. It lets you collaborate easily with others in the project, including fellow students, faculty, and research assistants. You can alter views of your data immediately and use various options to visualize content, including timeline, Kanban, Gantt, and workload. The template also lets you develop automated behaviors for repetitive tasks, such as sending due date warning emails and real-time notifications.

Frequently asked questions

Are students who use assignment planners more successful.

Although many factors determine a student’s level of success, assignment calendars also help:

• Improve grades : A 2007 study  by Hugh Kearns and Maria Gardiner found that students who organize their calendars typically achieve better grades than those that don’t. The study also found that those students experienced less stress and anxiety.
• Enhance concentration:  An assignment organizer makes it easier to focus on the job at hand, allowing you to put aside non-critical projects for another time.
• Develop time-management skills:  Benjamin Franklin once famously said, “By failing to plan, you are preparing to fail.” Assignment organizers help you plan, and as a consequence, develop your time-management skills, which will be critical to your future success in whatever field you later enter.

Can an assignment calendar help with procrastination?

It’s easy to fall into the trap of thinking you have enough time to put off studying or homework until later. A carefully maintained assignment calendar will keep you focused on internal deadlines you’ve created for yourself, but more importantly, external ones imposed by your learning institution. Procrastination is an emotional response  to something you fear, such as failing a major project. An assignment organizer will help you break down formidable tasks into more manageable pieces that don’t appear as difficult. The frequent result is the project becomes less daunting, reducing the likelihood of procrastination.

Is a monday.com assignment calendar better than alternatives?

Online assignment tracker templates from monday.com help students improve their efficiency and increase their productivity. They help the student avoid duplicating content, allow the flow of work from other assignment organizers, and ensure data isn’t accidentally lost. As Work OS assignment planners are cloud-based, the student needn’t worry about losing data or access, which is a real possibility with paper-based alternatives.

Never miss a key deadline with an online assignment calendar

An assignment calendar is a vital part of every student’s toolbox. It can help you manage your learning process, focus on the here and now, and keep one eye on what you need to do next. Properly managed, it will help you avoid missing important deadlines, reduce your anxiety, and ensure you’re always aware of the stage you’re at, whether it’s for that week, month, semester, or the entire academic year. Attaining an academic qualification takes commitment, discipline, stamina, and an ability to learn skills that make learning possible. Our Work OS Assignment Calendar Template and associated education-linked templates make it easier for you to focus on your goals and succeed in your ambitions.

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How To Politely Ask For A Deadline?

There are occasions in life — both business and social — when you need a deadline. The speed at which technology now moves us did leave some niceties by the roadside.

However, sometimes we need to know something by a certain date. In some situations, we need to know how to ask nicely . Why does politeness matter, though, when we ask?

A recent study from the University of Connecticut found that “. . being polite “. . . can make people more receptive to your ideas. [1] ” Further, even “. . . the way a sentence is written becomes especially important . . . “. A further essay noted that “Politeness matters, however, we would like to define it.” [2]

Human nature sometimes makes it hard for us to ask for things. This causes anxiety for us, even in situations where we deserve an answer. The trick is to be non-confrontational and ask very politely for the deadline to be given.

Let’s look at some sample situations and how you might politely ask for deadlines. Here are some examples and suggested phrases you can use.

Job Application

Imagine you have applied for some jobs. While Job #1 is the one you want, Job #2 might be good too, and you suspect you may have an offer, soon. How do you give your top choice a little nudge?

Here is a phrase you can use:

“Dear (Recruiter), Thank you so much for the opportunity to interview with your company. Because I have been on the job hunt, I believe I will soon have an offer. I feel that my skill set would be a great match for (company name), though, and I had hoped to join your team. Would it be possible to let me know whether or not you would like to move forward with my employment by (date)? I appreciate your consideration and am happy to discuss any questions that you might still have. Best, (signature) “.

Being on good terms with your neighbors is important, but sometimes it can be difficult. A common issue is that a neighbor’s tree may encroach onto your property.

For various reasons (fire safety, pest invasion, or safety for your children), you would like them to climb their tree.

