asking for new assignment

 Your Workplace Questions, answered.

Asking your boss for more work? (Things to consider + email template)

How to ask your boss for more work.

• Reasons why you should
• When you should think twice before asking for more work

Why do people ask their boss for more work?  It might surprise you, but this happens a lot, especially to new employees.

Unfortunately, things can go wrong if they do it for the wrong reasons, or if they do it the wrong way.

One of the wrong reasons for asking for more work is when you are just bored:

It’s like when we were kids and asked our parents, “Mom, I’m bored (from watching TV, etc.)”, and Mom says, “OK, why don’t you help me cook dinner, etc.”

When you do this, there’s a chance the boss might think that you’ve been slacking off and not doing your job properly.  If you’ve been with the company for just a few months, he or she might even wonder why you were hired in the first place!

Find out why people ask for more work and why they should and shouldn’t do so.

Then, if you’re convinced that you really need to ask for additional work, discover the best ways to ask your boss without wreaking havoc on your work life and career.

Table of Contents

Is asking your boss for more work a good idea in the first place?

Everyone who starts at a new job should expect to do some grunt work. It’s part of getting to know your role.

Also, even if they’re not really fun to do, all these administrative tasks, paperwork, and other details all support your boss so they can focus on more strategic work.

After a while, though, you’ll know that you want something more, perhaps something different.

It’s only natural once you’ve mastered a task. You will want to do more challenging and mentally stimulating work.

One lesson I’ve learned over the years, as a once upon a time staff worker, and later on as an HR head: Is that you don’t wait for your boss to give you more challenging work; you should go right out and ask for it.

Why should you ask for more work?   There are three things that come to mind.

First, it will help you develop more skills and competencies—especially if the additional work you’ll be doing is a bit different from your current assignment.

Second, you’ve identified yourself to your boss as an employee who wants further growth and is not afraid to work hard at it. 

It will help to make you more visible to management and this is always a good thing if you’re looking to get promoted in the near future.

Finally, it will help improve camaraderie and relationships in your workplace.

Helping your coworkers who might be more stressed out than you will also promote the idea of workplace collaboration between different departments.

All this will give you additional points during your performance appraisal.

Why ask your boss for more work?  What does it mean if you’re not getting a lot of tasks?

Some people might think you’re crazy if your “problem” is asking for more work.

The first couple of weeks at work seemed to be exciting and super busy as you struggled to learn your job and your role in the department.

Once you’ve mastered your job and gotten more efficient, however, you’re finding… more and more downtime each week.

You’re starting to feel bored and underutilized and this makes some people feel a little guilty, too.  In fact, this happens quite often, especially for new employees.

Do you feel that you are not getting enough work?  Should you ask for more work?

First, find out if there’s a reason why you feel you’re not getting enough work. 

• Is it because you’ve actually become more efficient and are able to finish your current work faster than when you first started?

If you really are getting less work than before, find out if it is a company-wide concern or if it’s just happening in your department.

You can ask your boss directly at your next company meeting or presentation.

This is the best time to raise this issue of getting less work, since it’s during official company business. 

One way you can do this is by asking, “Sir/Ma’am, I’ve finished all my projects for the week.  Is there something else I can take on or someone I could help with their work?”

• One other reason you may suddenly feel you’re not getting enough work is because the boss might not trust you enough to assign you more work.

Heaven forbid, your boss might be wrongfully making working conditions so intolerable for you that you are eventually forced to quit, otherwise known as constructive dismissal.

This actually happened to me before, when I had a boss who felt I didn’t quite fit in with the rest of “his team” that came from his former company.

Because I knew I had mastered my job as a Training Officer and was confident in my abilities, I didn’t fret too much about it.

Rather than confront my boss about getting more work, however, I used the extra time to volunteer in another division in the company that needed help with their training requirements.

Going and helping with another department is another thing you can try, by the way, if you have some extra time on your hands and don’t feel like going to your boss for more work.

If you’re going to ask your boss for more work however, ask yourself these 3 things first.

Have i truly mastered my job.

You might be able to finish in 3 days what used to take you 5 days, but mastery is different from just being able to finish the job. 

Even if you feel you’ve mastered your current work, there might still be some things that you could improve on.

Remember, being extremely good at what you do is far better than being just good at doing more things.

Will doing more work improve me?

Just doing additional work that doesn’t add to your skills and competencies won’t be good for your career in the long run.

It might help win you points with your coworkers, but think twice if you think this will have effects in the long game.

Before asking for more work, do your research by asking around, evaluate yourself, as well as the work you’ll be asking for.

Is the additional work important to my boss?

Look for work that aligns with the objectives of your boss and the business.

New responsibilities that you ask for should always deliver positive results to both you and your manager, otherwise there’s no use asking for it in the first place.

When you SHOULDN’T ask your boss for more work

There are some situations when you should never ask your boss for more work.

When you just want to prove your importance.

Some employees feel that they constantly have to prove their worth to the company.

However, you need to demonstrate how your extra projects or tasks will add value, not only for your boss, but also for the company.

Don’t go around asking for work that will just show people how good you are, or how indispensable you are to the company.

When you haven’t mastered your own job.

Before talking to your boss about taking on more work, demonstrate first that you’ve actually mastered your primary work responsibilities.

Like I mentioned above, being master of one is better than being a jack of all trades.

When the additional work doesn’t add to your growth.

Asking to do extra tasks like organizing the office cabinets or doing things that won’t really allow you to learn new skills will not advance you anywhere in the future.

Ask for work that will add to your knowledge or skills. 

Sure, you can always volunteer to do these extra things— but don’t make it a regular thing or your boss might actually give you that extra job.

When the extra work makes your primary job suffer.

Of course, there’s nothing wrong with taking on additional responsibilities, but if you’re not careful to draw the line somewhere, it can become a problem.

The quality of your own work might suffer, as well as your relationships with your boss and coworkers if they undoubtedly notice that you’ve bitten off more than you can chew.

So, learn how to say yes to the right types of extra work and learn also how to say no to others.

Before you speak with your boss about getting more work, be very clear about the reason you’re doing so:

Is it about the skills you want to develop, or the areas where you’d like to gain more experience?

Think of your boss as your number one customer.

It helps to think about your boss as your best client or customer.

If you do this, you would always consider what his or her needs are, and identify opportunities to help him achieve his objectives.

If you think of things this way, it won’t appear to be self-serving when you ask him or her for more work.

You can either talk to your manager directly about asking for more work, or through an email. I personally prefer talking to my boss directly, then following this up with an email just to document my request.

Here is a sample email template you can use as a guide:

Dear [Your Boss’s Name],

Thank you for giving me the opportunity to work on some great projects such as the [project name] where I acquired new skills.  I really enjoy the work I’m doing right now and I feel that I’ve mastered my job to the extent that I’m ready to take on more responsibilities and tasks.

Please give me the opportunity to work on more projects you might have on your plate right now, or keep me in mind should there be any new projects where I can learn additional knowledge and experience to expand my skill set.

[Your Name]

Don’t take on more than you can handle.

By the way, make sure that you don’t take on more than you can handle when asking for more work.

This isn’t all about trying to outdo your coworkers or impressing your boss.

In the end, your manager will make the call.

Discuss with them if the additional work is going to be a one time thing, or if it’s going to be a part of your regular work load.

If it’s going to be a one time assignment, talk about when your involvement with the project will end, as well as your deliverables.

Think of the timing.

Don’t just blurt out to your boss about your request for more work.

Take into account what’s happening in the department and the company right now and whether it would be in poor taste to ask for more work, such as during company cutbacks, or layoffs.

Much better times to discuss this could be during planning sessions, performance reviews, or budgeting.

Instead of saying you’d like to talk about your career, say instead that you have some suggestions for the department.

This sets the meeting up as a dialogue rather than as a personal request.

Bonus tips:  How do you know that you can handle more responsibility or additional work?

You’re already a success at your current job..

When you’re a success in your current job, you seem to do everything more efficiently than others, and you find yourself meeting deadlines ahead of everybody else.

Another way of looking at it is, if you’ve mastered your current job, you can literally do it in your sleep.

A more formal way of course, is through your performance assessments and discussions with your boss.

You have a good working relationship with your boss and coworkers.

It doesn’t mean you’re close friends with everyone and get invited to their barbecue on the weekend.

It simply means that you’re able to work on a positive and professional basis with everyone at work and make an effort to establish smooth interpersonal relations with others. 

Even if you’re an introvert like me, and prefer being alone most of the time, making an effort to communicate with others and be friendly is going to help your career.

You have some leadership skills.

Every time you’re given the chance to lead, you take it.

It might have been a simple task or project such as the company outing or picnic, but whatever it is, you grasp at the opportunity to lead and you get praised for it.

You have a desire to be in charge.

Similar to having leadership skills, you have a desire to be the one in charge.

You volunteer for assignments, even the ones most people don’t like. 

You’re a good team player, but you always do your best to give suggestions and alternatives to your team leader.

Because of this, people start to notice you and eventually give you a chance, and make you the one in charge for future assignments.

People tell you that you’re doing a great job.

Whether it’s a pat on the back, or a formal appreciation ceremony, people appreciate what you’re doing.

They’ll also have told you that you’re doing a great job and it’s time that you were given higher and additional responsibilities.

If this happens to you a lot, what are you waiting for?  It’s time for you to step up to the plate.

Asking your boss for more work and responsibilities will be less intimidating when you see it as an additional service that you’re doing for the good of the company or team.

View it as offering more support to the company, and not you asking for something.

Check that you’ve finished your primary tasks first, and that you really do have some extra time to take on more work.

Finally, realize that we all reach a point when we’re ready for something new.

Be proactive. Don’t wait for your boss to ask; look for opportunities and make it happen.

Best of luck in your career!

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The Study Blog :

How to ask for an extension for your assignment [examples + template].

By Evans Jun 15 2021

Time management is one thing you should get better at within your academic life, particularly when it comes to assignments.   However, regardless of how much you plan your time or stay organized, things might get out of hand. Read the article below to find why and how to ask for an extension. It also provides examples of how to ask for an assignment extension for your reference.

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What is an Extension Deadline?

An extension deadline for your assignment is the additional time you should request from your supervisor or tutor to finish your task. Most projects have a specific due date, and you should complete them on time. However, there are times when you can fall behind for numerous reasons and can't stay on schedule. At this point, you should reach your instructor and request an extension.