How might you (politely) ask for this to be put into motion? Try to talk to your neighbor, first.

Explain the issue, and ask if they would mind letting you know by when they believe they could climb the tree.

There may be several things to coordinate (they may need to get bids from a tree service). If you are dealing with an absentee owner or managed property situation, you may need to track down the property manager or owner and put your request in writing.

Helpful phrasing could be:

“Dear Property Manager: We are the owners of a home at 123 Maple Street. We understand you manage the property at 125 Maple Street. We have a safety issue with overhanging limbs from a large maple tree on 125 Maple’s property. Would you please let us know by when you will address this issue? Sincerely, 123 Maple Street.”

If you don’t get a response, check your state’s laws. In most, cases, you may trim branches up to the property line, yourself. Having tried to handle it amicably will have been documented if your neighbor suddenly objects.

In today’s office, it’s just a fact: People blow off deadlines. The excuses are usually something along the lines of , “Oh, sorry. I didn’t see your email. It must have gone into my spam.” Or: “Oh, sorry. I was pulled onto another project.”

Ring a bell? Another increasingly common one: “I didn’t get to it.” (No excuse given; they just didn’t do it.) It’s exasperating! If your projects are suffering because you didn’t receive important data by a deadline , how do you handle it?

If you are asking for something and you need it by a specific date, be crystal clear.

“I will need your data by August 13th, by 1:00 p.m.”

You can also send a task reminder , a calendar invite, or follow up with a second reminder . However, the most effective thing you can do is twofold.

First, write the email or send the task reminder . Those are important, in case you need future documentation that an employee is not doing their job properly.

The second part of this is human contact. It’s so easy nowadays to blow off technology. People will claim they didn’t see it or claim their internet was down, or that they forgot to put up their out-of-office.

So if it’s vitally important to you, make HUMAN contact. Pick up the phone and talk to them. Or, if they are in a shared office space, go and talk to them. Explain. Nag a little if needed, but use the human touch to explain what you need and by when you need it.

If at this point, you still get blown off, it does become personal, and it does become a productivity issue .

Constructions or Repairs

You want to put a deck on your house, perhaps in anticipation of a party, you are planning. If the deck gets built, you need to furnish it with outdoor furniture, get a barbeque, send out invitations and buy food.

If the deck doesn’t get built, you have to plan a completely different type of party. How do you get your contractor to respond with a deadline?

In this case, it’s business, and it’s not so much about politely asking, it’s about telling.

But: politeness is always the best way to start.

“Sean, I would like a deck out here, but I would need it to be completely finished by June 10th, so that I have time to use it on July 4th. Is that a realistic possibility? If so, I would like to hire you, and I would like to put it in writing.”

Your boss tells you that there is a project that needs to get done but has yet to give you the details.

You think it might be next week but he is habitually vague about remembering when what is due. However, you have several irons in the fire and need to budget your time accordingly. How do you politely get a deadline out of him?

Start by trying to get that deadline in writing:

“(Boss), thank you for letting me know about that project that is coming up. Could you please confirm the deadline for me? I have several projects going so want to be sure that I get your data to you in plenty of time .”

Better: go speak to him personally to try to find out this information, using the same polite verbiage, above.

If all else fails, try to research it yourself. Is there someone up higher you can ask? Can you find it online? If nothing else, make sure you document your attempts to find out when things are needed.

You want to go to a new restaurant, but you have to make a reservation. Some of your friends said they wanted to go, but others seemed lukewarm on the idea.

Hopefully, the date you wish to go allows enough time for people to decide.

Try saying:

“(The restaurant) requires a reservation. I will be booking it when they open tomorrow at 5:00 p.m. If you want to go, please let me know by 4:00 p.m. Hope you can make it! The food sounds amazing. Here is the link, if you want to check out the menu and prices.”

And then, go. After all, if it’s something you want to do, go and enjoy it!

For the last semester of your degree, you need to do an internship. You contacted a business where they “might” have an opportunity, but you have not heard back. If you don’t find out soon, you will have to research other places. You need to complete this to graduate.