You should request an extension immediately you realize you won't be in a position to meet your original deadline. The deadline might affect other parts of your project, like other team members' abilities to complete the work and the project's completion date. Requesting an extension can offer the supervisor more time to readjust your assignment's workflow and schedule. Some of the situations in which you might request a deadline extension include:

·          The assignment needs more research or work than expected

·          Your project's timeline did not put all factors into consideration

·          You're waiting for essential materials to complete your project

·          You had prioritized the completion of another task

·          You were unable to access the required equipment

·          You had an emergency that stopped you from finishing your assignment

How to Ask for Your Extension

To ask for your extension effectively, kindly do the following:

Determine Whether You Can Get the Extension

Whether it is possible to get an extension depends on your work's scope. While some projects have rigid schedules, it will not matter if you submit a couple of days later when it comes to other projects. Please make sure you understand the flexibility in the deadline and develop a plan for completing your work.

Ask for the Extension

Once you realize you will be behind the deadline, notify your lecturer immediately. Choose the most convenient contact method. You can call them, ask in person, or send an email. Some instructors are too busy to check their mail from time to time, making a text message or phone call a more effective method.

When contacting your instructor, show them that you care about your grades. You can start with a statement about your goal and then why you require the extension.

Determine How Long Your Extension Will Be

Your extension should give adequate time to complete your paper based on how long you have taken to work on it.

Consider your facilitator's personality when determining the duration of the extension to request. If the instructor is strict, leave it to them to decide the time to grant. If you can negotiate with them, you can ask them for a three-day extension and expect the professor to negotiate down. And if the professor is lenient, ask for a specific extension.

Provide Evidence

If you offer proof, your professor will be impressed with your preparedness and is more likely to grant you the extension. Some of the evidence lecturers accept include:

·          A doctor's letter

·          A letter from an employer

·          An email from a child's teacher

·          A receipt from your car or computer repair shop

·          Newspaper clippings

Adhere to Your New Deadline and Ensure It Does Not Happen Again

Analyze your work schedule, avoid procrastination and manage your time better in the future. If possible, scale back on some assignments.

Thank Your Tutor

Express your gratitude for the extension granted and apologize for the inconvenience caused.

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Email Template for Requesting More Time to Complete Your Assignment

Feel free to adapt or use this email template to ask for an extension for your assignment

Dear (Title of your Professor, Dr. Mr. Ms., followed by their last name), My name is (name), and I'm a student in your (name) class. I'm writing you to ask if it might be possible to be granted additional time for the (name of assignment) due on (date). Regrettably, I'm behind with this assignment because (reason). I hope to complete this assignment by (date). I look forward to hearing from you about the same. Kind regards, (Your name and student ID number)       

Here are more examples:       

Dear Dr. Andrea,

I'm writing this email to request an extension on the deadline for the web application development assignment. I'm already done with coding, but the testing and debugging are taking more time than I expected. I have also discovered some errors that I'm working on.

I should submit the assignment on June 23, but I will appreciate it if you extend the due date to June 26.

Thank you for your consideration.

Warm regards,

Dear Professor John,

My name is Jackie, and I'm in your chemistry 101 class. Due to a family emergency, I will be traveling over the weekend without the research materials for the assignment due on Wednesday. Consequently, I would like to request an extension and submit my paper on Friday. In the attachment below is a draft that shows the progress I have made so far.

Many Thanks,

Dear Dr. Peterson,

My name is Jane Stephanie, and I'm in your literature class. My assignment is due on the same day as a presentation at my workplace. Do you provide extensions? If you do, I can submit the assignment on July 20 instead of July 16. I understand that late projects receive grade penalties, which I would like to avoid.

Many thanks,

Dear Professional Kellen,

My name is Ivy Johnson, and I'm in your 11 a.m. English class. From the syllabus, I can see that I should submit my assignment on August 13. Unfortunately, I have three other tasks due on that date for other classes.

Is it possible to get a three-day extension on the deadline and submit it on August 16 instead? If you do not grant extensions, can I get the assignment topic early to work on it in advance?

Warm Regards,

What to Do If You Do Not Get an Extension

Most lecturers understand that students are human beings with jobs and lives outside of class. And many instructors will approve any extension request. However, sometimes the professor might say no. Here is what to do should it happen.

If it is a few hours or days to your deadline, ensure you understand the late penalty and determine whether it is more practical to submit your assignment late or rush to meet your deadline. Ensure you deliver pure gold and don't plagiarize your work; it could result in poor grades.

If you had planned early, you have options. You can rearrange your schedule to make time to write your paper, ask your tutor for the paper topics before, or ask for an extension in another class. Alternatively, you can hire an expert writer from our urgent writing service to complete the assignment for you.

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How to Ask for an Extension on a Paper (15 Strategies!)

This is how to ask for an extension on a paper from your professor:

• Ask for an extension as early as possible
• Ask in person (if you can)
• Show how you meet the extension policy
• Show that you care about your grade on your paper
• Suggest a solution to the problem
• Suggest a time frame that you can meet
• Provide evidence for your hardship
• Show what you’ve already done
• Ask during open office hours
• Make the email professional and respectful
• Ask for the extension in your second email, not your first
• Approach student support services
• Only ask for an extension once
• Consider asking for extensions on all your classes at once
• Tell the truth!

What you need to know about Asking for an Extension from a Professor

The rest of this article will show you how to follow those 15 steps in more detail!

Jump to Tip 1 to skip my introduction

Asking for an extension on a paper can be hard.

Sometimes you don’t know how to write an extension email request to your professor, or what to say to increase your chances of success.

Extended deadlines can be really useful when you want to boost your grades or are juggling study with real life. But you need to be strategic about your request.

Teachers have very different approaches to extending deadlines.

Some are very flexible, others almost impossible to budge.

Teachers get extension requests from up to 25 percent of all students in their course. That’s why they’re often so reluctant to give you an extension. Granting extensions can become a huge chore for teachers.

You need to be careful about how you ask to extend your assessment deadline. This is because asking for an extension doesn’t automatically guarantee that you will get it.

You also want to ask for the extension in a way that doesn’t lead to a penalty and decreased marks.

Many universities have policies where students are given penalties per day an assignment is submitted past its deadline. This is particularly the case in universities that give number scores out of 100 such as in the United Kingdom, Australia, and New Zealand.

However, even in North America, you may find that your teacher will move your markdown from a B+ to a B- because your work was late and your excuse was not good enough.

As a university teacher, I estimate that I have had well over 400 students ask for extensions over the past decade of teaching. I have also managed other university teachers and seen how they go about granting or denying extensions.

Overwhelmingly, the students who got the extensions were those who followed most of the below key steps.

Read also: The 9 Top Extension Excuses and How to Ask Them Read also: 15+ Tips on Requesting an Extension

1. Ask for an Extension Early

Asking for an extension within 3 days (72 hours) of your due date looks really bad. It signifies to your teacher that you hadn’t started early enough and are now panicking.

Teachers are very much less likely to give extensions within 3 days of the due date.

The majority of papers are due on Fridays. If your paper is due on Friday, the latest you want to ask for an extension is Tuesday.

I always recommend to my students that they complete their assignment at least 7 days (preferably 14) before the submission deadline . This is so that when things go wrong in their lives they can still submit in time.

You are probably very busy with your job and family commitments. Nonetheless, you’ll need to find time to start your work early in order to avoid asking for an extension altogether.

When you’ve graduated and you’re out in the workforce, extensions aren’t an option.

Your boss isn’t going to say the night before your big presentation to a client “Oh, you got busy this week? No problem. We’ll ask the client to come back next week.”

Your boss is more likely to show you the door.

However, there are exceptional circumstances in your life that can be used as appropriate excuses for extensions . Some of these are:

• an upcoming surgery,
• a pre-booked vacation,
• you’re a carer for your parent, child, or partner

In these circumstances, you should get in touch with your teacher early on to ask for an extension. Ask as soon as you know that submitting on time will be a problem.

If you’ve found yourself in a situation where you need to ask for an extension a day or two before the due date, you might be out of luck. However, try the tips below to make the best out of a bad situation.

2. Show the Professor your Course or University Policy

There should be an extension policy that outlines what counts for an extension and what doesn’t. If you consult that policy you will be in a much better position to apply for the extension.

I recommend bringing the policy to the professor in order that they know you’re serious about applying. However, be careful not to look like you’re insisting on the extension.

Instead, approach the professor with the policy and tell them that you think you might qualify for an extension under the terms of the policy. Then, ask the professor whether they would consider approving the extension under those terms.

I find it much harder to refuse an extension if the student has laid the groundwork for their extension request. It’s very hard to tell the student that you are going against university policy and denying them an extension.

Similarly, your professor may have created their own policy. Search through the course materials on your course’s website (Moodle, Canvas, or Blackboard) to see whether there is any mention of extensions.

This is easier than it sounds. Simply download the little-read key documents on the course homepage that are generally labeled:

• Course Handbook;
• Module Guide;
• Subject Overview; or
• Some combination of the above titles

Then, conduct a word search in those documents (usually Control + F or Command + F) for the word “Extension” or “Late”. That should take you to the professor’s wording for their own policy.

Similarly, to look for university policy, simply conduct a search for ‘Extension Policy’ on your university’s website.

3. Show your Professor that you care about your Grade

When you contact your teacher either face-to-face or by email, you need to let them know you’re asking for an extension on the deadline because you really care about your grade.

Your reason for an extension request can be seen in two ways:

• You want an extension because getting a top mark is your priority and you need more time for that to happen; or
• You want an extension because other things in your life were a priority instead of writing the paper

Some of the best extension requests that come into my inbox start with a statement about your goal. Students often say ‘My goal is to receive X grade in all my subjects in order to qualify for a Master’s degree, further education, or a specific internship’.

Laying out what your goal is to show that you are asking for the extension because you want to do the best you can.

A teacher is much more likely to grant an extension to a student who wants one to ensure they do well. On the flip side, they will be less likely to grant an extension if you haven’t shown an interest or commitment to the subject.

Here’s where building a relationship with your professor in advance comes in very handy. If you’ve already got a long chain of email discussions or had some quality face-to-face chats about the subject, your extension request will be looked upon more kindly.

Every extension request you send should start with a statement showing that you want the extension because you are prioritizing the subject.

You do not want to leave the impression that you want the extension because other things took precedence over your studies.

4. Suggest a Solution so you Won’t Run out of Time Again

No matter how long you ask for, you need to use the extension request to show your good side: that you’re a fixer, not a complainer.

A great way to do this is to explain how you are going to fix the issue so it won’t happen again . If you’ve asked for an extension because you have run out of time you could:

• Explain that you have now freed up time every Monday afternoon to go to the library to study;
• Let your teacher know you’ve booked in for some study skills sessions at the library to learn to manage your time better; or
• Explain that you have talked to your boss about ensuring your shifts don’t clash with university activities anymore

5. Suggest a Time Frame for your Extended Deadline

Be proactive about what you want to happen if your deadline is extended. To do this, it’s best to let your teacher know how long you think you need.

Professors are often very busy people. They manage large groups of students, colleagues, and clients. They’re often off campus for multiple days working in the field.

Because they are so busy, they will likely approve the solution that your present to them. It makes the issue quick and easy for them and gets it off their plate.

Suggesting a solution and timeframe also shows that you have thought about what to do.

In this instance, the extension request can be seen in these two ways. You have come to the teacher and either said:

• “Here’s my problem – can you find a solution for me?”; or
• “Here’s my problem – I have identified a solution. Do you approve of my solution?”

Teachers are impressed when students have taken matters into their own hands. We want students to show that they are proactive problem solvers.

I recommend asking for an extension of between 2 and 7 days:

• 2 Days: Your 2-day extension request is an opportunity to say “I’ve done most of it well in advance, but after doing some more thinking and reading I think I need to make some edits. Can you give me 2 quick days to make those changes so I can submit by a best possible piece of work?”
• 7 Days: Your 7-day extension request is for bigger issues. This request is basically confessing that you haven’t really done much planning. For a 7-Day request, highlight that the problem or issue that you’re facing (Sickness? Family emergency?) might drag on into next week, so 7 days is a reasonable timeframe.

6. Provide Evidence for your Extension Request Immediately

Evidence is usually your golden ticket for an extension. The minute a doctor’s certificate is thrust under my nose I sign on the dotted line: Extension Granted.

While a doctor’s certificate is the ideal form of evidence, not all situations call for it. Here are some forms of evidence I’ve accepted in the past:

• An email from a child’s teacher. If your child has been home sick for the week, ask your teacher to drop your professor an email as evidence that the child has been off sick.
• A letter from your boss. If your boss has asked you to come in to do some extra shifts, ask your boss to return the favor and write a quick hand-written letter noting that they’ve needed to call on you.
• A receipt from a computer or car repair shop. Computer issues are one of the most common extension requests. If you don’t provide a receipt from the repairman or a photo of the issue, your teacher might scoff. The same goes for car issues. If the issue is with a car, be prepared for your teacher to respond: “Ever heard of a bus?”
• Newspaper clippings. This one’s surprisingly common. If you were in a car accident, the victim of a crime, or you had a death in the family, these things are often reported in the local newspaper. Take out the newspaper report or death notice from the ‘Births, Deaths and Marriages’ page and give it to your teacher.

No matter what the evidence is, it goes a long way.

If you provide evidence in your first email or conversation with your teacher, they’ll be impressed by your preparedness and are more likely sign off the extension on the spot. If you don’t, be prepared to be told to go away and come back with some evidence of hardship.

7. Show what You’ve Already Done on your Paper to Increase your Chances of Getting an Extension

This strategy works as a treat.

Come to your teacher saying “I’ve made an effort – look!”

Like the above points, this one shows that you’ve put some thought into the extension request.

You aren’t coming to them expecting a hand-out. Instead, you’re coming to the teacher with something to offer.

Showing that you’ve made a substantial start shows the teacher that you didn’t just forget about the assignment. It also shows that you haven’t totally prioritized everything else in your life. You’ve put thought into it, at least!

You can attach your draft in your request email or bring it in person. While you’re at it, highlight one point where you’ve been struggling.

When showing a draft, it’s a good idea to say “One of the reasons I’m not finished is I hit writer’s block at X point. It’s taken me weeks and I just haven’t been able to figure it out!”

In other words, your draft says to your teacher: “I’ve been thinking about this a lot! I want to do well, and this class matters to me.”

8. Ask for an Extension in Person if you Can

Asking for your extension in person can be one saving grace late in the game. If you’re within that 72 hours before the submission zone, asking in person might be your one chance to save the day.

When you ask in person, it makes it look like you’ve thought things through.

You’re saying: this request isn’t just an email slapped together at 11 pm the night the paper is due. I’ve been thinking it over for a day or two, and thought “hey, I really need to talk to someone about this.”

Here’s the other key benefit of asking in person: It humanizes you .

It is so much easier to say ‘No’ to an email than a person standing in front of you, cap in hand.

Don’t forget to bring a few things with you when you ask in person:

• An extension request form . If your university has an official request form, print it out and bring it with you. Ensure that it’s completely filled in, and all it requires is the teacher’s signature. As I said earlier in this post, teachers are busy. If you present an easy solution, chances are they’ll take it.
• Evidence or a draft . As I noted above, evidence of hardship is the golden ticket. Bring it with you to the face-to-face meeting. Similarly, waving a draft under your teacher’s nose shows them that you’ve gotten out of the starting blocks – you’re just not quite ready to submit

9. Ask for the Extension During Open Office Hours

The trick for this one is to bring a list of questions with you.

Come to open office hours with a list of 7 – 10 questions about the assessment.

Most of these questions should be to ask for clarity or advice on how to write the piece.

For example, you can ask the professor which scholarly sources they recommend, whether your thesis statement is okay, and whether the key points you’ll talk about will win you marks.

The question “Can I have an extension on this paper?” should be the last question you ask.

Asking for the extension last makes it look like you’ve not just come to open office hours for this one reason. It also shows you genuinely care and are engaged in the coursework.

If you’ve already developed a relationship with the professor and have attended open office hours previously, this trick will work even better!

10. Ensure any Extension Email request is Professional and Respectful

I know that many of my readers are online or distance learners.

For you, an email is an obvious and only way to ask for an extension.

For those students who can’t ask in person, remember that your email request must be professional and respectful in order to maximize your chances of having the extension granted.

This is so important, yet so often overlooked.

Students these days! They send emails like they’re text messages.

The way your email is crafted either shows you care, or that you’re a spoiled brat.

Seriously – you should hear the things teachers say about students in the faculty lounge.

Don’t give them an excuse to tell all their other colleagues that you’re a brat.

Here are some essential points for any email asking for an extension:

• Formal Greeting. Start it with a formal greeting, a comma, and then start a new line. Remember this is formal: you’d be shocked how many times students get my name wrong and don’t use capital letters for names. It looks terrible .
• Statement of Goals. Ensure you remember to state what your goal is, and how long you would like the extension for, provide evidence and let them know how far through you currently are (Steps 2 to 5 above)
• Formal Farewell. End it with a formal salutation – ‘Regards,’ ‘Yours truly,’ and ‘Sincerely,’ all work well
• Your Details. After the formal salutation, provide your full name and the class you’re in. Your teacher has many classes and teaches many courses. Ensure they know immediately which class you’re in. One year I had seven Katies and they all left out their surnames when emailing me. I was consistently confused.

These seem like self-evident points, but it’s ridiculous how many students fail to send respectful, formal emails.

11. Ask for an Extension in your Second Email, Not your First

If you send an initial email asking questions about the assignment content, your teacher will be more likely to give you an extension.

For example, often a student will email me 10 days before the paper is due asking for tips and advice. I’ll bank in my head “Hey, this student really wants to do well.”

Then when it comes time for you to email your professor to ask for an extension, the professor already knows you’re a good, engaged student.

The professor should be reminded that you’ve been working really hard on this piece, which will play into their decision-making when they decide whether or not to give you an extension.

One way to remind your teacher of how you’ve been working hard is to send your extension request email as a ‘reply’ to your previous email discussion. In this way, your teacher will be able to see all previous correspondence and see how hard you’ve been working.

12. Approach Student Support Services

For all universities I’ve worked at I’ve gotten emails from student support services insisting I give a student an extension.

Often, a disability support officer or a student counselor even has authority over the course teacher to grant extensions.

Therefore, if you feel you have cause to go to student services for counseling support or support for a disability, that’s a great avenue.

There are a few important things to keep in mind, though:

• You will need to do this well in advance. A booking with a counselor may take a week to organize. Then, the counselor may need to conduct a needs assessment, which will take even more time.
• Just booking the appointment may be enough. If your counselor needs to conduct further assessments or refuses to advocate for an extension for you, that’s okay. Contact your professor to ask for an extension of the deadline for the paper and state that you’ve been to see a counselor. This will make it look like you’ve been really proactive about the situation.
• You may not get the support you wanted. A counselor or student support staff member may deny a request. So, make sure you have good grounds to seek support before taking this route.
• Consider applying for an Extended Deadline as a Group

This happens often. A full class of students approaches the teacher and announces that there has been a glut of assignment deadlines all clustered together into one week.

Very, very often, teachers will negotiate with one another to ensure the deadlines do not clash.

Therefore, it might be a good idea to seek a representative to ask the teacher for an extension. A great time to do this is when the whole course cohort is together in a lecture or seminar . The teacher may ask for a show of hands to see that there’s strength in numbers.

Alternatively, the strength in-numbers strategy could be done by email. Email both professors whose deadlines clash and ask them whether they can discuss together the possibility of moving the deadlines.

Once again the earlier in the semester you do this strategy the better.

13. Ensure you only Ask for an Extension Once

One extended deadline for a paper is surely enough. If you ask for another extended deadline on your second paper, you’ll start getting a bad reputation. Then, rejections for extensions will get more and more common.

I’m not only talking about one extension per course here. I’m talking about one extension period .

Keep in mind that teachers love to gossip. If you’ve asked for an extension, you can put good money on word getting around the faculty lounge that you’ve done so.

In fact, often we’ll email each other right away to discuss and coordinate responses to extension requests.

To avoid a bad name, only ask for extensions rarely – preferably only once in your degree.

If you’ve got a good track record of submitting on time, this will be a tick in your corner when you ask for an extension.

Feel free to remind your teacher that this is your first-ever extension request. But don’t lie – they’ll check with your other teachers.

14. Ask for a Blanket Extension for all your Courses at Once

If you really need more than one extension due to a big life challenge, I’d recommend copying all of your teachers into one email letting them all know that you’d like one blanket extension for all coming deadlines.

One great tip for this blanket request strategy is to search for the academic who is in charge of your major or overall course and get them to coordinate the blanket extension for you.

To find out who is in charge of your overall major, check the College’s webpage that discusses your major and look for the name of the key faculty contact on that page.

15. Tell the Truth about why you want an Extension

Above I mentioned that teachers talk.

Boy, do teachers talk. They gossip in the faculty lounge, they send emails to one another about students and they’re notoriously condescending.

Any extension excuse you share with the teacher, your other teachers will know about it.

Sometimes this works in your favor – a teacher will already have heard you’re having a rough time and treat you with a little more care.

But, sometimes it doesn’t work in your favor at all. Especially when you lie.