Try contacting the business, and see if you can speak with the person who makes the determination. You might further explain that…

“I would really like to have my internship with your company, as you are the leader in this field and area right now. I understand that my being there will use your resources, but I believe I can eventually ‘give back’, as I hope to eventually begin my career with you. Would I be able to get an answer by next Tuesday?”

Asking for deadlines shouldn’t be painful. It’s largely about your approach, as you can see, above. Reasonable people should respond in a timely way. That is what we term to be “good manners.”

However, real life is such that sometimes they just don’t. They may have good reasons. They may also be worried about hurting your feelings or coming off as being confrontational. If you are unsure about how you are asking , try writing it out, or rehearsing your (polite) request for a deadline with somebody you trust to give you honest feedback.

[1]: https://today.uconn.edu/2019/06/please-thank-impact-online-politeness/

[2]: https://www.researchgate.net/publication/233700639_Politeness_Myth_and_truth

Katie Holmes is a senior author at everyday-courtesy.com with over 15 years of experience in marketing and psychology. As a freelance consultant, she also supports companies and executives in overcoming communication challenges. Katie is a passionate digital nomad working on her first book on the art of communication.

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• Wie fragt man in einer E-Mail nach Kontaktdaten?
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Ai, ethics & human agency, collaboration, information literacy, writing process, edit for assignment requirements, why is it important to pay close attention to assignment requirements.

When a writing project is assigned, the instructor (or the department) will usually spell out specific assignment requirements; these expectations are often communicated verbally, inscribed on a white board, or made available through an electronic or paper document.

Requirements often center on adherence to the main focus or topic of the assignment, due date(s), length, type of research and sources, style and format, method of submission, and other specific essential elements.

Failure to adhere to assignment requirements generally results in a penalty (often significant) to the student’s grade. Additionally, if the paper—or drafts of the paper—are to be reviewed by the instructor or peers prior to the final due date, missing a draft due date will also result in the loss of valuable feedback.

Each institution, department, or instructor may have unique assignment-specific requirements. Any questions about the requirements of a particular assignment should be directed to the professor or instructor.

What elements are typically included in assignment requirements?

• Project focus : The writing assignment will almost always have a focus—such as argument, rhetorical or literary analysis, narrative, exposition, or research.
• Topic : A specific topic, or range of topics, may be required or suggested.
• Drafts : College-level writing assignments may be written as a series of drafts. Pay attention to the required number of drafts and expectations for revision between drafts.
• Due date(s) : Take careful note of the assignment’s due date(s) in a digital or paper planner. If multiple drafts are involved, note the due date for each draft.
• Length : A minimum—and often maximum—number of words or pages are generally required. Use the word count at the bottom of the word processor screen to help determine the number of words that are included in the text of the paper.
• Should they be scholarly academic books and articles, popular media, multi-media, or non-traditional?
• Should they come from print or electronic sources, or a combination?
• Should they be primary or secondary, or a combination?
• Should specific data bases be accessed?
• Should a specific publication date range be considered?
• Bibliography: Expect to find a directive describing how to present a record of the works that have been cited, summarized, paraphrased, or referenced in the paper. The title and format of these pages will be determined by the prescribed style guide.
• Style and Format : Pay close attention to required style and format. Adherence to MLA, APA, or Chicago style, among others, is often expected.
• Point of view : Most academic papers are written in 3 rd person; however, personal narrative and some other types of writing may necessitate the use of 1 st person.
• If an electronic submission is required, make note of the required file type (e. g., .docx, .pdf, .rtf, .pptx) and the exact time by which the assignment is to be submitted.
• If a paper submission is expected, allow sufficient time to accommodate possible computer, printer, or paper issues.
• Plagiarism detection : Directions for submission of the paper to a computer-assisted plagiarism detection system, such as SafeAssign or Turnitin, should be followed.