Have I told you the story of the girl who had 3 grandmothers die in 2 years? That was a head-scratcher. Yep. It happened – and yep, the faculty was well aware that she was a chronic liar.

She never got an extension request granted again. So don’t lie – It’ll come back to bite you.

Your story needs to be consistent. Teachers talk to one another and they love to gossip about students. If your story to one teacher conflicts with the story to another, word will get around.

Okay, so you’ve got your 15 tips on how to ask a professor for an extension on a paper. Now it’s time to check out our 9 common extension excuses post to make sure your extension excuse won’t fall flat. There are tons of tips and strategies packed into that post that’ll help you with your request!

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Animism Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 10 Magical Thinking Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Social-Emotional Learning (Definition, Examples, Pros & Cons)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ What is Educational Psychology?

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How to Write a Letter Asking for an Extension

Last Updated: May 10, 2024 References

This article was co-authored by Alexander Ruiz, M.Ed. . Alexander Ruiz is an Educational Consultant and the Educational Director of Link Educational Institute, a tutoring business based in Claremont, California that provides customizable educational plans, subject and test prep tutoring, and college application consulting. With over a decade and a half of experience in the education industry, Alexander coaches students to increase their self-awareness and emotional intelligence while achieving skills and the goal of achieving skills and higher education. He holds a BA in Psychology from Florida International University and an MA in Education from Georgia Southern University. There are 7 references cited in this article, which can be found at the bottom of the page. This article has been viewed 3,081,815 times.

Tips for Writing an Extension Letter

Write the date, your address, and the recipient's address in the upper right corner. State what your letter is about (like "I'm writing you concerning the essay due for class next week") and give a few details to explain why you're requesting the extension (like a "family emergency").

Sample Letters

Sample Emails

Following Formal Letter Writing Conventions

• If you are sending your request via email, you can omit the date and address portions and start with your salutation. However, make sure to use an effective and clear subject line. For example, if you are emailing a professor, your subject line might read, "Mike Smith HIST 359 Paper Extension Request."

• Even if you know them informally, this is an official request so keep the tone and content formal. Do not write “Hi, Jim,” for example.
• Try to find some specific person that you can address your letter to. Otherwise, it can appear like a form letter. For example, “Dear Senator Smith,” is preferable to, “To Whom It May Concern.” [2] X Research source

• To open your letter you might state, “I am John Smith a student in your HIST 456 MWF morning class.” This will jog your professor’s memory and save them time looking you up.

• It is best to close with an official “sign off” before your name. Some of the better options are: “Sincerely” “Best” “All the Best” “Best Regards.” [3] X Research source
• If you need a reply by a certain time, you should include that information at this point as well. You can always pair it with your thanks. For example, “Thank you for your consideration and I look forward to hearing from you next week.” Just be careful not to appear overly pushy. [4] X Research source

Crafting the Content of the Letter

• Depending on the situation, you might need to consider your letter as part of an ongoing negotiation. In that sense, it is better to ask for a longer amount of time so that you can compromise and meet in the middle. [7] X Research source
• Gauge your pace based upon your current progress and what parts of the project have yet to be completed. For example, if you have worked on a consulting project for three months you should have a pretty good sense of how much is left to do.
• Be aware of the time constraints facing the recipient as well. They may be under their own deadlines that will now need to be pushed back. For example, college professors are often required to submit midterm grades and schedule their paper deadlines accordingly.

• A good reason might be the desire to be thorough or cautious in your work. For instance, if you are completing a project that could potentially impact the safety of others, pointing this fact out when asking for extra time could work in your favor.
• If you have multiple reasons for your request, choose the best one and focus on it. For example, if you are delaying a job offer you might want to tell them that you would like to conduct additional research into the transfer costs (if this is indeed true) instead of letting them know that you are also waiting on another offer. [9] X Research source

• For example, if your grandfather dies two days before your college essay is due, it is best to describe the incident as a “family emergency” as opposed to a general “emergency.” You may also want to mention his passing and some information about your travel arrangements. [11] X Research source
• Have your paperwork in order before submitting any request. You may need to lay out a timeline of prior actions and applications, especially if dealing with the government or another official entity. Showing that you have followed all steps of the process up until this point can only work in your favor. [12] X Research source

Sending the Letter to the Recipient

• If you are going to mail off a hard copy of your letter, make sure to print it out using a high quality printer with a good ink cartridge. A handwritten extension request is generally not acceptable. [14] X Research source

• Your recipient may be able to see the exact time that you sent the email. Be aware of this if you like to send off emails very late at night.
• Keep your email formal and that includes the address that you use as well. Send this email from a professional-sounding account. For example, sending a work email from “[email protected]” is appropriate.
• If you send your letter via fax, make sure to hold on to the confirmation page showing that your transmission was successfully sent and received.

Expert Q&A

• Try to keep your letter at one page of length or less. This makes it appear complete, yet easy to skim through. [15] X Research source Thanks Helpful 0 Not Helpful 0
• Be aware if your recipient will send you something in return, such as a confirmation letter. Thanks Helpful 0 Not Helpful 0

• Be realistic in the promises that you make. You do not want to get an extension only to spend the extra time completing additional work. Thanks Helpful 2 Not Helpful 0
• Make this one-time extension request count. You do not want to try for another one. Thanks Helpful 1 Not Helpful 0
• Check to make sure that you’ve included all necessary forms with your request. And, some groups will require that you use their form letter as a template. Thanks Helpful 0 Not Helpful 1

You Might Also Like

• ↑ Alexander Ruiz, M.Ed.. Educational Consultant. Expert Interview. 18 June 2020.
• ↑ http://www.uwgb.edu/UWGBCMS/media/career-services/files/pdf/Professional-Letters-Guide.pdf
• ↑ https://en.oxforddictionaries.com/writing-help/how-to-write-a-business-letter
• ↑ https://www.themuse.com/advice/how-to-ask-for-a-deadline-extension-without-losing-your-street-cred
• ↑ http://www.monster.ca/career-advice/article/delaying-a-job-offer-ca
• ↑ http://www.complex.com/pop-culture/2013/09/how-to-get-an-extenstion-on-a-paper/be-specific
• ↑ http://www.cbsa-asfc.gc.ca/recourse-recours/extensionoftime-prorogationdedelai-eng.html

About This Article

To write a letter asking for an extension, start with a formal salutation, like "Dear Professor Montgomery." Then, in the body of your letter, state that you'd like an extension and explain why you need one. You should also include a new, realistic deadline that you think you can meet. Remember to keep the tone of your letter positive so it doesn't seem like you're whining or complaining. Also, try to limit your letter to 1-3 paragraphs so that it's short and straightforward. To learn how to end your letter, scroll down! Did this summary help you? Yes No

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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 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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how to ask for an extension

Communicating with your professor when you need more time.

Maybe you started out the semester with the best of intentions, planning to stay on top of all of your work. But here you are, a month in, and you've got a week full of projects due and no time to spare. You're worried that you won't be able to finish one of your assignments on time, and the thought crosses your mind to ask your professor for a deadline extension. But is there any chance they'll actually approve your request? 

The good news is that many teachers are willing to do so—if you go about asking for one in the right way. Let's take a look at how to do so.

What Is an Extension?

So what exactly is an extension? In a basic sense, it means asking for more time to complete an assignment, beyond its original due date. An extension requires graciousness from your professor—who will be making an exception to their policies for your sake. It also implies a commitment from you: a promise that you'll use the extra days wisely to deliver a finished, quality assignment by the (new) submission deadline. 

That said, it's important that such a request be reasonable: You need a good reason for asking for one, and the amount of extra time you need shouldn't be excessive.

Why Should You Ask for an Extension?

When you have an assignment due and you are short on time, whether because you're overloaded, something's happened in your personal life, or just poor planning (hey, it happens!), what are your options? You could turn in a late submission and lose points, if it's even accepted. You can turn in unacceptable work and get a grade you aren't happy with. You could try to get everything done with no sleep and turn in sub-quality work (and possibly collapse from exhaustion). 

Because those options aren't great, you usually don't have anything to lose by asking for an extension, as long as your instructor has not explicitly stated that they never permit them. Whatever the valid reason for your request, oftentimes asking for an extension is a reasonable solution to a problem of time.  

How to Ask for an Extension: Step by Step

Step 1: act now.

If you are thinking about asking for additional time, the sooner you do it, the better. Asking for one at the last minute doesn’t speak well to your ability to manage your schedule and might irritate your teacher. 

Step 2: Check Your Course Policies

But first, you should check the course's syllabus or website to see if your professor has any stated policies about extensions. Do they outright say that they never give them? Do they only give them in certain circumstances, like illness or a death in the family? Do they only consider extending deadlines if given a certain notice, like at least 48 hours before the due date? 

If your instructor has policies like this, pay attention to them. If they explicitly state they do not give extensions, then it's probably only worth asking for one in the case of an extreme, unplanned emergency.

Step 3: Write an Email to Your Professor

While it's often preferable to ask for an extension in person, like visiting your professor during their office hours, this isn't always possible. The next best thing is to write a brief email to your instructor as soon as possible. Here are a few things to consider:

Explain why you need the extension. 

• Is it for a personal reason? For instance, are you behind schedule because of an illness, a personal crisis (like a family issue), or your job's schedule?
• Is it for an academic reason? For example, do you have multiple major assignments from your classes due on the same day or in the same week? 
• Is it because you procrastinated? If that's the case, then it's better to be truthful and just say so. Don't be tempted to lie to your teacher and make up an excuse. 

Keep it professional. 

There's no need to go overboard with personal details. Your professor doesn't need to know your exact temperature or how many boxes of Kleenex you've gone through if you're sick, they just need to know you're behind because of an illness. 

Provide a plan and new deadline.  

Will you be able to finish the assignment in one extra day, for instance, or do you need more time? 

It's better to be realistic about your time and not overpromise. If there's no chance you'll be able to finish an assignment in 24 hours, don't promise that. 

Accept responsibility when appropriate. 

You can't help it if you are sick or if there has been an unavoidable personal crisis. But if you're asking for an extension because you managed your time badly or because of something else that was in your control, acknowledge that fact. 

If this applies to you, let your instructor know that you'll take steps to avoid the problem in the future. For instance, you might say that you're going to start visiting your school's writing lab once a week to stay accountable and finish assignments by their deadline.

Thank your professor. 

Make sure to close your email by thanking them for considering your request, and let them know you understand if it is not possible. They will appreciate your humility and recognition that the decision is up to them. 

If your request is approved, make sure to thank your professor right away.