Brevity - Say More with Less

Clarity (in Speech and Writing)

Coherence - How to Achieve Coherence in Writing

Flow - How to Create Flow in Writing

Inclusivity - Inclusive Language

The Elements of Style - The DNA of Powerful Writing

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Citation - Definition - Introduction to Citation in Academic & Professional Writing

• Joseph M. Moxley

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Collaboration - What is the Role of Collaboration in Academic & Professional Writing?

Collaboration refers to the act of working with others or AI to solve problems, coauthor texts, and develop products and services. Collaboration is a highly prized workplace competency in academic...

Genre may reference a type of writing, art, or musical composition; socially-agreed upon expectations about how writers and speakers should respond to particular rhetorical situations; the cultural values; the epistemological assumptions...

Grammar refers to the rules that inform how people and discourse communities use language (e.g., written or spoken English, body language, or visual language) to communicate. Learn about the rhetorical...

Information Literacy - Discerning Quality Information from Noise

Information Literacy refers to the competencies associated with locating, evaluating, using, and archiving information. In order to thrive, much less survive in a global information economy — an economy where information functions as a...

Mindset refers to a person or community’s way of feeling, thinking, and acting about a topic. The mindsets you hold, consciously or subconsciously, shape how you feel, think, and act–and...

Rhetoric: Exploring Its Definition and Impact on Modern Communication

Learn about rhetoric and rhetorical practices (e.g., rhetorical analysis, rhetorical reasoning,  rhetorical situation, and rhetorical stance) so that you can strategically manage how you compose and subsequently produce a text...

Style, most simply, refers to how you say something as opposed to what you say. The style of your writing matters because audiences are unlikely to read your work or...

The Writing Process - Research on Composing

The writing process refers to everything you do in order to complete a writing project. Over the last six decades, researchers have studied and theorized about how writers go about...

Writing Studies

Writing studies refers to an interdisciplinary community of scholars and researchers who study writing. Writing studies also refers to an academic, interdisciplinary discipline – a subject of study. Students in...

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What Assignment Due 11:59 PM means: What Comes After

Assignment Due 1159 PM

Assignment due dates are part of the assignment itself. The instructor/teacher/professor wants to determine whether their students can adhere to simple instructions.

This is the reason why assignments that are delivered late attract fines in terms of deduction in marks or even rejection.

Yes, some of the instructors are very strict when it comes to assignment due dates and they can reject your assignment even when it is a few minutes late!

Now, instructors can give students various due dates that determine the date, hour, and minute in which they are required to submit their completed work.

They may decide to set those due dates or let the plagiarism-checking platforms such as Turnitin or Blackboard set default deadlines. 

Note that some institutions only allow their students to submit their work through such platforms so that the assignments can be automatically checked for plagiarism. 

That being said, let us explore what the most common due dates and times mean for students and the submission of assignments. 

What does Due 11:59 PM Mean

11:59 PM is one of the most common assignments’ due time (deadline) given to students. I know you may be wondering why this is the case. Why not any other time of the day?

Well, the reason is that in the contemporary world, institutions of learning may have students from different time zones who may be attending online classes or are required to submit their homework at the same time. 

In assignment submission, 11:59 PM means that the paper or essay is due at the very last minute of that day and not even a second or a minute late. If as a student you upload a file one minute after 11:59 PM, will have submitted on the next day 00:00 AM, and not the previous day, which is a minute earlier.

For example, if the instructor states that the assignment is due, let’s say, on Friday the 16th, students should deliver their work by 11:59 PM on Friday the 16th. If you upload it on Saturday the 17th then you are late because the time will be 00:00 hours, a new day.

To coordinate the due time, a specific due date has to be set in which the final day to submit the assignments is set.

A complete day is made up of 24 hours with the start of the day being at midnight.

Midnight is written in 24hrs clock as 00:00 hours.

What this means is that when the clock reads 00:00 hours, we have entered another day.

Therefore, if students were required to submit on the previous day, it means that they are late. 

Is 11:59 Pm Morning or Night?

To some of us, determining whether 11:59 PM is morning or night can be confusing.

Some of the genuine reasons for this confusion are that the “PM” initials signify nighttime and most of the time zones in the world are within the dark side of the earth; meaning that they are experiencing night.