How to Increase the Chances of Approval

• Ask as far ahead of the original deadline as possible.
• Give a specific reason for your request, but don't go crazy with details.
• Admit it if you need the extension because you planned poorly.
• Provide new due date.
• Offer a plan for how you will finish your work. 
• Thank your professor for considering your request.

Sample Emails

Scenario 1 (an overloaded week).

I've been working on my draft for the English 102 essay, but this week has been really difficult for me. In addition to the essay due Thursday, I have a sociology exam on Monday, and my chemistry professor just bumped our midterm from next Tuesday to this Thursday. I'd planned to finish my essay on Tuesday and Wednesday and study for my exam over the weekend, but now I also need to study for my chemistry midterm earlier in the week. Would it be possible to have an extension for my essay to Friday at midnight?

I could really use the extra days to make the essay the best it can be while also balancing studying for my exams. Please let me know if you would like to meet during your office hours to discuss this further. I appreciate your consideration of my request. 

[Your name]

Scenario 2 (Illness)

Dear X, 

My name is [insert your name], and I am a student in your 1 p.m. Tuesday/Thursday Chemistry 110 class. I know that our next exam is this Thursday, and I've been studying regularly, including visiting the Science Learning Center on Mondays and Wednesdays for extra practice. However, I've been sick with the flu since Saturday and have fallen behind. Would it be possible to schedule a make-up exam for next Monday or Tuesday? I should be better by then and will use the extra days to be as prepared as I can be. I understand if this is just not possible, but I appreciate your consideration of my request. 

[Insert your name]

Scenario 3 (A Death in the Family)

I am sorry to say that last night my Aunt Exene passed away suddenly. I am now traveling home to be with my family. I know that my Marketing 202 presentation is scheduled for Friday, but I will not be able to return to campus until Sunday, after the funeral. Is it possible to have an extension to early next week for my presentation? I will be able to give the presentation next Monday or Wednesday. I understand if this is just not possible, but I appreciate your consideration of my request. 

Sincerely, 

Scenario 4 (Procrastination)

My name is [Insert your name], and I am a student in your Sociology 201 breakout session. I know that our take-home exam is due in two days, but I am wondering if I can have a short extension for the exam. I will be honest and say that I have simply procrastinated and fallen behind in preparing for the exam. However, this class is important to me, as a prospective sociology major, and I want the exam to reflect my best effort. 

Would it be possible for me to have an extra day for the exam? I have just signed up for the optional study group sessions and will be attending those moving forward so that I stay accountable and do not fall behind in the future. I understand if it is not possible, but I truly appreciate your consideration of my request. 

What to Do if Your Request Is Denied

In the best case scenario, your request will be approved right away, you'll thank your professor, you'll get the work done by the new deadline, and all will be right with the world. But there's always a chance that your instructor will deny your request. 

If that happens, the best thing to do is to accept it and respect their decision. Complaining will not help the situation and will probably irritate your teacher. If your request is denied, thank your professor again for considering. Do the best you can with the assignment and focus on the future. It's only one assignment, after all, and life will go on. 

The exception is if you are asking for an extension for a very serious extenuating circumstance, such as a death in your immediate family or a severe injury or illness. These kinds of situations are often handled differently. If you truly need more leeway for a very serious reason and your instructor will not compromise, consider talking to an academic support office.

Depending on your school, this might be a Dean of Students office, your academic advisor, a counseling center, or a similar office. If you are going through a serious personal situation, it's a good idea to be in touch with this office anyway so they can provide support.  

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Jul 26, 2022

How to ask for something in an email with 9 examples

Learn how to write request emails that get results with our in-depth guide. This article breaks down the process of writing request emails for information, documents, contact details, favors and more.

Lawrie Jones

Table of contents

How many times have you asked for a crucial favor and not got what you needed?

Being able to write a polite and formal email requesting information with a clear purpose is essential in your personal and professional life.

The best email requests demand a reply – and get it. Thus it's critical that you are clear about what you want, when you want it, why you want it, and why the recipient is the right person to fulfil the request.

This is simpler than it sounds, and after some practice it will be easy to create reliable request emails if you follow some simple rules.

This article breaks down these rules to show you how to request something via email. We also provide examples that show you how to write request emails for information, documents, contact details, and more.

Making a formal request has never been easier than using Flowrite , test it out below:

What is a request email?

A request email is a message asking someone to do something for you. Some of the reasons you might want to send a request via email include:

• You want to request information
• Ask for advice
• To complete a form
• To request a document
• Ask for additional resources

You'll find that you need to send request emails regularly throughout your job, so learning this essential skill can boost your career.

Before jumping into how to write a request email, we recommend understanding and analyzing the structure. We provide a breakdown in this blog but don't stop there. Read the emails you receive and assess what works and what doesn't. 

Writing effective emails is a learning process, so always be curious and critical. 

Should you make a request via email?

First, if your request is urgent or sensitive, an email isn't the best way to deliver it. We tend to jump straight into messaging, even when other options may be more suitable, says Erica Dhawan in the HBR . 

Emails can be missed (or ignored). If you're dealing with a deadline, any delay could cause issues, so pick up the phone. Suppose your email is asking for sensitive information or personal details (such as asking for bank account information). In that case, an email will be inappropriate (and, in some cases, illegal). 

On the other hand, if your email request isn't urgent, ask yourself: can it wait until you meet someone?

An email request is required if it's not urgent but simply can't wait a little longer. 

7 essential rules and principles of email requests 

At Flowrite, we're experts at writing emails and understand how to craft requests that get replies. Each email should follow basic principles and an established structure to ensure you receive a response. While not each step is essential, following them can help you create more effective emails. You can use these six points as a list as tick list for your email requests, and you won't go far wrong. We put these

1. Don't beat around the bush 

In business, time is precious, so the most effective request emails are short and sweet. You'll want to be upfront and open about what you want.

Don't ask for a favor without explaining why. Don't mislead them or misrepresent what you want. 

Put simply, make your intentions clear immediately. 

2. Be concise 

Email requests should be concise and clear. Tell someone what you want and when you want it. Don't leave room for misunderstanding. That doesn't mean you must be rude but respectful of their time. Say what you mean immediately.

3. Don't assume others will complete the request

In a perfect world, you'd receive an immediate and positive response. But it doesn't always happen that way. 

Don't put pressure on the person you're messaging. For example, avoid using terms such as "thanks in advance" or "I look forward to your reply", as it can provide unwanted pressure on an interaction.

Offer them a mechanism to reject your request (if they want to). This can help the recipient to save face if they can't – or won't – comply with your request. Why do this? There are many reasons why someone may not be able to agree with your request. Giving them a way out can preserve and protect your relationships. 

4. Make the request as easy as possible for the other party

You'll want to make it as easy as possible for the other person to understand what you want. Use clear instructions and consider breaking things down into steps. Use single sentences.

If your request is complicated, consider using bullet points to break things down into easy-to-understand chunks.

You'll want to explain why you want the information and what to do with it. 

5. Convey how urgent and important the request is 

Your request will likely be time-limited, so spell out when and why you need a response. Provide the person you're emailing with a clear deadline. If your request is urgent, say so. As we've said before, if your request is urgent, it may be more appropriate to call. Of course, you can always send an email if you don't get a reply. 

6. Convey that they are the right person for the job 

Be clear about why the person you're messaging is the right person for the job. A little flattery can work wonders in getting a response. Explain why they are the only person that can complete the task. But don't stop there; convey why they are the best person for the job.

7. Provide a clear call for action (CTA)

Ensure that the person you're emailing understands what you're asking them to do. Then, consider breaking things down into simple steps with clear timelines for what happens next. In marketing terms, it's known as a  call-to-action (CTA).  Writing a great CTA is part of science and art. Still, breaking it down to its basics is about providing clear instructions on what you want someone to do. Don't try and be sophisticated with your CTAs, be simple.

How to write an email asking for something

We've explained how to shape the content; now, it's time to put what we've learned into practice. We've written extensively on creating compelling correspondence, so this is a brief reminder of the basics.  Check out our blog for a detailed breakdown of how to write effective professional emails.

Email format for requesting something

Each request email is a  formal email that follows a standard format . There's no need to complicate matters, just follow this structure, and you'll find your messages are simple to write and easy to understand.

Each request email has five parts:

• Opening lines & Body

Let's break these down and detail what to include and avoid.

1. How to write an email subject line for a request

The subject line is the first thing your recipient will see, so make it clear and keep it simple.

In the subject line, you can clarify whether your request is urgent, essential, or time-limited. You can make it obvious you're asking for help and why you're asking for help.

Don't just copy and paste these. Instead, spend time crafting a suitable subject line for your resignation email as it's more likely to get a response.

2. How to start an email asking for something

There are no rules about opening an email, but you must be upfront about what you want. However, diving too early into demanding something can seem rude.

• Start by introducing yourself and creating a connection with the recipient. Don't be too informal, just friendly enough to make a good impression.
• Follow up with details of your request. 

We provide some examples below to see how to put this into practice.

3. How to write the body of the request email 

We've covered the basics of how to write an effect request email, but to recap: 

• Keep it short
• Explain precisely what you want support with
• Be clear about why you're asking for help
• If there's a time limit, say when you need an answer

Each request is unique, so feel free to rearrange these parts to complete request emails. You'll already have a relationship with the person, so use this to your advantage.

4. How to end an email when requesting something

Every email needs a call to action. Explain what you want the person to do and, if required, provide a timeline for progress.

After that, you'll want to use an appropriate and respectful ending. Traditionally, you'd use 'yours sincerely' or 'yours faithfully, but times have changed, as have relationships.

If your request is formal, we'd recommend using the traditional endings. However, don't let formality define your emails. Instead, find an end that's respectful of your relationship.

7 steps to write an email request 

We're nearly ready to put what we've explained into practice with some examples. Before then, here's a checklist for anyone writing a resignation email. 

• What is the outcome you are looking to achieve with the request?
• Who is the best person to handle this?
• How urgent/important is the request?
• Should I call or ask for a meeting instead?
• Can you give them a favor in return?
• Draft the email and proofread it
• Is the call-to-action and next steps clear? 

These questions can act as a prompt before creating a personal request email. You'll see how we've implemented these principles with the examples below.

9 samples for requesting something via email

To illustrate the points we've made previously, we've created a series of email request samples for you to review and use. These demonstrate the principles of creating effective emails. Read these sample request emails and analyze them to see what we're doing. Don't simply copy and paste them, but personalize them for each request and recipient.

1. How to write a formal email for a request sample

This is a formal email request that anyone can use. You'll still need to add the specifics of your request to make the email effective, but we've highlighted gaps where you can add your information. Start here if you want to know how to write a formal email requesting something.

2. How to write a polite email asking for something sample

Every request email should be polite, but this is a little friendlier than the formal request email above. In this example of how to write a polite email asking for something, we keep it short and straightforward, focusing on the solution.

3. Sample professional email requesting information

Asking for information is a common reason for creating a request. This sample professional email requesting the information is addressed to someone you don't know, so we've kept it to the standard format. However, depending on your role, you may have to create a business email to request something – and here's how.

4. How to write an email asking for information sample 

Similar to the email approach above, this example of how to write an email asking for information is addressed to someone you already know. Unlike the email request for information example above, we've made it more personal and a little less professional.

5. Sample email requesting documents 

Asking for documents is a common reason you'd want to send an email request. Again, this request document email sample follows the standard format above. With some editing, this email can be used as a letter requesting documents from a client or a customer.

6. Sample email requesting immediate action or something urgent

If you cannot speak to someone on the phone, this sample email requesting immediate action is for you. The basics of how to write an email for requesting something urgent are the same as all other emails here. Still, we've upped the urgency, which is reflected in the tone and the structure.

7. How to request something from your boss in an email sample 

When considering how to request something from your boss by email, think carefully about the context and your future career. Be clear about what you want and why you need it, but maintain respect for their position. If you're searching for some inspiration, check out this sample on how to request something from your boss.

8. Sample email asking to fill out a form 

This example is for you if a client, customer, or colleague has to fill out a form. This sample email asking someone to fill out a form is quick and straightforward. However, be sure to adapt it for your audience and add the essential specifics, such as links.

9. Request for resources email sample 

Sometimes you're asking for more than help, but for resources. Asking for additional resources can be challenging and will always require detailed information that only you can provide. See how we've approached the task in this resource request email sample.

How to request something via email using Flowrite

Flowrite is an AI writing assistant that turns your instructions into ready-to-send emails and messages, like this:

Our Chrome extension covers the email format, capitalization, grammar, spelling, punctuation.

In other words, you can focus on the message, and Flowrite will take care of the delivery. We dare to claim that it's the easiest way to request something in an email.

Our email template collection features dozens of templates to help you. To grasp how easy is is to write an email asking for something by using Flowrite, check out an example of how to make a request below.

Sending an email requesting information is simple, but you'll need to follow the correct structure and strike the right tone of voice to be effective. The best emails are clear and confident, and follow the 7 rules we outlined here.

We covered how to write email for requesting something and some common examples that professionals use frequently. Let us know if this article was helpful. Now it's up to you to put this into practice!

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Formal request

Reply to: "

Received message

requesting help on restructuring project of our shared client SkyTech let's discuss details over call or video conference your advice invaluable

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Generate an outreach

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introduce flowrite short instruction to ready to send emails we finish email

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How To Write an Email For Submission Of Assignment

Welcome to this informative article that will guide you on how to write an effective email for the submission of your assignment. If you’re unsure about how to draft an email for submitting your assignment, this article is here to help you!

Table of Contents

What To Do Before Writing the Email

Before you start writing the actual email, it’s important to take a few preparatory steps to ensure that your email is clear, concise, and professional:

• Gather all necessary information related to your assignment, such as the due date, submission guidelines, and any specific instructions given by your instructor.
• Review your assignment to ensure it meets the requirements and makes sense.
• If your instructor has provided a specific email address or subject line to use, make note of it.
• Consider attaching your assignment in the appropriate format if required.

What to Include In the Email

When composing your email for assignment submission, it’s important to include the following parts:

Subject Line

Choose a subject line that clearly indicates the purpose of your email. For example, “Assignment Submission – [Course Name]”. This helps the recipient identify the email’s content quickly.

Begin your email with a polite and professional greeting, such as “Dear Professor [Last Name],” or “Hi [Instructor’s Name],”. Use the appropriate salutation based on your relationship with the recipient.

Introduction

Introduce yourself briefly and mention the course or assignment you are submitting. This provides context for the recipient.

In the body of the email, mention any relevant details or specific instructions provided by your instructor. Clearly state that you are submitting your assignment and acknowledge the due date. If there are any additional comments or questions related to the assignment, include them here.

End your email with a courteous closing, such as “Thank you,” or “Best regards,” followed by your full name and contact information. This shows professionalism and makes it easy for the recipient to respond if necessary.

Email Template – Assignment Submission

Subject: Assignment Submission – [Course Name] Dear Professor/Instructor [Last Name], I hope this email finds you well. I am writing to submit my assignment for the [Course Name]. The assignment is attached in the required format. I have completed the assignment as per the given guidelines and it is ready for submission. The due date for the assignment is [Due Date]. If you have any further instructions or clarifications, please let me know. Thank you for your time and consideration. I look forward to hearing from you soon. Best regards, [Your Full Name] [Your Contact Information]

Writing an effective email for the submission of an assignment is essential to ensure clarity and professionalism. By following the steps outlined in this article, you can confidently compose your email and increase the likelihood of a positive response. Remember to always be polite, concise, and include all necessary information. Good luck with your assignment!

Additional tips:

• Double-check all the information before sending the email to avoid any errors or omissions.
• Use a professional email address and avoid using casual or inappropriate language.
• If there is a specific email format recommended by your institution, consult it for guidance.

How to Politely Ask for an Update in an Email (With Samples)

Asking for updates in an email can feel awkward, but it’s a necessary part of keeping projects on track.

This article gives you 10 polite ways to ask for an update without coming across as pushy. Whether you’re dealing with a boss, a colleague, or a client, there’s a right way to do it. By choosing your words carefully, you can get the information you need while maintaining good relationships.

Should You Ask for an Update?

Deciding whether to ask for an update can sometimes feel tricky. You might worry about appearing pushy or impatient. However, asking for updates is a regular part of professional and personal communication. It shows you’re engaged and proactive about your work or the task at hand.

The key lies in how you ask for it. Doing so politely and thoughtfully ensures you maintain good relationships and keep projects moving forward. Following the right approach, you can comfortably ask for updates without any hesitation.

17 Polite Ways to Ask for an Update in an Email

When you need an update but want to remain courteous and professional, consider using one of these phrases in your emails.

• Could you please provide me with an update on [project/task]?
• What’s the current status of [project/task]?
• Can you update me on your progress?
• I’d appreciate an update when you have a moment.
• How is [project/task] progressing?
• Do we have any updates on this?
• Where do we stand with [project/task]?
• Could you provide a quick update on where we stand with [project/task]?
• Could you give me an update on how things are going?
• I’m just checking in on the status of [project/task].
• How are things coming along with [project/task]?
• Do you have any progress updates to share?
• Have there been any recent updates?
• Would you mind sharing the latest developments on [project/task]?
• May I ask for an update on [project/task]?
• I was wondering if there was any progress on [project/task]?
• Do we have any news on [project/task]?

1. Could you please provide me with an update on [project/task]?

This alternative is both polite and direct, making it suitable for most professional settings. It explicitly requests an update, clearly indicating the sender’s needs without being overly demanding.

This phrase is ideal for formal or semi-formal communication, particularly in emails to colleagues, managers, or external partners where clarity and politeness are key. It’s most effective when the recipient is already familiar with the project or task, ensuring the request is understood within the proper context.

Here’s a sample email:

2. What’s the current status of [project/task]?

This question is straightforward and implies a casual tone, making it a good choice for more informal communications. It’s a gentle nudge for information without applying too much pressure.

It fits best in less formal work environments or when communicating with team members you have a close working relationship with. This approach is particularly effective in digital communication channels like emails or instant messaging platforms where brevity is appreciated.

Here’s an example message:

3. Can you update me on your progress?

This request is direct and to the point, which can be perceived as both professional and polite . It’s versatile, fitting a variety of contexts, from formal to informal .

This phrase is particularly useful in scenarios where there’s an established rapport or ongoing communication about the project. It works well in professional settings, whether it’s with colleagues within the same department or with external contacts with whom you maintain regular correspondence.

Example email:

4. I’d appreciate an update when you have a moment.

This phrase is polite and non-intrusive, suggesting flexibility in the recipient’s response time. It’s an excellent choice for maintaining a respectful and professional tone.

It’s well-suited for situations where you wish to be considerate of the recipient’s time and workload. This phrase works best in emails to colleagues or supervisors where you have a friendly but professional relationship. It indicates respect for the recipient’s schedule while still expressing the need for information.

5. How is [project/task] progressing?

This question is straightforward and conveys interest in the project or task’s progress. It’s informal yet polite , perfect for when you want to keep the tone light and friendly.

This alternative is great for checking in on projects where you have a good relationship with the team members or when you’re asking a colleague you frequently interact with. It’s casual enough for internal emails but still shows that you’re serious about wanting an update.

Here’s an example:

6. Do we have any updates on this?

This phrase is professional and inclusive, using “we” to imply teamwork and shared interest in the project or task. It’s a polite way to ask for updates without putting too much pressure on the recipient.

It’s best used in a professional setting where you’re part of a team working towards a common goal. This phrase is particularly effective in meetings or group emails where multiple people might have updates to share. It fosters a sense of collaboration and keeps the communication channel open and constructive.

Sample message:

7. Where do we stand with [project/task]?

This phrase is both professional and collaborative. It suggests you’re part of a team effort and are keen on understanding the collective status or position regarding a project or task.

This choice works well in environments where teamwork is emphasized. It’s perfect for project updates in team meetings or group emails, especially when you want to promote a sense of unity. It’s suitable for both formal and informal settings, depending on the project’s nature and the team’s dynamics.

Here’s an email example:

8. Could you provide a quick update on where we stand with [project/task]?

This request is polite and indicates that you’re looking for a brief overview, respecting the recipient’s time. It’s a gentle way to ask for important information without demanding too much detail.

It’s ideal for communicating with colleagues or supervisors when you need a snapshot of progress but want to acknowledge that they’re likely busy. This phrase is particularly effective in email communication where brevity is appreciated, and it suits both formal and informal contexts.

Here’s how you might use it in an email:

9. Could you give me an update on how things are going?

This question is informal and friendly, making it an excellent choice for conversations with colleagues you know well or when you want to keep the mood light and approachable.

It’s best suited for less formal email exchanges or when you’re checking in on tasks that aren’t urgent but still require your attention. This phrase can help maintain a positive working relationship by showing interest in the person’s work without seeming too demanding.

Here’s an example email:

10. I’m just checking in on the status of [project/task].

This phrase is informal and conveys a gentle reminder that you’re awaiting an update. It’s non-intrusive and shows that you’re mindful of the other person’s workload.

This is a great way to follow up on projects or tasks without applying pressure, making it perfect for internal communications with team members. It’s especially appropriate when you have a friendly rapport with the recipient and want to ensure they don’t feel rushed.