However, 00:00 hours or midnight is considered to be part of the morning because it is the start of a new day.

The problem is that 11:59 PM and 00:00 hours are separated by less than 1 minute (59 seconds) and the former is considered night while the latter is considered morning. Well, all the factors held constant, 11:59 PM should be considered night.

Don’t be confused by the aforementioned technicalities. What matters is the time of day. If it is 11:59 PM, the day has ended and a new day will begin at 00:00 hours midnight. 

What Comes After 11:59 PM?

As aforementioned, 11:59 PM signifies the end of a complete day. A complete day is made up of 24 hours and 11:59 PM in 24 hours style clock is written as 23:59 hours.

This indicates that only less than a minute is left for the 24 hour-day to end. Therefore, when 11:59 PM passes, a new day comes when the clock indicates 00:00 hours or midnight. 

What Does “Due Tomorrow At 11:59 PM” Mean?

As we have noted, a complete day is made up of 24 hours. What this means is that for us to experience a complete “today”, we must experience it from midnight (00:00 hours/midnight) to 23:59 hours/11:59 PM.

Therefore, when someone tells you that they expect something tomorrow, it means that today must pass; or rather we must pass 11:59 PM and transition to 12 AM or 00:00 hours because that would be a new day (tomorrow). 

Now, if your instructor tells you that your assignment is due tomorrow at 11:59 PM, it means that they expect the assignment the next day one minute before midnight.

For example, if today is Friday the 16th and the instructor has told students that their assignment is due tomorrow at 11:59 PM, they will have to submit their work by Saturday the 17th at 11:59 PM. If students submit their work one minute after that, they will have delivered on a Sunday morning (12 AM or 00:00 hours). 

What Happens when you Submit an Assignment at 11:59 Pm?

If you submit your assignment at exactly 11:59 PM, you are okay because you have not breached the deadline.

An important thing you should note as students is that when your instructors ask you to submit your assignment, they tell you to do so via plagiarism-checking tools such as Turnitin or Blackboard. Such tools set their default deadlines at 11:59 PM because it is the end of a complete day.

They do not count the seconds between 11:59 PM and 12 AM. According to such tools, you only need to submit your work before the clock in your time zone reads 00:00 hours or midnight.

Tips on how to Submit an Assignment at 11:59 PM

1. upload one file.

As noted, students should make sure that they upload their assignments before midnight because the assignments will be past due.

If you are submitting your assignment at 11:59 PM, it means that you only have less than 1 minute (60 seconds) to upload your assignment files.

To ensure that your assignment is successfully uploaded within a few seconds, it is best to upload it as one file to avoid wasting time. It takes more time to upload several files, meaning that you will be late. 

2. Use Fast Internet

Bearing in mind that you only have a few seconds to upload your assignment files, you should use fast internet. Fast internet will allow you to upload your files within a short time and beat the deadline.

Slow internet is not only annoying but it can make you submit your work past the deadline because by the time it uploads the complete file, the 59-second window will have passed. 

3. Ensure the Computer is Plugged

This should be an obvious thing to do. Your computer should be plugged in to ensure that there are no disruptions when uploading your assignment files. 

4. Upload a Small Size File

Small file sizes can be uploaded faster compared to larger files. Additionally, if your internet is slow, the process of uploading a small-size file will be faster.

Larger files will take more time even when there is moderate-speed internet. 

5. Do not Close the Window/tab

It is also very important to not close the window or tab of your browser as you are uploading your assignment. This is because if you close, the window or tab will take more time to reload the content and this will make you late. 

6. Wait until the Upload is Confirmed

Finally, it is important to wait until the uploaded assignment has been confirmed.

Do not be in a hurry to close the browser window/tab before confirming that the file upload has been successful.

This is because it might not be successful at times and you may be required to retry uploading the file again. 

Therefore, to avoid submitting your assignments late and consequently being penalized, take note of the explanations and tips in this article. 

With over 10 years in academia and academic assistance, Alicia Smart is the epitome of excellence in the writing industry. She is our chief editor and in charge of the writing department at Grade Bees.

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