11. How are things coming along with [project/task]?

This phrase is informal and shows genuine interest in the progress of the project or task. It’s friendly and encourages an open response, making it great for casual workplace environments or when you have a good rapport with the team.

It’s particularly suited for when you’re inquiring about projects where the process is as important as the outcome, or you want to offer help if needed. This phrase is effective in maintaining a supportive atmosphere in communications with colleagues or team members.

12. Do you have any progress updates to share?

This question is professional and direct but still maintains a polite tone. It’s versatile, fitting both formal and informal contexts, depending on the relationship with the recipient and the nature of the project or task.

This phrase works well when you’re seeking detailed information or expecting regular updates on a project. It’s particularly appropriate for situations where the progress of a project directly impacts your work or when you’re managing a team and need to compile updates for upper management or stakeholders.

Email example:

13. Have there been any recent updates?

This question is professional and implies that you’re looking for the latest information without pressuring the recipient too much. It’s a good way to check in on something without seeming impatient.

It’s suitable for situations where projects or tasks are ongoing and updates are expected to be given periodically. This phrase can be used in both formal and informal email settings, making it a versatile choice for communicating with colleagues, managers, or external partners.

14. Would you mind sharing the latest developments on [project/task]?

This request is polite and shows that you’re considerate of the other person’s time and workload. Asking in this way makes it clear that you understand they might be busy but you’re still interested in hearing about any progress.

This phrase is perfect for emails where you want to maintain a respectful tone, especially with colleagues or clients you may not interact with daily. It’s great for formal communication but can be adjusted for a more casual tone depending on your relationship with the recipient.

15. May I ask for an update on [project/task]?

This phrase is very polite and shows a lot of respect for the recipient’s time and workload. It’s like you’re gently knocking on their door with your words, asking if they have a moment to share news about a project or task.

It’s especially good for formal emails or when you’re asking someone higher up in the company for an update. This phrase sets a respectful tone, making it clear you understand the importance of their time and duties.

Here’s a sample message:

16. I was wondering if there was any progress on [project/task]?

This is a casual and indirect way of asking for an update, which can make it seem like you’re just casually inquiring without applying pressure. It’s a softer approach that can be particularly useful when you want to be gentle in your request.

This method works well with colleagues you have a friendly relationship with or in situations where the timeline isn’t too strict. It helps keep the conversation light and friendly while still seeking the information you need.

17. Do we have any news on [project/task]?

This phrase is informal and creates a sense of teamwork by using “we.” It suggests that you’re all in this together and that you’re just looking for an update as part of the group effort. It’s friendly and inclusive.

It’s a great choice for team projects or when you’re working closely with others on a task. This approach fosters a collaborative environment and is perfect for internal team emails where everyone is working towards a common goal.

Final Thoughts

Asking for updates in an email can be done in many polite ways. The key is to match your request with the tone of your relationship and the situation. Whether you choose a formal or informal approach, being clear and respectful goes a long way. Using these phrases can help keep your projects moving forward while maintaining good relationships with your colleagues or clients.

CMO of Rontar. I’m interested in entrepreneurship, sales and marketing. As part of my day-to-day routine I do everything from creating marketing strategy to starting advertising campaigns. Sometimes I write for our marketing blog. When not at work, I do sports, lead a healthy lifestyle and keep up on everything that is connected with this.

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Listen Like a Lawyer

Exploring effective listening practices for lawyers, law students, and all legal professionals, listening checklist for taking a new assignment.

Meeting with a senior attorney to discuss a new assignment is a critical moment. Here is a checklist of information to listen for, organized in three groups:

• the most critical items
• additional information that may be covered explicitly or implicitly, and may be appropriate to ask about
• deeper, more intuitive information that really should not be asked about but may become apparent through careful listening

Critical information: Certain information should be covered explicitly. If you don’t hear it in what the assigning attorney covers, ask about it.

• Who is the client?
• What are the relevant facts?
• What is the relevant area of law (or suspected relevant area)?
• What is the expected format of the assignment (e.g. an e-mail, an in-depth research memo, a draft letter, a deposition outline)?
• When is the assignment due?
• If applicable, what is the billing reference number?

Additional information: The assigning attorney may bring up additional helpful information. You may be able to ask some or perhaps all of these questions if they don’t come up independently.

• How much time is it expected to take?
• How complex is it expected to be?
• Does the assigning attorney want a follow-up e-mail confirming the assignment?
• Does the assigning attorney want to be checked in with, or simply have the completed assignment delivered on or before the due date?
• Does the attorney want you to follow a particular sample?
• If the attorney does want you to follow a sample, is it a sample of the document setup or of the writing and analysis, or both, or something else?
• Who will read the final work product?
• How does this assignment fit into the larger context of the larger representation of this client?
• Should you research the facts any further — or would that be inappropriate? (In other words: should the assignment be based only on what was stated in the initial meeting, or can and should you spend additional time reading background files or talking to people who know about the case?)
• Are there any recommended resources to use for the assignment — for example, well-known specialized research resources?

Intuitive information: Some information is not explicit and is not the kind of thing that can or should be asked about directly. But it may be available by careful listening to word choice, nonverbal signals, and what is not said.

• Does the assigning attorney enjoy working on this particular case or matter?
• Does the assigning attorney have a sense of autonomy over his or her own role in the project?
• Is this assignment something that is truly necessary in the short term, and that other lawyers will rely on? Or is it more of an evaluation tool for assessing you?

Thanks to Professor Tami Lefko for feedback on this checklist.

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5 thoughts on “ listening checklist for taking a new assignment ”.

[…] Listening checklist for taking a new assignment […]

Jennifer, thank you so much for this checklist, the blog, and the presentation that you and Tami Lefko did in Philadelphia. I have decided that incorporating an assignment where instructions are provided orally is likely to improve learning outcomes long-term and better prepare my students for the real world. Often, it seems that our students who struggle are students who did not understand the assignment instructions. Later, some of these students may want to argue that the written instructions were vague or ambiguous in some way. However, interpreting a law school assignment or question is actually part of the skill that we are teaching them, and it is a skill that they will need for other classes, for the bar exam, and for the real world. My theory is that this problem can be addressed by discussing listening skills, explaining that the goals include listening and interpreting the assignment, and providing an oral assignment. I believe that first this approach will prime students for the idea that interpreting the assignment is supposed to be challenging and that they will have to work to interpret it. I think that may shift the way they approach assignments overall. In the end, I think that they may have better comprehension as a result. I have shared this idea with my LRW colleagues at Barry. Thank you so much again for your work in this area! Best, Cathren Koehlert-Page

Thanks for your comment, Cathren. Comprehending and interpreting oral instructions are definitely skills that will help future lawyers. And sometimes in practice, the assigning attorney’s recollection of the assignment really does change, or what is actually needed changes because the client’s issue is rapidly evolving. Having good listening skills and good people skills can help lawyers navigate challenging professional situations with grace. Best, Jennifer

[…] may be helpful to review a listening checklist (generally on preparing to listen or specifically for taking assignments) before going into a meeting or […]

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Should you give job applicants an assignment during the interview process? Be thoughtful about the ask

Hiring is a time-consuming and expensive endeavor. Companies need candidates who offer the right skills and experience for a given role, and who align with their organization’s vision and mission.

To find the best fit, many companies still lean on a strategy that continues to generate debate : the assignment. Some candidates believe their experience and interviews should give prospective employers enough information to determine whether they will fit the role. Employers have to ask themselves whether they are willing to turn off a strong candidate by asking them to do additional work.

Is the assignment valuable enough to the evaluation process that they cannot move someone forward without it? Sometimes it is—sometimes they help an employer decide between two strong candidates. And if they are necessary, how can employers make assignments fair and equitable for the candidate or candidates?

When done right, assignments help assess practical skills and problem-solving abilities, giving a clearer picture of a candidate beyond what their resume or interview reveals. But employers should be thoughtful about the ask. While it may make sense for roles that require specific technical expertise or creative thinking, it isn’t appropriate for all roles—so assignments should always be given with a clear reason for why they are needed.

Plus, they don’t just benefit the employer. For job seekers, an assignment during the interview process might also help them stand out from the competition. It can also offer a window into what their day-to-day in the new role might entail. Remember that the candidate should be interviewing the company, too. Having a test run of the work they’d be asked to do is a great way to see whether they believe the role is a fit.

However, there is a rift in how people perceive the assignment as part of the interview process. Workers today span many generations, each with unique values and expectations. Whereas older workers often prioritize stability and loyalty, younger millennials and Gen Zers are more focused on flexibility and work well-being, Indeed data shows .

This mindset impacts the amount of time and energy a candidate is willing to devote to each application. After multiple rounds of interviews and prep, taking on an in-depth assignment may feel like a bridge too far—especially if the expectations for the assignment are not clearly communicated ahead of time.

Some candidates are wary of providing free labor to a company that may use their work and not hire them. Hiring managers should be clear about how the work will be used. They may also consider offering compensation if the assignment requires more than a couple hours of someone’s time, or if they plan to use the work without hiring the candidate.

The key for early career candidates in particular is to ensure their time and efforts are respected. This is a win-win for employers: By providing clarity and transparency, they not only elicit the additional information they want from candidates, but they demonstrate that the organization is transparent and fair.

Equity is also imperative: Which candidates are being asked to complete assignments? Is the hiring team consistent in giving out assignments across ages, experience levels, and roles? There should always be a process and clear evaluation criteria in place to ensure fairness.

As we adapt to the rapidly evolving world of work, we must continue to think critically about each step in the hiring process. Candidate assignments can be a valuable tool, but only with appropriate respect for job seekers’ time and contributions.

With the right strategy, we can bridge the gap between generations in the workplace and build a hiring culture that values efficiency, talent, and integrity.

Eoin Driver is the global vice president of talent at Indeed.

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8th-graders given hitler-themed assignment to rate nazi monster as a ‘solution seeker,’ ‘ethical decision-maker’.

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An Adolf Hitler-themed question-and-answer assignment given to students at a private school in Atlanta has sparked outrage among parents over its suspected antisemitic nature.

Eighth-grade students at the Mount Vernon School in Atlanta were given a series of questions asking them to rate some of the characteristics of Adolf Hitler — the dictator of Nazi Germany from 1933 to 1945, whose antisemitic ideology fueled the Holocaust — as a leader, according to Fox 5 Atlanta . 

One question posed to students asked, “According to the Mount Vernon Mindset rubric, how would you rate Adolf Hitler as a ‘solution seeker’?” 

A second question asked how students would “rate Adolf Hitler as an ethical decision-maker?”

For both questions, the students were given the option of selecting “Lacks Evidence,” “Approaching Expectations,” “Meets Expectations” or “Exceeds Expectations” to describe the ruthless dictator. 

The bizarre questions ignited outrage among parents — many of whom were concerned the queries were antisemitic by nature, according to the outlet. 

Students at the private school also had issues with the questions, with one telling the outlet the assignment was “troubling” and could be seen as glorifying the warmongering totalitarian leader. 

“Obviously, that looks horrible in the current context,” another student told the outlet. “Knowing Mount Vernon, we do things a little odd around here.”

The student added that the school is known to “try to think outside the box” but shared that “oftentimes that doesn’t work.”

Several former students told Fox 5 that those questions weren’t given to them during eighth grade.

While many parents and students were shaken over the assignment, one student believes the school attempted to pose a historically provocative question that required students to use their critical thinking skills. 

“I can definitely see why they’d be upset, but overall, I think it’s important to look at both sides of the coin in every situation, and I think it’s important to be able to compare and contrast everything that’s happened in our world history, whether it’s been good or bad,” said the student.

Upon learning the phrasing of the questions in the assignment, Mount Vernon officials said they had removed it from the school’s curriculum. 

The principal of Mount Vernon, Kristy Lundstrom, wrote in a statement that the assignment was “an exploration of World War II designed to boost student knowledge of factual events and understand the manipulation of fear leveraged by Adolf Hitler in connection to the Treaty of Versailles.” 

“Immediately following this incident, I met with the School’s Chief of Inclusion, Diversity, Equality, and Action, Head of Middle School, and a concerned Rabbi and friend of the School who shared the perspective of some of our families and supported us in a thorough review of the assignment and community impact.”

“Adolf Hitler and the events of the time period are difficult and traumatic to discuss.”

The private school, about 16 miles outside downtown Atlanta, is a “co-educational day school for more than 1200 students in Preschool through Grade 12,” according to the institution’s  website . 

“We are a school of inquiry, innovation, and impact. Grounded in Christian values, we prepare all students to be college ready, globally competitive, and engaged citizen leaders,” its mission statement reads.

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On Wednesday, March 30, undergraduates will receive an email from Residential & Dining Enterprises Student Housing Assignments inviting them to begin the process of selecting their housing for the 2022-2023 year. Here are a few other important dates and details you need to know.

• All students, including those applying for pre-assignment, serving as residential student staff, or living in Greek houses, must file a housing application by the April 18 deadline.
• Students who have special housing needs due to a disability or documented medical condition, as well as any members of their group, will not participate in the self-select process and will not be assigned gate times. Students with a medical need must file a Housing Accommodation Request Form with the Office of Accessible Education by April 11.

A new process

Students shared the importance of being able to easily assign with their friends and keep their groups together. The new process offers a streamlined and more transparent way of doing this.

This year, instead of listing residence choices on an application, students applying for undergraduate housing will fill out a much shorter application (March 30 – April 18) and then be assigned a gate time during which they will go into the housing system themselves and select their house and room all in one step (May 23-27).

This will allow students to make decisions in real time based on what is available at their selection time and will increase transparency in the assignment process. Detailed instructions and answers to many of your questions regarding House and Room Selection will be in emails you receive from R&DE Student Housing Assignments beginning this week. Be sure to read these emails carefully. On Wednesday, you can review instructions and other information about neighborhood housing on the R&DE website.

Why do we have neighborhoods?

The neighborhood system grew out of Stanford’s Long-Range Planning Process , in which faculty, students, staff and postdocs were invited to submit proposals “to advance frontiers, strengthen foundations, stimulate synergies, and anticipate change in one or more of the following key areas: Education, Research, Our Community and Beyond Our University.”

There were a number of proposals that suggested ways Stanford could do more to realize the full potential of the residential experience for our students. This need led Provost Persis Drell to commission the ResX Task Force. The Task Force submitted recommendations to the President Marc Tessier-Lavigne and Provost Persis Drell in December 2018 and they were shared with the campus community in spring 2019.

What were the key concerns the recommendations address?

The Task Force heard from many students that they wanted a housing selection process that makes it easier to keep friend groups together. Students shared how important the friendships were in their frosh year on campus and the neighborhoods allow students to build on that year.

In addition, students will be able to develop supportive relationships with the residence staff (Resident Fellows, Resident Director, Community Coordinators, Neighborhood Program Directors, Undergraduate Advising Directors, Student Housing Building Managers and Housing Service Center staff, Stanford Dining Managers and Nutritionists, custodians and food service workers), who will be with them during their years in the neighborhood.

Was there student input in developing the ResX Task Force Recommendations?

Yes. Over the course of six months, the task force met with more than 500 students, alumni, faculty, and staff and it received some 600 pieces of unique feedback through an online portal in addition to reviewing 493 long-range planning proposals. The group also visited peer campuses (Harvard, Yale, Dartmouth and Rice) and reviewed prior Stanford studies and presentations on the residences.

Why can’t the neighborhoods be contiguous? How will they work as neighborhoods?

One goal in creating the neighborhoods was to offer a similar quality and diversity of housing in every neighborhood, so each neighborhood includes a mix of housing options – all-frosh houses, upperclass houses (for sophomores, juniors, and seniors), a mix of independent living environments (Row houses, suites, and/ or apartments), and University Theme Houses, which can include academic and ethnic theme houses, co-operative houses, and Greek houses.

To accomplish this, each neighborhood also includes residences that are not immediately adjacent to the rest of their neighborhoods.

Stanford’s undergraduate neighborhoods are not only about physical proximity; as important, they are about being able to easily stay with the same group of friends and acquaintances throughout your time at Stanford. Some people have called this “community continuity.” While some parts of your neighborhood are next door, and a few might be a jaunt across campus, they’ll all be filled with students and staff that you know.

How will the neighborhoods build and support community and belonging?

Now that neighborhood councils have been formed, students can expect to see more community activity in spring. The neighborhood councils bring together a group of students with professional staff from Residential & Dining Enterprises, Residential Education, and Undergraduate Advising to promote community and belonging within the residential neighborhoods at Stanford.

Each neighborhood has emerged with its own unique identity that reflects the interests of the students and houses through programming and swag. Some exciting events planned for spring quarter include concerts, festivals, a drag show, an outdoor film series across neighborhoods, and much more!

Neighborhood dining is an essential part of supporting undergraduate communities. R&DE Stanford Dining’s neighborhood meal plans make it easier for students living on the Row, in Suites and Co-ops to engage with their neighbors. Dining also hosts a number of community cultural celebrations throughout the year.

Important dates to remember

Some parts of the assignments process are already underway or completed.

Placements for most student staff positions – Resident Assistant (RA) or Ethnic Theme Associates (ETA) – have been determined and communicated with students. Congratulations to the new RAs and ETAs who will be staffing next year in these critical leadership positions.

On March 28, students who applied to change neighborhoods were notified of their new neighborhoods.

March 28 was also the first day to submit applications for assignment to University Theme Houses. Find details on the application process and check out your options here !

R&DE Housing Assignments and Room Selection

• Wednesday, March 30 Undergraduate housing application portal opens
• Monday, April 11 Deadline to submit Housing Accommodation Request Form (HARF) to the Office of Accessible Education (OAE) if applying for 2022-23 housing medical accommodation
• Monday, April 18 Undergraduate housing applications portal closes
• Thursday, May 19 Gate times sent to students participating in House and Room Selection
• Monday, May 23 – Friday, May 27 House and Room Selection at assigned gate times

Pre-Assignments to University Theme Houses (UTH)

• Monday, March 28 Pre-Assignment applications for UTHs open
• Sunday, April 10 Pre-Assignment Applications close at 11:59 PM PDT
• Wednesday, May 11 UTH Pre-assignments announced to students

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How to Ask for the Feedback You Really Need

• Liane Davey

Three steps to move past generic, unhelpful conversations.

When we ask for feedback on our work, we often get poor-quality feedback that’s not useful or that makes us feel attacked or defensive. Part of the reason is in how we’re asking for feedback. Most requests are too generic, too open, and too late. The result is that you’re more likely to get a heap of opinion rather than a helping of insight. Instead of saying, “I’d love it if you could provide some feedback,” try setting the other person up to add more value by being more prescriptive about what you’re looking for. This article discusses a three step process for getting more constructive feedback that supports your growth, strengthens your relationships, and accelerates your career.

You’ve probably heard of “the gift of feedback,” but have you ever actually received it? When delivered well, the gift of feedback is candor, and it comes when someone exposes how your behavior affected their own thoughts and feelings — for example, “When you spoke over me, I felt like my perspective wasn’t valued.”

• LD Liane Davey is a team effectiveness advisor and professional speaker . She is the author of The Good Fight , You First , and co-author of Leadership Solutions . Share your comments and questions with her on Twitter at @LianeDavey .

Partner Center

• Using Project Execution Management

Project Resource Request Statuses

Statuses track the lifecycle of a project resource request and restrict available actions.

The project resource request type determines the available statuses for a request. The project resource request types are:

New Resource

Assignment Schedule Change

Assignment Cancellation

The following figure shows an example flow of a project resource request status progress for a confirmed assignment of a New Resource request type.

This table describes the statuses for a project resource request with a New Resource request type, and lists the permitted actions for each status.

Assignment Schedule Change or Assignment Cancellation

When you initiate an assignment schedule change or cancellation, the application creates a project resource request to track the change.

The following table describes the statuses for a project resource request with a request type of either Assignment Schedule Change or Assignment Cancellation , and lists the permitted actions for each status.

You can't delete, duplicate, or cancel project resource requests with a request type of Assignment Schedule Change or Assignment Cancellation .

Trump hush money chat: Ask us your questions about the trial and Michael Cohen’s testimony

Join our reporters covering the former president’s hush money trial for a live chat Friday at 11 a.m. ET.

The criminal trial of former president Donald Trump continued this week with testimony from the most anticipated witness in the case, Michael Cohen, the former Trump attorney and fixer.

Trump is accused of falsifying business records related to his reimbursement of Cohen for a $130,000 hush money payment to adult-film actress Stormy Daniels before the 2016 election.

What questions do you have about Cohen’s testimony and the trial so far? Join our reporters covering the New York case for a live chat at 11 a.m. Eastern time on Friday, when there is a day off in the trial so that Trump can attend his son’s high school graduation.

Send us your question below. Your question may be edited for accuracy and clarity.

Alexandra Pannoni, newsroom talent and community editor, produced this live chat.

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• Jira Service Management

Wrong assignment of customer to organization

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Deployment type, product plan.

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